Code of Ethics For Professional Teachers

UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION

Sibalom, Antique
Code of Ethics for Professional Teachers
The schools are the nurseries of the citizens of the state, each teacher in
a trustee of the cultural and educational heritage of the nation and is under
obligation to transmit to learners such heritage as well as elevate nationality,
morality, promote national pride, cultivate love of country, instill allegiance to
the constitution and respect for all duly constituted authorities, and promote
obedience to the laws of the state.
Every teacher or official shall actively care out the declared policies of the
state, and shall take an oath to this effect.
In the interest of the state and of the Filipino people as much as of his
own, every teacher shall be physically, mentally and morally fit.
Every teacher shall possess and actualize a full commitment and

devotion to duly.
A teacher shall not engage in the promotion to any political, religious, or

other partisan interest, and shall not, directly or indirectly, solicit, require,
collect, or receive any money, service, and other valuable material from any
person or any entity for such purpose.
Every teacher shall vote and shall exercise all other constitutional rights
and responsibilities.
A teacher shall not use his position or official authority or influence to

coerce any other person to follow any political course of action.
Every teacher shall enjoy academic freedom and shall have the privilege
of sharing the product of his researches and investigations, provided that, if
the results are inimical to the declared policies of the state, they shall be drawn
to the proper authorities for appropriate remedial action.
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A teacher has the right and duty to determine the academic marks and
promotions of the learners, the subject or grade they handle; such
determination shall in the accordance with generally accepted procedures of
evaluation and measurement. In case of any complaint, teachers concerned
shall immediately take appropriate action observing due process.
A teacher shall recognize that the interest and welfare of learners are his
first and foremost concern, and shall handle each learner justly and in
partially. Under no circumstances shall a teacher be prejudiced nor
discriminatory against any learner.
A teacher shall not accept favors or gifts from learners, their parents or
others in their behalf in exchange for requested concessions, especially if
undeserved.
A teacher shall not accept, directly or indirectly, any remuneration from

tutorials other than what is authorize for such a service
A teacher shall base the evaluation of the learner’s work only on merit
and in quality of academic performance. In a situation where mutual attraction
and subsequent love develop between the teacher and the learner, the teacher
shall exercise the utmost professional discretion to avoid scandal, gossip and
preferential treatment of the learner
A teacher shall not inflict corporal punishment on offending learner nor

make deductions from the scholastic rating as punishment for an act which is
clearly a manifestation of poor scholarship.
A teacher shall insure that conditions which contribute to the maximum

develop of learners are adequate, and shall extend needed assistance in
preventing or solving learner’s problems and difficulties
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A teacher shall establish maintain cordial relations with parents, and

shall conduct himself to merit their confidence and respect
A teacher shall inform parents, through proper authorizes, of the

progress or deficiency of learners under him, exercising at most candor and
tact in pointing out learner’s deficiencies and in seeking parent’s cooperation
for proper guidance and improvement of learners.
A teacher shall hear parent’s complaints and sympathy and

understanding, and shall discourage unfair criticism.
A teacher has a right to engage, directly or indirectly, in legitimate

income generation, provided that it does not relate to or adversely affect his
work
A teacher shall maintain a good reputation with respect to financial

matter such as in settlement of his just depth s, loan and other financial affairs
No teacher shall act, directly or indirectly, as agent of, or be financially

interested in, any commercial ventures which furnishes textbook or other
school commodities in purchase and disposal of which he can exercise official
influence except only when his assignment is inherently related to such
purchase and disposal, provided that such shall be in accordance with existing
regulations.
A teacher shall leave with dignity in all places at all times.
A teacher shall put premium upon self-respect and self-disciple as the

principles of personal behavior in all relationship with others and all situations
A teacher shall maintain at all times a dignified personality, which could

serve as a model worthy of immolation by learners, peers and others
A teacher shall always recognize the Almighty God or Being as guide of

his own destiny and of destinies of man and nations.
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R.A.No.7836 paragraph (a) Section 6, P.D.No.223
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Teacher’s Prayer
Heavenly Father, You are the source of light and enlightment.
Im humbling myself before you You, oh, Lord,
Asking forgiveness for all my sins.
May you continueto shroud me with your never – ending protection
As I share my life with my students.
May your infiltrating wisdom seep deep on my mind
so I can be an instrument to show your beauty.
Continue to bless me with your eternal strength and power
so I can vigorously chanel truth and justice.
Help me to keep giving my time and energy
to those who need the most.
Lord, I pray for my students, my co – teachers and administrator.
May you provide knowledge and strength, love and mercy.
May you make the school an avenue of peace, love
and spiritual development.
Guide us, teach us, oh, Lord.
This all we pray, in the Mighty name of Jesus.
Amen.
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Overview
Teaching profession is highly regarded throughout the ages and rightly
recognized by society as a true vocation (Lawrence, 1999). However, to become
teachers is not easy because of the rigid training that the prospective teachers
have to undergo. This is required to make sure that they possess the
qualification necessary for teachers who will be working with children and
influence their formative years to help them grow with confidence to face the
challenges of the world.
Student teaching then is very important part of training and one of the
most memorable activities in the College of Teacher Education. Despite of the
rigid training the teacher education students get from the Teacher Training
Institutions, they need to experience the atmosphere of actual environment and
authentic learners to have the first-hand experience in the field. Being new in
this environment, they face predicaments and ask enormous questions like:
How will I accomplish my duties and responsibility satisfactorily? Can I meet
the expectations of my critic teachers? Will I be able to manage the class? Will
my pupils take me as a teacher or will see me as a student?
On the part of the cooperating teacher he or she will ask question like:
Will the student teacher critical of my teaching? Will I meet the expectations of
the student teacher assigned to me? How will my pupils react when the
student teacher is around? Is the student teacher competent enough to handle
the class? How will I get along with the student teacher and the
coordinating/supervising teachers from the College of Teacher Education?
The first week of student teaching is very crucial for both the student
teacher and the cooperating teacher. Hence, student teachers begin the
student teaching activities with orientation period when they become
acquainted with the school, staff, faculty, pupils and the community. The
information is very important in the understanding of the behavior and ways of
the people they associate with.
It is very important that the student teacher and the cooperating teacher
have positive outlook to make the student teaching worthwhile and enjoyable.
From the start to the end of student teaching experience, student
teachers need to answer series of questions with the help of the cooperating
teachers and the principals of the school where they are deployed.
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The Rationale, Nature and Scope of Student Teaching

