I reviewed the Task we need to do based on the instruction. Rationale C.

Which 2
competences are considered as most relevant to the course content and will be developed fully
in teaching session? My suggestions are:
1. Category 1- K2: Knowledge and understanding of the position and role of the
teachers in these contexts.
2. Category 3: V1: Perceive Teaching as a Mission and a Vocation

ANSWER

I agree that these two competencies are the most relevant to the course Profile of a

Teacher in a Challenged Area. Just a few notes on these categories. First on, Category 1- K2:

Knowledge and understanding of the position and role of teachers in these contexts. This

competency need to include student centered discussions as much as possible based on current

research or anecdotal data of the marginalized area. All these competencies being suggested

are teacher centered. Quality education is ultimately known by its product, quality students

and quality graduates. Hence, in this category there need to be (1) a demographic profile of a

typical elementary and secondary student and their communities’ strengths and weaknesses.

The lessons need to be matched with the students’ current learning style, relevant to their daily

tasks and not too difficult yet still challenging for the student to develop 21 st Century skills or

critical thinking, creativity, collaboration and communication. The lessons also should focus on

what opportunities and needs and businesses are most productive in the area where the child

can grow and apply his or her knowledge. Likewise, (2) the competency need to delimit the

teachers’ functions so as not to overburden the teacher but nonetheless provide the teacher

with actual contact with other professionals in the area to refer issues of students in challenged

areas (e.g. many forms of child abuse, poverty, hunger, health issues, mental retardation). The
teacher needs to be prepared to make referrals and follow ups to different organizations, both

government and non-government issues for issues that will significantly affect the child to the

point of the teachers’ efforts being nullified because of unresolved issues. And also (3) the

teacher need to document his or her efforts and if possible produce an action research

featuring the interventions made for these marginalized students for the benefit of other

teachers and professionals (e.g. social workers) who will involve themselves in the area.

In perceiving teaching as a Mission and a Vocation, the focus need to be to affirm

teachers who are truly happy with teaching and who are not merely trying out the career

and/or waiting for a better paying or different and easier vocation. The focus need to be more

on identifying the teachers’ personal and professional plans and fitting these with the situation

of the students in the marginalized areas. It is important for the teacher to develop his own

teaching philosophy of theoretical framework of teaching may it be loaded with their religious

perspectives or life purpose statements or lifted theories from experts in education or

psychology. Us trainers need to determine if the framework is applied in actual practice of the

teacher. One cannot confess to be a socio-cognitive teacher and focus on individual outputs

and memorization of lessons. It is also important that the teacher is able to identify his or her

life purpose and his or her plans for the next five years, which should include laboring in

marginalized areas to develop competent students who can overcome any foreseeable

difficulty their area may have and the usual challenges of a developing student.

Mission is said to be the methodology of how to fulfill a vision and its details and

priorities are decided upon by the values of the teacher. Other than an individualized action

plan, a lifelong personal and professional development plan, the teacher also need to
determine his or her personal vision, vision for the students and the school or the organization

where she works. The teacher needs to see that this effort to teach in a marginalized or

difficult area is a collaborative mission between other teachers, other professionals and the

leaders of the community together with administrators and parents. Mission and vocation is a

collaborative work. It is important for the teacher to become a catalysts of collaboration.