MODULE 2

THE TEACHER IN THE CLASSROOM AND COMMUNITY

Lesson 1
The 21st Century Teacher
“If we teach today as we taught yesterday, we rob our children of tomorrow”- John Dewey

The 21st Century Skills

To remain relevant and interesting, the teacher must possess 21st century skills. The
21st century skills can be categorized into four (4) namely: 1) communication skills 2) learning
and innovation skills 3) information, media and technology skills and 4) life and career skills. A
teacher must possess them in order to survive in this 21st century and be able to contribute to
the development of the 21st century learners.
Under each of these four clusters of the 21st century skills are specific skills. Effective
communication skills include 1) teaming 2) collaboration 3) interpersonal skills 4) local, national
and global orientedness and 5) interactive communication.
The learning and innovation skills are the 3C’s namely 1)creativity 2) curiosity 3) critical
thinking problem solving skills and 4) risk taking.
Life and career skills embrace 1) flexibility and adaptability 2) leadership and
responsibility 3) social and cross cultural skills 4) initiative and self direction 5)productivity and
accountability and 6) ethical , moral and spiritual values.
Information, media and technology skills are 1) visual and information literacies 2)
media literacy 3) basic, scientific, economic and technological literacies and 4) multicultural
literacy.
The first three (3) categories of life skills are self-explanatory. The last category
(information, media and technology skills) needs further explanation. They are explained below.
Visual literacy is the ability to interpret, make meaning from information presented in
the form of an image. It is also the ability to evaluate, apply or create conceptual visual
representation.
Information literacy is the ability to identify what information is needed, identify the
best sources of information for a given need, locate those sources, evaluate the sources
critically and share that information. Information literacy is most essential in the conduct of
research.
 Media literacy is the ability to critically analyze the messages that inform, entertain and
sell to us every day. It’s the ability to bring critical thinking skills to bear on all forms of media
asking pertinent questions about what’s there and noticing what’s not there. It is the ability to
question what lies behind media productions-the motives, the money, the values and the
ownership and to be aware of how these factors influence content of media production.
Scientific literacy encompasses written, numerical and digital literacy as they pertain to
understanding science, its methodology, observations and theories. Scientific literacy is the
knowledge and understanding of scientific concepts and processes required for personal
decision making, participation in civic and cultural affairs and economic productivity.
Economic literacy is the ability to apply basic economic concepts in situations relevant to
one’s life. It is about cultivating a working knowledge of the economic way of thinking-
understanding tradeoffs, recognizing the importance of incentives. It encompasses a familiarity
with fundamental economic concepts such as market forces or how the monetary system
works.
What is technological literacy? The US Department of Education (1996) defined
technology literacy as “computer skills” and the ability to use computer and other technology
to improve learning, productivity and performance”.
Technological literacy is the ability to responsibly use appropriate technology to
- Communicate
- Solve problems
- Access, manage, integrate, evaluate, design and create information to improve
learning in all subject areas
- Acquire life -long knowledge and skills in the 21st century
-
Another way of grouping the 21st century skills is shown below
- Ways of thinking. Creativity, critical thinking, problem solving, decision making and
learning
- Ways of working. Communication and collaboration
- Tools for working. Information and communications technology (ICT) and
information literacy
- Skills for living in the world. Citizenship, life and career and personal and social
responsibility
 Relate these 21st century skills to the characteristics of the 21st century educator
presented in the graphic organizer below:

Effective Communication Learning and Innovation

Skills Skills

21st century
skills

Info, Media and Technology Life and Career Skills

Skills

Are all 21st century skills reflected by the characteristics of the 21st century teacher? If
not, feel free to add to the graphic organizer.

Lesson 2
School and Community Relations
It takes a village to raise a child. – African proverb
The school and the community are the mainsprings of effective and powerful forces that
can create a wholesome climate for mutual gains and betterment. They can forge a kind of
partnership where both are willing to share information as well as responsibilities to the best
interest of the children while in school. Likewise, when dealing with members of the
community. Parents from the community are ready to offer much- needed assistance in terms
of resources while teachers are equally committed to spend time, effort and expertise in
serving the school children. Ensuring strong alliance is guaranteed to foster sound academic
practices in the school, civic mindedness and public accountability in the community. A positive
affiliation is an overwhelming bond that all stakeholders are willing to be part of.
In recognition of the tremendous benefits that school and community residents stand to
experience and enjoy some teaming up will be suggested.
A. The Teachers, Parents and the Community
Parents are the first teachers in the home. They are responsible for the development
of values, attitudes and habits that will be needed as their children associate with the
classmates in school. Such inculcations are likewise beneficial when they work and play with
neighbors and the community at large.
Teachers in the schools continue to enrich the students’ experiences at home, thus
strengthening the valuable, personal traits and characteristics initially developed. In the
end, the contrived attention and efforts of both “custodians “ are accorded
acknowledgement and recognition by members of the community.
The members of the community, in addition to the parents, include the local
government units, the non-government agencies, civic organizations and all the residents.
They are highly motivated to participate in the school activities and projects that will
likewise redound to the uplifting of the moral and quality of life in their own locality.
1. Difficulties
Teachers are endowed with a caring and compassionate attitude that are expressed
in their love and unending sacrifice in guiding the young. Despite conscious effort, children
experience difficulties and problems regarding:
a. Ability to accomplish assignments
b. Irregular attendance
c. Study habits in school
d. Negative attitudes
e. Problem with self-discipline