Student teaching is the stage of your education where you will be playing
dual roles; that of the student and that of the teacher. At this stage of your
training, your actual classroom experiences may become influential factors in
your professional career.
The student teaching program is designed to provide the student
teachers opportunities to apply the principles and strategies of teaching and
evaluation in actual teaching-learning situations, utilization of actual teaching
techniques and instructional materials. The experiences gained by the
prospective teachers at this stage will develop further their competencies in
teaching.
Student teaching is 6 unit-course to be finished in one semester. It
covers three phases namely; orientation, off campus, period of evaluation or
the preparation of your narrative report. During the seminar, you will find
answers to your questions about: which school you will be assigned? What is
demonstration teaching? How will you handle the discipline of the pupils and
other questions related to the teaching of other subjects?
The off-campus work will provide you on-the-job experiences of teaching
in the real classroom setting. It is during this period where you will apply the
teaching-learning principles, strategies in teaching, knowledge in the
preparation of instructional materials and test as well as handling individual
differences.
The evaluation period is observed after the off-campus assignment when
you report back to UA to work on your narrative report includes the summary
of your work experience with school children, school personnel and the
community.
Objectives of Practice Teaching
In the Philippines, it is common knowledge that teaching is the most
stable profession. Like other profession it requires an extended period of
specialized pre-service preparation and passing the Licensure Examination for
Teachers (LET) in order to be qualified in the teaching career. Student teaching
then, is the culmination of this pre-service training. Its major objectives are the
following:
1. Provide opportunities for student teachers to apply in actual
classroom situations the theories and principles learned in the
teaching-learning processes;
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2. Give the opportunities for prospective teachers to evaluate themselves

and discover their weaknesses in certain phases of their teaching
tasks;
3. Gain a comprehensive and realistic picture of the instructional system
which prospective teacher will be a part;
4. Develop their competence and desirable attitude needed by a teacher
in order to function effectively in the classroom and;
5. Understand problems of actual teaching and develop the skill to make
the necessary adjustment to the changing classroom conditions.
Duties and Responsibilities of a Student Teacher

The General Education Program of the Institution and the professional
subjects are provided to give prospective teachers insights into the sociological,
philosophical, and anthropological foundation of Education, the curriculum,
methods of teaching, preparation and utilization of instructional resources,
techniques of evaluation and the professional responsibilities of the school
personnel. The following are the duties and responsibilities of the student
teacher:
1. Set clear objectives.
Competent teachers set specific objectives for each learning
experience. The daily lesson plan, unit of study can contribute to the
achievement of goals, objectives and purposes.
2. Study individual and class needs.

The Student teacher identifies the objectives and bases these
objectives on the specific needs, abilities, and achievement of the pupils
with whom he is working.
3. Study the community.

Knowledge about the people in the community helps the student
teacher gain understanding of children and the behavior they show in
the classroom.
4. Provide a balanced program.

A student teacher should refer to the Teacher’s Guides, Teacher’s
Manual, Course of Study, and other Curriculum Materials.
5. Make effective plans.

Good planning involves the identification of goals, objectives, or
purpose; knowledge of children and the community and considers
suggestions from Curriculum Guides and Teacher’s Manual.
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6. Make content meaningful.

A thorough knowledge of the subject matter and use of effective
method for developing both the meaning and the significance of what is
being taught is the duty of the student teacher.
7. Provide for individual and group work.

Individual work is provided to ensure that specific needs of each
learner are met. Group work is provided when common needs and
purposes of the entire class or the group within the class are to be met.
8. Provide good environment for learning

It is the duty of the student teacher to make the best of what is
available in the environment and make it comfortable and conducive to
learning.
9. Use appropriate methods and instructional materials

The student teacher should apply his or her skills in selecting the
effective method and appropriate instructional in order to attain the
objectives of the lesson.
10. Evaluate from the beginning to the end

Appraisal of children’s learning and the value of the various
methods and instructional materials should be done to ensure quality
teaching and learning.
11. Maintain professional relationship

Relationship with co-workers, pupils, parents, the community and
the profession are clearly outlined in the Code of Ethics for school
personnel.
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Expectations from Student Teachers
As future teachers, certain skills are expected of participants in the

student teaching program. These involve professional skills that include
mastery of the subject matter, classroom management skills, communication
skills, procedural skills and evaluation skills. Teaching skills; include the
preparation of teaching devices, filling of forms, using audio-visual equipment,
structuring of classroom and using computers. In addition, there are personal
and social qualities that future teachers are expected to possess. These are
well-modulated voice, self-confidence, patience, approachability, cheerfulness,
service orientation, positive response to constructive criticisms and
harmonious relationships with peers, superiors, parents, students and
community members.
A. Professional Skills
1. Mastery of the subject matter
a. must have a comprehensive grasp of the subject matter
b. have updated knowledge of new developments
c. can integrate other skills of knowledge to enrich effective
learning
2. Classroom Management
a. Knows how to establish good routine habits
b. Must be keen in detecting any kind of misbehavior
c. Must remain calm and well poised even in cases of emergency
d. Knows the various ways to maintain good discipline
e. Knows how to prepare a setting conducive to effective learning
3. Communication Skills
a. Oral – must be proficient in the language instruction and
delivers subject matter content through effective
communication.
b. Written – must be proficient in expressing ideas in the written
form and writes legibly using the conventional or standard form
of writing.
4. Procedural Skills
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I. Must have thorough grasp of the procedure and techniques of

the different methods of effective teaching
II. Must be able to determine the appropriate method be used
III. Should be able to prepare a lesson plan
IV. Can formulate objectives for a particular lesson
V. Can determine the materials and equipment needed to
facilitate learning
VI. Must have knowledge on the techniques of questioning and the
techniques of handling student’s responses or answers
VII.Should know how to give appropriate effective assignments
VIII. Motivates active participation
IX. Encourages creative and technical thinking
5. Evaluation Skill
a. Should know the importance of the objectives of evaluation
b. Should have the ability to analyze test results
B. Teaching Skills
1. Preparation of teaching devices
a. Must have knowledge of the different kinds of
instructional materials
b. Must have skills in the effective use of teaching devices
c. Must have the ingenuity and creativeness to prepare
inexpensive devices
2. Filling out of forms
a. Must be familiar with the different school forms
b. Must have the knowledge on how to accomplish these
forms
3. Use of AV equipment and computers
a. Must have the ability to determine when to use
audiovisual equipment and computers
b. Must be able to operate these gadgets or equipment for
instructional purposes
4. Structuring the classroom

a. Must have the skill to arrange the classroom to make it
attractive and conducive to learning
C. Personal and social qualities

1. Well-modulated voice - speaks clearly and understandably
2. Has self-confidence – shows enthusiasm and vitality in the
classroom, examples in moral and ethical behavior, maintains
personal discipline
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3. Has patience – performs work diligently and with dedication,

cooperates with peers, administrators and the community, guides
every pupil to develop at the utmost.
4. Approachable – deals honestly and fairly with pupils, shows no
favoritism, is ready to help pupils, and shows interest in each pupil
development.
5. Cheerful – must have pleasing personality, sociable and friendly,
cheerful, and has sense of humor, shows evidence of mental
stability
6. Service-Oriented – believes that education is service, takes pride in
the work and believes that teaching is a noble profession, works
with devotion and dedication, enthusiastically participates in
school and community activity and performs duties and
responsibilities in the interest of the service
7. Accepts and responds positively to constructive criticisms and
seeks suggestions for improvement
8. Relates well with peers, superiors, parents, pupils/students and
the community.
References:
Arabit, Priscila D., Isabel Feliciano-Inlayo, Diosdada Castillon-Boiser,
(1993) Handbook on Student Teaching, Manila: Rex Book Store.
Atienza, Sonia-Monzon, Elena Jusay-Castillo, Rosalinda Genciana-
Garibay and Myrna Fajardo-Ramos, (2000) Student Teaching
Handbook, Manila: Rex Book Store
Navarro, Rosita L., Amelita A. Cruz, David G. Tovera, Lucido, Paz I.
(1988).Principles of teaching and instructional technology. Q.C. Katha
Publishing Co. Inc.
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The National Competency-Based Teacher Standards (NCBTS)
What is the NCBTS?
The NCBTS is an integrated theoretical framework that defines the

different dimensions of effective teaching, were effective teaching means being
able to help all types of students learn the different learning goals in the
curriculum (CHED Experiential Learning Courses Handbook, 2007)
Who Use the NCBTS and what are the benefits it provides?
Anyone or any teacher who is interested in improving teaching practices

should refer to the NCBTS, hence, teacher education institutions shall use the
NCBTS to design and implement effective per-service teacher education
curricula. The Professional Regulatory Commission shall refer to the NCBTS in
designing the Licensure Examination for Teachers. Organizations and agencies
that implement in-service education for teachers (INSET) shall refer to the
NCBTS in developing their interventions. Award-giving body shall refer to the
NCBTS in defining the criteria for outstanding teachers. The DepEd shall use
the NCBTS in formulating its hiring, promotion, supervision, and other policies
related to the teaching profession. It shall use the NCBTS to guide its INSET
programs for teachers (CHED ELCH, 2007).
The NCBTS is not just a standard against which teachers will be

evaluated but more importantly, it is a guide for helping teachers become more
effective teachers or facilitators of learning.
NCBTS assumes that:
- Individual teachers have various types of levels of motivation to improve

their teaching to enhance student learning;
- Individual teachers have different capabilities to pursue their motivations
their teaching for effective learning;
- They have diverse ranges of opportunities to pursue their motivations
and raise their capabilities to teach better in whatever situations they
are;
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- The process of improving the teacher is an individual process, but this is

sustained and enhanced when the efforts are collaborative and
synergistic among communities of teachers;
- Individual teachers may develop improved teaching practice for enhances
student learning but the full impact on student learning is best achieved
by integrated and cumulative improved efforts of many teachers;
- The qualities of good teaching for enhanced student learning are found in
individual teachers, but such qualities are strengthened and valued more
when it is supported by communities of teachers and educators.
How does NCBTS define good teaching?
The competency-based teacher standards are organized in hierarchy. The

basic level categories of the standards are the seven domains. A domain is
defined as a distinctive sphere of the teaching learning process and for
demonstrating positive teacher practices. Each domain is defined in terms of a
principle of ideal teaching associated with enhanced student learning.
The Seven Domains
Domain 1: Social Regard or Learning
This area focuses on the ideal that teachers serve as positive and
powerful role models of the values of the pursuit of the learning and of the
effort to learn, and that the teacher’s actions, statements, and different types of
social interactions with students exemplify this ideal.
Strand 1.1: Acts as positive role model for my students

Specific Questions for the Teachers
1. Can my students see and appreciate the value of pursuing learning by
looking at my various actions and statements in the classroom?
2. Can my students see and appreciate the value of exerting effort to
learning be looking at my various actions and statements in the
classroom?
3. Do I demonstrate and exemplify the values of learning and efforts in
the various actions and statements I make in front of my students?
Domain 2: Learning Environment
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This area focuses on the importance of providing for social and physical
environment within which all students, regardless of their individual
differences in learning, can engage in the different learning activities and work
towards attaining high standards of learning.
Strand 2.1: Creates an environment that promotes fairness

1. Do all my students feel respected in my class, regardless of their
gender, ability, religion, socio-economic background, ethnicity, and
other physical and social characteristics?
2. Do I make all my students feel that their individual strengths and
resources are recognized and appreciated in class?
3. Do all my students feel like they have good chance to learn and to
achieve in my class as their classmates?
4. Do I create a social climate and organization in the classroom where
all my students can effectively engage in the learning activities,
regardless of their diverse capacities and resources as individual
learners?
Strand 2.2: Makes the physical environment safe and conducive to

learning

1. Is the physical environment in my classroom safe under the general
conditions of the school?
2. Is the physical environment in my classroom conducive to learning
under the conditions of the school?
3. Are there ways of improving the physical environment in the
classroom that are within my means as a teacher?
Strand 2.3: Communicates higher learning expectations to each

learner
Specific Questions to the Teachers

1. Do my students feel and understand that I want them all to attain
high levels of learning?
a. Do I encourage the students in my class to pursue their own
learning goals and aspirations?
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b. Do I provide diverse opportunities for the different students in

my class to nurture their desire and aspirations for high levels
of learning?
Strand 2.4: Establishes and maintains consistent standards of

learner’s behavior

1. Do I respond to learning and behavior problem quickly, appropriately,
respectfully, and consistently?
2. Do I provide all my students with timely, appropriate, and consistent
feedback on their learning behavior?
3. Do I clearly communicate and consistently observe school and
classroom policies on appropriate classroom behavior?
Domain 3: Diversity of Learners
This domain emphasizes the ideal that teachers can facilitate the
learning process in diverse types of learners, by first recognizing and respecting
the individual differences, using knowledge about student’s differences to
design diverse sets of learning activities to ensure that all students can attain
appropriate learning goals.
Strand 3.1: Is familiar with learner’s background knowledge and

experiences

1. Can my student see that I recognize, accept, and respect the differences
in their background and capabilities?
2. Am I familiar with the different backgrounds, experiences, and capacities
of my students?
3. Do I consider the differences in backgrounds, experiences, and capacities
of my students in designing different learning activities for them?
4. Do I set diverse, appropriate, and challenging learning goals for different
students, in consideration of their differences in backgrounds and
capabilities?
Strand 3.2: Demonstrate concern for holistic development of learners