2. Solutions
The best way to thresh out causes and come up with solutions is to conduct a
dialogue wherein parents may be invited to drop by the school or the teacher may pay a
visit to their home.
a. A calm and friendly face-to-face exchange of observations could straighten some
disturbing interactions ending with a promise of undertaking remediation in both
quarters.
b. Positive attitudes of kindheartedness and patience are developed through
modeling
c. Regularity in attendance and doing daily assignments need strong motivation
and encouragement from both sides.
 d. Letters and praises to parents for outstanding performances build confidence
and strengthen determination to continue the good work.
e. Interesting lessons never fail to motivate students to be present everyday for an
enjoyable participation in them
f. Extremes of behavior need detailed consideration of past experiences in school
and at home
3. Values developed
Values and strong inclinations are instilled starting from the home and are
developed further in the school. Some of the most desirable are
a. Respect for elders and for the rights of others
b. Cooperation
c. Willingness to share
d. Deep sense of responsibility and
e. Persistence
Students exhibiting exemplary traits must be given due recognition. Awards
conferred upon responsible and well-behaved students set examples that are emulated
4. Interests
Special interest and innate talents noticed at a young age such as heightened
prosperity for music and drama, athletics and the arts must be attended to by sensitive
mentors and guardians in order to provide them with continued opportunities to attain full
realization of their natural gifts.

B. School and Community

The school is usually located at the center of the town or city. As such, it is subjected to
daily scrutiny by the members of their community. Seeing their students at play or work,
personnel busy with everyday tasks and teachers with the usual eyeful watch, everyone passing
by witnessing such would feel proud of their school. The community would in turn show their
gratitude and appreciation by keeping their school’s surroundings clean and comfortable for
their children and by sharing resources whenever needed.
1. Collaborative relationships
a. The school officials actively participate in community projects such as literacy
assistance project for out-of-school children and house campaign for healthful
practice.
b. The municipal/city officials are likewise ready to provide help not only in
improving the physical facilities of the school but also paying the salaries of
teachers who for the moment do not have teacher items. There are a number of
 school-board-paid teachers in the country. During historic celebrations in both
places, participation by each is easily elicited with such positive and civic
consciousness activities enjoyed by the school and the community, a strong
feeling of togetherness becomes evident.
2. Organized associations
Schools have organized Parent- Teacher Associations (formerly referred to as
Parents Teachers and Community Associations) with the officers coming from both their
members. They undertake projects and activities aimed at promoting a harmonious and
enjoyable relationship among themselves. Regular meetings are conducted to discuss
activities that are intended to improve /assist conditions prevailing in both. A strong
spirit of cooperation is exhibited as well as sharing of expertise and material resources.
Representations during town or school affairs create strong ties among the members,
thus helping hands are volunteered in times of needs.
The Brigada Eskwela is another example of collaboration among school, parents
and community. Brigada Eskwela conducted at the beginning of the school year is now
institutionalized at the Department of Education and has resulted to strong partnership
of the school with the community. This is DepEd’s National School’s Maintenance Week
meant to help schools prepare for the opening of classes with the assistance of
education stakeholder by repairing and cleaning public schools nationwide. Brigada
Eskwela aims to revive the bayanihan spirit among Filipinos by engaging the
participation of education stakeholders in the community.
With the implementation of School-Based Management (SBM) the School
Governing Council (SGC) per school has been organized. The School Governing Council
(SGC) is more than the PTA in the sense that the SGC shares in the task of policy making
in the school with the school head leading.
3. Public Safety, Beautification and Cleanliness
Peace and order, safety in public conveyances and compliance with ordinances
afford ample protection and disciplinary measures deserved by all. Beautification of the
community through tree planting in every household and cleanliness through proper
waste disposal are voluntarily undertaken by both, thus creating a disciplined and
wholesome community.
4. Values exhibited
Outstanding school personnel as well as barangay officials are honored. This
serves as a motivation for both parties and their followers to continue with their
commendable practice. Values of nationalism and unity are developed through the
examples demonstrated by the school and government officials. Respect for authority
and self- discipline are modeled for the young to follow.
 5. Instructional Centers and Materials
The community can serve as rich sources of instructional materials. The clean
rivers, town library, factories and other industrial establishment could be learning
centers for field trips. Recreational areas and concert halls offer enjoyable
entertainment for all. The parks and beaches become relaxation areas for school
children together with the teachers and families. Professionals and practitioners from
the community can be invited as resource speakers during the observance of significant
school rites.

Lesson 3
Linkages and Networking with Organizations
“We cannot live for ourselves alone. Our lives are connected by a thousand invisible threads,
and along these sympathetic threads and along these sympathetic fibers, our actions run as
causes and return to us as results.”