1. Do I set clear, challenging, but achievable learning goals for all students
in my class, regardless of their individual differences?
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2. Do I create diverse types of learning activities that would help all my

students develop in all aspects of the curriculum?
3. Am I sensitive to how individual students respond differently to the
different learning activities in my class?
Domain 4: Curriculum
This domain refers to all elements of the teaching- learning process that
work in convergence to help students attain high standards of learning and
understanding of the curricular goals and objectives. These elements include
the teacher’s knowledge of subject matter, teaching-learning approaches and
activities, instructional materials and learning resource.
Strand 4.1: Demonstrate mastery of the subject

1. Can I clearly and accurately explain the goals, procedures, and content
involved in the lessons?
2. Can I clearly and meaningfully show the relationships between the
different lessons in the subject?
3. Can I design learning activities assessment procedures that are aligned
with the important objectives of the lessons?
4. Can I present the subject matter in meaningful and relevant ways that
engage the student’s interest and motivation to learn?
5. Can I encourage my students to engage in higher order thinking in my
class and interact with them appropriately?
Strand 4.2: Communicates clear learning goals for lessons that are
appropriate for learners
Specific Questions for the Teacher

1. Am I clear about what my learning goals are for my different students?
2. Do my students understand the learning goals that I have set for them?
3. Do the students adopt the learning goals I have set for the lesson as their
own goals in my class/
Strand 4.3: Makes good use of allotted instructional time

Do I design lesson that would allow various learning objectives to be
addressed in an efficient and meaningful fashion?
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Do I establish routines and procedures to allow my students to engage

the different learning activities efficiently?
Do I plan lessons in ways that consider the amount of time students
need to affectively attain the learning goals of the lesson?
Strand 4.4: Select teaching methods, learning activities and

instructional materials or resources appropriate to learners and aligned
to the objectives of the lesson
Specific Questions for the Teacher

Do I plan and implement a variety of appropriate teaching-learning
activities students attain the curricular goals?
Do I plan for and use varied instructional materials and learning
resources to help my diverse students attain the objectives of the lesson?
Am I able to align the activities and available learning resources with my
students learning styles, goals, and other differences?
Domain 5: Planning, Assessing, and Reporting
The domain of planning, assessing and reporting refers to the aligned use
of assessment and planning activities to ensure that the teaching-learning
activities are maximally appropriate to the student’s current knowledge and
learning levels. In particular, the domain focuses on the use of assessment
data to plan and revise teaching-learning plans, as well as the integration of
formative assessment procedures in the plan and implementation of teaching-
learning activities.
Strand 5.1: Communicates promptly and clearly to learners, parents,

and supporters about the progress of the learners

1. Do my students know about their own progress and attainment of the
learning goals in my class?
2. Do the parents of my students get the regular and accurate feedback on
their children’s progress in my class?
3. Do my superiors in schools in school know about the general progress of
the students in my class in relation to the curriculum goals?
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Strand 5.2: Develops and uses a variety of appropriate assessment

strategies to monitor and evaluate learning

1. Do I use effective and appropriate educational assessment procedures to
determine whether my students are learning during the different parts of
teaching-learning activities?
2. Do I use variety of educational assessment procedures to determine
whether my students are learning?
3. Do I use the results of the various educational assessment procedures to
guide how I plan, implement, and revise the teaching-learning activities I
prepare for my students?
Strand 5.3: Monitors regularly and provides feedback on learner’s

understanding of content

1. Do I have regular assessment procedures to track each student’s level of
learning?
2. Do I keep accurate records of each student’s level of learning?
3. Do I provide appropriate and timely feedback for the students to help
them monitor their own learning?
Domain 6: Community Linkages
The Domain of Community Linkages focuses on the ideal that school

activities are meaningfully linked to the experiences and aspirations of the
students in their homes and communities. Thus the domain focuses on the
teacher’s efforts directed at strengthening the links between school and
community activities, particularly as these linkd in the attainment of the
curricular objectives.
Strand 6.1: Established learning environments that respond to the

aspirations of the community
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Specify Questions for the Teacher

1. Can my students see how the goals and activities in school relate to the
values and aspirations in their homes and communities?
2. Do I draw from resources, ideas, and activities from my student’s
communities in my teacher-learning activities?
3. Do I try to involve members of the community in supporting the learning
goals of my classes?
Domain 7: Personal Growth and Professional Development

Domain of personal growth and professional development emphasizes the
ideal that teachers value having a high personal regard, concern for
professional development, and continuous improvement as teachers.
Strand 7.1: Takes pride in the nobility of teaching as a profession
Specific questions for the Teacher

1. Can my colleagues see in my actions and statements how I value my
profession as teacher?
2. Do I take systematic steps to ensure that I continuously improve myself
as a professional teacher?
3. Am I enthusiastic about my responsibilities as a teacer?
Strand 7.2: Builds professional links with colleagues to enrich teaching

practice
Specific questions for Teacher
1. Do I engage other teachers in my school in discussions to improve our

teaching practices?
2. Do I participate in some professional teacher organizations that aim to
improve teaching practices?
3. Can I say that I am well informed about recent developments in
education?
Strand 7.3: reflects on the Extent of the attainment of learning goals
Specific questions for Teacher

1. Do I recognize the strong and weak aspects of my teaching that may or
may not help students learning?
2. Do I feel responsible for the level of learning and achievement of my
students?
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3. Do I try to improve my teaching so that my students can learn more?
Source: Experiential Learning Course Handbook (2007), a Project of the

Teacher Education Council(TEC), Department of Education (DepEd)
Commision on higher Education(CHED)
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History of UA – Laboratory High School
The University of Antique, formerly known as the Polytechnic State

College of Antique and Antique of Arts and Trades was established by virtue of
R.A 857 approved on January 19, 1954 through the efforts of the late
Congressman Tobias A. Fornier.
UA has humble beginnings. A temporary 5-room building made of

bamboo and nipa was all it had a few months after it was established on
January 19, 1954. Indeed it was not made to last a decade. Typhoon “Delta” in
July 1956 finally devastated it to the grounds. But the destruction of the
temporary edifice did not crush nor dampen like spirit of unrelenting pioneers,
a handful of teachers and staff under Superintendent Fermin Taruc Jr. The
beginnings of this institution may be humble, yet the people who founded it
and strived hard to make it grow can only be described as illustrious.
One of the Congressman Tobias Fornier’s greatest achievements in his

stint as representative to Congress and for which he will be greatly and dearly
remembered is ASAT. By virtue of R.A 857, Antique School of Arts and Trades
(ASAT) were established. The school did not have a permanent site and
building then. Yet, Mayor Santiago A. Lotilla immediately took initiative in
donating land where the school will be permanently located. Many benevolent
Sibalomnons followed suit. When construction commenced men and women
worked in shifts, all generous with their time, effort, material resources and
moral support. The founding years was the time of big dreams and indomitable
spirit to pursue these dreams. The hard struggles to overcome the challenges of
breaking and clearing the grounds, leveling the hills, steadying the posts,
rebuilding devastated structures, providing more accommodations to the
growing number of students were never more than the determination and
fortitude of the pioneer administrators, teachers, students, supporters, and the
community. Among the administrators and important people responsible for
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securing the foundations of the schools were Supt. Hilarion Agustin, Supt. Gil
Tenefrancia, Supt. Rogelio Cachuela and Supt. Victor Blacer.
The turbulence in the political scenario of the 70’s and changing tide of
socio-cultural events threatened to shake the foundation of a young school like
ASAT. Yet, instead of giving in to the menace, it was propelled to function. In
1970’s the school which specialized in ceramics, a field which also gave added
reason for its existence, rose to prominence when it was acclaimed as one of
the best ceramica school in the country. The creativity of Mr. Donato Sermeno
Jr. was given honor. Behind him was the support of the people like Supt.
Avelino Asuncion, Supt. Paulino Villagonzalo, Supt. Salvador Navarro, Mr.
Olimpio N. Madiangbayan, Supt. Adriano S. Sullesta, and Mr. Teopisto Umpad.
The school was like the humble day, supple and formless, yet when in
the hands of an artist, becomes a masterpiece. The artistry of the Sibalomnons
was expressed in the production of figurines and pottery. And art, like any
other noble pursuit of the human mind gave wings to the spirit of exploration
and higher achievement. Toward close of the 70’s Supt. Godofredo E. Gallega
was given the reins of administering ASAT after the term of Supt. Adriano
Sullesta. With the support of Assemblyman Arturo K. Pacificador who passed
Batas Pambansa Blg. 912, ASAT took an ambitious step. It was converted into
a college on November 14, 1982, thus, being known from then on as the
Polytechnic State College of Antique. The conversion of the school is not only a
change in its name. It dared more impressive changes in its buildings,
grounds, and physical structure, in facilities and equipment.
It enjoyed improvements in curricular offerings, structure and administration,

faculty qualifications and trainings, programs and thrusts.
The decade of conversion was the time of renewed visions and directions.
It was the time of hope. It was a happy era of cultural revival as well as
euphoric decade of freedom fought in. The byword of the 90’s was expansion.
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Sibalom, Antique
This expansion was in the colleges growing population, curricular offerings,

and facilities but also in its thrusts and programs. The idea of expansion
brought with it the challenge of accreditation. Seven areas of its operation, later
expanded to twelve, were subjected to closer scrutiny in order to bring the
college to the level of excellence. This was the time that the word EXCELLENCE
was taken to heart and made an ever-present tenet in our school life. It was a
time when the meaning of excellence was made the essence of our existence. It
was also the centennial of the Philippine revolution, thus, awaking the
nationalistic spirit of the majority of the citizens.
This decade was not only the expansion of thrusts, from the mere
instruction to the triumvirate of instruction, research and extension. It was
also the years when other tertiary schools were integrated with PSCA, thus,
giving birth to daughter campuses in Hamtic (formerly ACA) and Tibiao then
TLMASOF.
The turn of the century, the ushering of the new millennium. It was the
year 2000. It was the year of jubilee, a celebration. Just as we rejoiced in
having reached a new epoch of eternity, we rejoiced that PSCA has turned fifty!
Time has passed swiftly by PSCA was invigorated with new vision and hope.
The last struggles and victories strengthen them as they rejoiced in their
success. They were ready to take leap to reach university status. Such as it
was in the past, PSCA is never alone in its dreams. Former Congressman
Jovito Plameras helped PSCA shape this dream, which was later pursued in
Congress by the incumbent Congressman Exequiel B. Javier.
Meanwhile, on March 2005, Dr. Godofredo E. Gallega was appointed

president of TCP-Manila so, Dr. Benny Palma the then ASU President
temporarily served as OIC-President until Dr. Victor E. Navarra was chosen as
the second President and the assumed his duty on March 25, 2006.
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Sibalom, Antique
The struggle in converting UA into a University continued for many years

even during the time of Gov. Salvacion Z. Perez.
Finally, on November 10, 2009, during the incumbency of congressman

Exequiel B. Javier, Pres. Gloria Macapagal-Arroyo signed R.A. 9746, converting
PSCA into the University of Antique.
At last, the dream has come into a reality! It was a very glorious day for
the UA community and for the Antiqueños as a whole.
Since its conversion into a university, sUA’s population has increased

significantly so this requires more instructors, more classrooms and other
facilities to accommodate the increasing number of students.
UA is undergoing lots of changes and developments and its envisions to

become a leading University in science and technology by 2022 and its adheres
to its mission, that is, to provide quality, relevant, and responsive scientific,
technological, and professional education and advanced training in different
areas of specialization and shall undertake research and extension services in
support of the socio-economic development of Antique, the Filipino nation, and
the global community.
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Organizational Chart
Pablo S. Crespo Jr., PhD

President
Jelyn O. Alentajan, PhD

VP Academic Affairs
Runato E. Basanes, PhD

Dean, College of Teacher
Education
Monalie C. Saylo, PhD

Principal
Mrs. Mary Grace Cervera Mr. Van Helen Cuaderes

Grade 8-Loki Adviser Grade 11 STEM Adviser
SHS Teachers JHS Teachers
Staffs
Students
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Rules and Regulations

University of Antique
Laboratory Highschool
1. Attendance. Flag Ceremony must be checked every Monday morning.

(Attendance sheet must be submitted to the Provincial Secretary)
SANCTION:
One hour community service. (First Period Class)
2. Wearing complete uniform

a).No colored inside shirts for boys
SANCTIONS:
1st Offense- Confiscation of colored shirt
2nd Offense-Summon of Parents or Guardian
3rd Offense- School Service for one hour and Php 50.00 penalty
b).Proper haircut for boys (preferably Barber’s haircut with no “tingkoy”
SANCTIONS:
1st Offense- Warning
2nd Offensae-“Operation Haircut”
3rd Offense- Pay Php 25.00
c.) No wearing of tennis or rubber shoes
SANCTIONS:
1st Offense- Confiscate tennis/rubber shoes
2nd Offense- (if you there is no excuse letter from parents) Pay Php 50.00
for penalty.
3. No tongue and ear-piercing for boys and no double piercing for girls.
SANCTIONS:
1st Offense-Warning
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2nd Offense- Confiscation of earrings and will be reported to the

principal’s office
4. Loitering during class hours, making unnecessary noise such as singing or

boisterous conversation causing annoyance.
SANCTIONS:
1st Offense- Warning; One hour community service
2nd Offense- Summon of Parents or Guardian
3rd Offense- Suspension for fifteen (15) days
5. Intentionally disturbing classes by shouting, chanting, talking aloud or

singing in corridors.
SANCTIONS:
1st Offense- Warning; One hour community service
2nd Offense- Summon of Parents or Guardian
3rd Offense- Suspension for fifteen (15) days
6. Vandalism. Committing acts of vandalism such as (Major) writing, drawing

on walls and pieces of furniture.
SANCTIONS:
1st Offense- Clean or Paint walls, windows, etc.
2nd Offense- Suspension for fifteen (15) days; Clean or Paint wall,
windows, etc.
3rd Offense- Suspension for the rest of the semester
7. Cheating (Unauthorized communication of any form during examination;

making unnecessary noise; looking at the papers of others; calling the
attention of others; making one’s rest paper visible to others).
SANCTIONS:
1st Offense- Reprimand Counseling
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2nd Offense- Suspension for fifteen (15) days