Introduction
The school and its community, in collaboration with public and private institutions and
organizations are indeed inseparable if they are to create an impact on the lives of the students
and members of the community they are committed to serve. Various groups from both are
very willing to join forces in pursuing mutually beneficial and productive programs and projects
for the good interest of all. All that is needed are well-defined plans and creative efforts aimed
at establishing close affiliations between and among them. Such interrelationships will be
characterized by reciprocity and genuine sharing of responsibilities, thus ensuring valuable
gains and attainment of educational objectives. Harnessing the tremendous influence and
expertise both of groups will be able to extend is definitely a laudable step towards promoting
the desired proficiency of the teaching force in the school as well as the efficiency in the
services of some associated organizations.
The school can enjoy linkages and networking activities with international, national and
local organizations in the community for mutual benefits and assistance needed.
The first step is for the school to prepare a list of projects and activities it plans to
undertake including the much -needed assistance in terms of human and material resources
then determine the institutions and organizations with parallel objectives and services. A joint
scheme could be worked out with higher education institutions offering degrees along the same
line such as teacher education.
 DepEd schools and laboratories for Field Study courses and practice teaching hence the
exposure of future teachers to the reality of teaching.
A network system could be designed incorporating the strength and availability of
services and expertise from both or among the group. The schools could also benefit immensely
from agencies whose mission includes corporate social responsibility. With the help of said
organizations, the school can fully realize its objective of delivering quality educational services
for the country’s youth. As the networking plan progresses, the enormous contribution of all
the willing partners deserve the community’s commendation and patronage. Linkages also
termed interconnections with institution functioning along the same mission are intended to
serve members of both sides according to their respective needs, interest and objectives. They
create bonds together to solicit support and assistance for purposeful activities which could be
facilitated faster and better considering the doubling of energy and resources. Following are
some working linkages between schools nationwide and associations/centers with local offices
manned by a complete set of officials and active members.

A. LINKAGES
1. International Linkages
a. Pi Lambda Theta
Pi Lambda Theta is an international honor society ad professional
association of women educators. Based in its main office in Michigan, chapters
are located in different universities nationwide. The only chapter outside the US
is the Philippine Area chapter. Established in the country more than 3 decades
ago, its main project is ETP (Excellence in Teaching Project) started in 1997 in
coordination with Metrobank Foundation. It supports 15 third year BSE/BEE
students until they graduate. It also honors outstanding student teachers from
Colleges of Education. The president and some members of the association
attend a biennium hosted by chapters abroad during their term. The 3-day
convention tackles current issues, advances and trends in teacher education
which are discussed among the local members upon their return. The local
chapter hosted twice (1997 and 1999) a study tour and an initiation rite with
members from abroad in attendance.
b. INNOTECH is the center for training educational leaders from
Southeast region under the SEAMEO organization. It conducts training programs
to upgrade the competencies of teachers from the region in all disciplines. One
of its projects is to update teachers’ knowledge and skills in implementing
alternative learning systems. It has prepared a comprehensive framework on
peace and multi-cultural diversity.
 c. World Council for Curriculum and Instruction (WCCI) has a local
chapter which recently hosted a 3 –day international congress with the
international President, officials and members from the main office together
with the members from different countries in attendance. The council holds
conferences in different member countries annually which is participated in by
members of the local chapter.
d. Association for Supervision and Curriculum Development (ASCD)
is a membership organization that develops programs, products and services
essential to the way educators learn, teach and lead. Founded in 1943, ASCD
(formerly the Association for Supervision and Curriculum Development) is an
educational leadership organization dedicated to advancing best practices and
policies for the success of each learner. It has 150,000 members in more than
145 countries who are professional educators from all levels and subject areas-
superintendents, supervisors, principals, teachers, professors of education and
school board members. It is a nonprofit, non partisan membership organization
that provides expert and innovative solutions in professional development,
capacity building and educational leadership essential to the way educators
learn, teach and lead.
2. National and Local Linkages
a. Linkages could be established between universities and colleges
offering identical degrees. Cross –enrolment for subjects needed for graduation
is allowed.
b. Joint researches could be conducted by two or three universities
depending on their respective expertise. The dissemination of findings for other
universities in the area is a big help.

B. Networking
1. Networking with Professional Organizations
A network is a grid/web whose members actively demonstrate how they can
work together to attain common objectives, undertake innovative practices and update
members regarding breakthrough in different disciplines. Such network composed of
several colleges of different universities bind themselves for a common goal.
Some examples could serve as models:
a. Consortium among Universities and Colleges
1. Taft Consortium - The universities that make up the
consortium are St. Paul University (Manila), St. Scholastica College,
Philippine Normal University, Philippine Christian University and De La
Salle University. The Science teachers from each college met regularly for
discussions on “best practices”. At one time, they wrote a book which
was used by their respective students. The registrars may undergo
training sessions together. The interest clubs convene members for a
presentation where the participants are from the five institutions. Each
university serves as a host during important celebrations wherein the
faculty and students enjoy academic as well as recreational activities.
2. The Mendiola Consortium - It is composed of San Beda
College, Centro Escolar University, San Sebastian College and Holy Spirit
College.