3rd Offense- Grade of 5.0 (70% and below) or Failure
Recommending Approval:
MRS. MARY GRACE CERVERA
Approved
MONALIE C. SAYLO Ph.D

Principal
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Philosophy, Vision, Mission, Goal and

Objectives of Cooperating School
Vision
A leading university in science and technology by 2022.
Mission
The University of Antique shall provide quality, relevant, and responsive

scientific,technological, professional education and advanced training in
different areas of specialization and, shall undertake research and extension
services in support of the socio – economic development of Antique, the Filipino
nation, and the global community.
Core Values
Excellence
Commitment
Integrity
Social Responsibility
Goals
To elevate the university into national and international distinction, it shall

endeavor to:
1. Deliver quality instruction of international standards;

2. Implement innovative and research development system;
3. Undertake responsive and collaborative means for technological
transfer;
4. Develop viable and sustainable resource generating strategies; and
5. Establish effective, efficient, and supportive administration.
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Calendar of Activities
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Official List of Students
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Introduction
“Education breeds confidence. Confidence breeds hope. Hope breeds peace.” –

Confucius
Student teaching is a part of college curriculum that aims to prepare

future teachers to become effective agents molding the youth for national and
global development. It provodes student’s opportunity to practice what has
been learned in the university campus and more importantly, it is an
opportunity to continue academic and professional growth. It isan important
tool in connecting the gap between the academic theories and actual practice
ade possible by the collaboration of the educational institution and the
dynamic society. The student intership of College of Teacher Education of the
University of Antique gives oppotunities to its students to experience the real
world of teaching.
Studnt teaching is one of the method by which students are exposed with
different work situation designed to give an opportunity to experience and a
chance to apply the theories that theyhave learned from the shool. It also helps
the student like me to become a better teacher in the near future and I can be
able to develop my self – confidence and my teaching skills in front of actual
students and experience the actual teaching situation.
I can stiil remember the day that I am excited of having my student

teaching experience. Until the day came, the fire of excitement is burning in my
soul, that I wanted to met my students.
The day past so fast and our almost 4 months of staying in school ended
but the learning that it gaves me still lingers in my heart and my mind that I
can treasure forever and thatIcan apply when I become a teacher someday.
I learned a lot from a lot from my experience and I have many

realizations in my life. Teaching is full of happiness and heartaches but
touching the life of students is rewarding. Being a student intern mean a lot for
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me because I teach them what I have known and I’m happy that I can be
ableto touch and inpire each lif of my students. I may experience good and bad
things but I realize the most important thing in teaching is our students and
the learnings that they have learned. Not just in the book but as teacher I
believe that the best instructional is the teacher.
Student teaching made me realize that teaching is not about the salary
but more about the learnings, unending love and values implied to the mind
and heart of the students, the invaluable smiles in their faces when they learn
something new. The trust you build with them that you are able to share
something personal to you. The laughter that were all over the campus because
you have spent time wit them, most importantly the relationship that you build
aside from teacher and student that you become part of their journey and their
hearts.
Being a teacher is very noble and respected profession, the students and
the society look up unto you and with high honor. I gain friends in m
colleagues and to the teachers. I gain a family in my students and I gain values
in my experiences.
My student teaching experience is the best experience in the four

years of my college life. It tells me lesso that ill be treasured in my heart, the
moments that wil flasback that made me smile and cry in joy.
To workbook was prepared and developed to provide an share

experiences to those who will undergo the same endeavors. The content of this
workbook includes my experiences, problemsihave encountered, narrative
reports, lesson plans and my accomplishments as I undergo the student
intership. This workbook also serves as a mirror of my progress and
achievements during my student intership.
Now, that I’m almost on my way to the finish line of my journey, I may
say that all the sacrifices and struggles in mycollege life are relly worth it.
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Indeed teaching will make you experience how how to be the other person you
least expect. And I am excited to take my new journey as a teacher.
May God bless us all!
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Experiences with Students
There were lots of things that had happened during the time of
my journey in Student Internship. Mixed emotions, I felt nervous
but at the same time I was very happy that at last I am about to
enter the nest level of my teaching career. After pursuing the 24
educational units in teaching here also in SPNHS and hopefully
passing the Licensure Examination for Teachers, now I could be
able to apply those concepts and principles of teaching that I have
learned.
The first time I entered the gate of San Pedro National School
as a student teacher, I felt that excitement. “What kind of learners
will I have?”, “How will I approach them?”, “Are they fun to be
with?” those are the questions that lingers my mind before. But
when my first meeting of my students in grade 9 – Platinum, I felt
nervous because of the feeling of “Oh! I’m standing in front as a
teacher not as a student or as a classmate.” I need to gain tons of
confidence so I may be able to face them and to utter words from
my mouth.
When I started talking they were all quiet as if they were

observing every gestures that I am making and every word that
comes out of my mouth. They were all very serious that the
atmosphere in the room is so awkward, so I needed to set the mood
and let the class have fun. From then on, starts a very wonderful
story of my experience.
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I encountered students that will try their very hard to impress

you, up to the point that they wanted to test how far you have gone.
But you need to answer their questions in a very professional
manner that they will not notice that you do not actually know the
answer. Students that will test your temper when it comes to
making things funny that sometimes overpowering your patience. It
made me stand firm and build competence between my ego and my
manners. It needs to let them know that a teacher is a person to be
respected of and not a person that will make fun of.
Speaking in English inside the classroom is difficult for some

learners to understand. So, I needed to speak in vernacular in order
for them to understand what I am talking in front. In order for them
to practice their speaking skills especially English. At the same time
relating real life situation in the topic to encourage and motivate
them to participate inside the room.
Students of today, are very competitive. They need time, more

time to present their work even if you have set the deadline. It is
because they wanted to present their work at their best effort. But
sometimes, the cause of the delay of their submission is their time
management. They do not know what to prioritize so they ended up
doing nothing. That’s the time I will tell them or even sometimes
scold them because they abuse my generosity in giving time.
But despite their flaws in passing outputs and being active in

class at times, they have contributed to the color of my experiences.
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I have experienced the feeling of being a real teacher because of how

they treated me. We shared ideas about our lesson, they shared
their secrets, their heartaches and even the happy moments; they
became my “student-barkada” we hung out when I had vacant time,
we ate together, laughters were all over the campus. Because of the
short age gap we clicked to the trip of one another. They were able
to share their struggles and I was able to comfort them and give
little advices.
They taught me that I should at times but in a professional

way. They taught me things like the words I haven’t encountered
yet. They taught me the life behind their smiles and their sacrifices
that inspired me to become a better teacher. They taught me to
inspire them by helping them cope up and learn their lessons inside
and outside the classroom. They had given me the opportunity to
see the reality of life and gave me the opportunity to be a part of
their story.
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Experiences with Cooperating teacher
My practice teaching in UA Laboratory High School would be

incomplete without the assistance of my cooperating teacher, Ms.
Liezel Lumogdang and Mr. Van Helen S. Cuaderes. They helped me
with everything from classroom management to lesson planning.
They never showed desertion while I was their student teacher.
Instead, they encouraged me to give all that I could in order to
perform well.
Teaching Strategies. Before our practice teaching, my

knowledge about teaching strategies was only limited and is
encapsulated from the books content. With the guidance of my
critic teacher I was able to look deeper into it and discovered the
various teaching strategies I could use for my class. She let me find
my footing first and when she saw that I can do it on my own, she
slowly paved the way for me to do my thing and handle the class on
my own pace.
Classroom Management. I never thought that handling a ninth

grader would be this hard, it is really nerve-wrecking. But when
reality strikes I clearly saw that it is somehow hard to manage those
petite beings. My critic teacher taught me to use “Rewards and
Punishment” method in order to handle my class. With every good
behavior I reward them additional points while unnecessary
behaviors are rewarded with deductions. This is how I manage my
class and it is already been tested and proven.
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Lesson Planning. Lesson planning is the bible in teaching. My

critic teacher never failed to correct my lesson plans. They always
made sure that everything is utilized. Together, we explore possible
options on how we can deliver the lesson in a lively and timely
manner.
My cooperating teacher helped a lot in my learning experiences

as a student teacher for almost 4 months of my stay in UA
Laboratoty High School. I will treasure her inside my heart and
instil her advices in my mind.
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Experiences with Administration
The administration in UA LaboratoryHigh School is very

accommodating. The Principal, Mrs. Monalie C. Saylo is very
approachable, as long as she is not busy with other matters she
may able to help you when you are in need.
The teachers and staffs are very nice, when you smile at them
they smile back, which is a good feeling. They can help you when
you ask for their assistance. The teachers also answers the
questions regarding their subject matter, they also share ideas
based on their experiences. They understand the circumstances
that I am facing. I am very blessed and grateful to experience
different kinds of teachers at UA Laboratory High School.
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Lesson Plan
Topic Title: Different Types of Interactions in the Ecosystem
Grade Level: Grade 8
Time 60 minutes
Allotment:
Learning Competencies and Objectives:
At the end of the 60 minutes about the different interactions in the

ecosystem the students must be able to:
1. Identify the different ecological relationship that exist among living
organisms based on the role of the organism in the ecosystem.
2. Cite real examples that shows the different interactions found in
the community
3. Recognize the importance of the role of the organisms in
maintaining the balance of ecosystem.
Instructional Materials:
Power Point
Blackboard
Chalk
Paper Strips
Teacher’s Activity Student’s Activity
E Prayer:
L The teacher will assign a

student to lead the prayer.
I
Checking of Attendance:
C
The teacher will check the
I student’s attendance.
T Review:
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(5 minutes)
What is our topic last The topic that we discussed
meeting? last meeting is all about
Mendelian
genetics.
What is Mendelian Mendelian genetics is the

genetics? study of heredity and
variations that follows the
rule of complete dominance
wherein there are only two
possible phenotypes
described as dominant and
recessive.
Very Good! It looks like
you have mastered our
previous topic.
Today we will be
discussing a new topic.
E
N The teacher will let her
students write a short
G description about their
A roles aside from being an
officer in the classroom.
G
E
The teacher will select 5
(5 minutes) representatives to share
their roles in front of the
class.
Okay class, based on We both play a role wherein
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activity assigned to you we can benefit and at the

what did you share in same time help others.
common? (Answers may vary)
Okay very good! And by We interact with other

playing your role what are people.
the mean/s so that you
can accomplish your
tasks?
Very good!
Based on the activity what Our topic for today is about

do you think will be our interactions.
topic for today?
Okay very good! But before

we proceed with our class
discussion I would like you
all to read the lesson
objectives.
At the end of the 60 The students will read the

minutes lesson about the lesson objectives.
different interactions in
the ecosystem the
students must be able to:
1. Identify the different

ecological
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relationship that
exist among living
organisms based on
the role of organisms
in the ecosystem
2. Cite real life
examples that shows
the different
interactions.
3. Recognize the
importance of the
role of organisms in
maintaining the
balance of
ecosystem.
The selected students will The students will perform in
EXPLORE perform a role play front of the class.
(15 showing the different
minutes) interactions of organisms
in the environment.
E What are the different
organisms that interact
X with each other? Butterfly --- Squash flower
P Bees --- Sunflower
L Eagle --- Snake
A Lion --- Rabbit --- Tiger
I Okay very good! Orchids --- Trees
N Human --- Lice
(25
minutes)
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Given the following signs

(+, -, 0), write + if the
organisms benefit, - if the
organism is affected and 0
if the organism is not
affected.
Organisms Interaction
1. Butterfly
and flower Organisms Interaction
of the 1. Butterfly
squash and flower of + +
2. Bees and the squash
Sunflower 2. Bees and
3.Eagle and + +
Sunflower
Snake 3.Eagle and
4.Lion and + -
Snake
Tiger 4.Lion and
5.Orchids - -
Tiger
and Trees 6.Orchids
6.Human + 0
and Trees
and Lice 7.Human
- +
and Lice
What does the sign

represents in the table? The signs show that in every
interaction some of the
organisms may benefit some
maybe harmed and some
will not be affected.
What can you say on the

relationship which is Both butterfly and flower of
exhibited by butterfly and the squash as well as bees
flower of the squash, the and sunflower benefits from
bees and the sunflower? each other. Neither of them
is being affected or harmed.
Okay very good!
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The relationship wherein

both organism benefit is
called mutualism.
How can the flower of the

squash and sunflower The flower of the squash
benefit from butterfly and and sunflower provides the
from the bees respectively? butterfly and the bees with
nectar which serves as their
food and in return the bees
and butterfly helps in the
pollination of the sunflower
and the flower of the
squash.
Very Good!
What can you conclude in
the relationship exhibit by Snake being eaten by the
eagle and the snake? eagle shows that in this
kind of relationship one
organism benefits while the
other one is affected.
Very Good!
This relationship is called

predation wherein the one
that benefits is called the
predator and the one that
is affected or being hunted
is called the prey.
Between the eagle and the

snake which of them is the Snake is considered the
predator? prey? prey while the predator is
the eagle.
Since the interaction that
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exhibit by the lion and the No, because neither of them

tiger shows that one can be classify as prey or
organism benefits and the predator. Both organisms
other one is being affected compete over for the same
can you consider it as food.
predator – prey
relationship? Why?
The relationship between

the tiger and the lion is
called Competition. In
Competition both species
compete for the same
resources.
Aside from food what else

are the possible cause of In plants, they compete for
the competition among sunlight, space and
organisms? nutrients.
What are the possible

competition that may Competition may exist
exists in the ecosystem? between organisms which
belongs to the same and of
different species.
Okay very good!
Competition that occurs

between organisms with
the same species is what
we called the intraspecific
competition while
competition that occurs
among organisms that
have different species is
called the interspecific
competition.
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What are some examples

of intraspecific Answers may vary.
competition? Interspecific
competition?
What can you infer from The orchids are the one
the interaction which which benefits from this
occurs among the orchids kind of relationship. Since
and the trees? the orchids need protection
from insects and also
enough sunlight.
The interaction exhibited
by the tree and the orchid
is an example of a
Commensalism, wherein
one organism benefits
while the other one is not No. (Answer may vary)
affected by its presence.
Do you think having lice in
our head benefits us?
Why?
This kind of relationship is
called Parasitism. In
parasitism one organism
benefits which is called the
parasite and the organism
being harmed is called the
host.
Between human and lice,

which among the two The lice is the parasite while
organisms is the parasite the human is considered as
and the host? host.
What enables these

different kinds of The different kinds of
interaction present in our interaction are present in
ecosystem? the ecosystem it’s because
of the roles that each of the
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organisms play.
Very good!
These roles played by an

organisms in their
respective habitat is called
the Ecological Niche.
Are the different roles of

these organism important? Yes
What do you think will

happen if one of the The balance in nature will
organisms in the be disrupted.
ecosystem will be absent?
Okay very good!
What do you think will

happen if the presence of The number of population of
predator in predator – prey the prey will increase.
relationship will be
absent?
Very Good!
Since the predator controls

the population of prey its
absence will lead to the
increase of population of
the prey. And the increase
of their population will
lead to the shortage of the
sources.
How does the roles played The roles played by every

by every organisms
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important? organisms is important

because it maintains the
balance in the ecosystem.
ELABORATE What are the other Answers may vary.

interactions that you
(10 know? State what kind of
minutes) relationship they exhibit.
Given the pictures what

kind of interaction does
the organism exhibit.
1. Two vultures fighting
over a carcass.
Competition
2. A hungry cat chasing a

mouse for its lunch.
Predation
3. Ferns growing on a tree

E branch.
V
Commensalism
A
L
U
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A
T
E
(5 minutes) 4.Heron eating the
carabao’s flea.
Mutualism
5.Flea sucking the dog’s

blood.
Parasitism
6 – 10. Give 1 example of

each type of interaction
that can be found in the
community
EXTEND Assignment The students will copy their

Direction:
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1. Draw an example of assignment.

food chain
2. Describe how does
the energy flow in a
food chain?
Reference:
Baguio S. et al, (2013).
Breaking through Science
8 C & E Publishing Inc.
334
Prepared by:
RESSA H. LADROMO
Student Intern
Checked by:
Mr. VAN HELEN S. CUADERES

Critic Teacher
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Code of Ethics For Professional Teachers

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Code of Ethics For Professional Teachers

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UNIVERSITY OF ANTIQUE

COLLEGE OF TEACHER EDUCATION

Code of Ethics for Professional Teachers

Every teacher shall possess and actualize a full commitment and

A teacher shall not engage in the promotion to any political, religious, or

A teacher shall not use his position or official authority or influence to

A teacher shall not accept, directly or indirectly, any remuneration from

A teacher shall not inflict corporal punishment on offending learner nor

A teacher shall insure that conditions which contribute to the maximum

A teacher shall establish maintain cordial relations with parents, and

A teacher shall inform parents, through proper authorizes, of the

A teacher shall hear parent’s complaints and sympathy and

A teacher has a right to engage, directly or indirectly, in legitimate

A teacher shall maintain a good reputation with respect to financial

No teacher shall act, directly or indirectly, as agent of, or be financially

A teacher shall leave with dignity in all places at all times.

A teacher shall put premium upon self-respect and self-disciple as the

A teacher shall maintain at all times a dignified personality, which could

A teacher shall always recognize the Almighty God or Being as guide of

R.A.No.7836 paragraph (a) Section 6, P.D.No.223

The Rationale, Nature and Scope of Student Teaching

2. Give the opportunities for prospective teachers to evaluate themselves

Duties and Responsibilities of a Student Teacher

2. Study individual and class needs.

3. Study the community.

4. Provide a balanced program.

5. Make effective plans.

6. Make content meaningful.

7. Provide for individual and group work.

8. Provide good environment for learning

9. Use appropriate methods and instructional materials

10. Evaluate from the beginning to the end

11. Maintain professional relationship

Expectations from Student Teachers

As future teachers, certain skills are expected of participants in the

I. Must have thorough grasp of the procedure and techniques of

4. Structuring the classroom

C. Personal and social qualities

3. Has patience – performs work diligently and with dedication,

The National Competency-Based Teacher Standards (NCBTS)

What is the NCBTS?

The NCBTS is an integrated theoretical framework that defines the

Anyone or any teacher who is interested in improving teaching practices

The NCBTS is not just a standard against which teachers will be

NCBTS assumes that:

- Individual teachers have various types of levels of motivation to improve

- The process of improving the teacher is an individual process, but this is

How does NCBTS define good teaching?

The competency-based teacher standards are organized in hierarchy. The

The Seven Domains

Domain 1: Social Regard or Learning

Strand 1.1: Acts as positive role model for my students

Strand 2.1: Creates an environment that promotes fairness

Specific Questions for the Teachers

Strand 2.2: Makes the physical environment safe and conducive to

Specific Questions for the Teachers

Strand 2.3: Communicates higher learning expectations to each

Specific Questions to the Teachers

b. Do I provide diverse opportunities for the different students in

Strand 2.4: Establishes and maintains consistent standards of

Specific Questions for the Teachers

Domain 3: Diversity of Learners

Strand 3.1: Is familiar with learner’s background knowledge and