BASILISCO, JALEFAYE PROFESSOR: MAAM NERISSA HERNANDEZ

“THE JOB OF A TEACHER”

Teachers are in a unique position to have a direct impact on their students.

Teachers can see their work in action, see the changes they affect, and in so doing
they witness firsthand their goals coming to fruition. No matter what the goals are,
they can pretty much be summed into a single sentence: You want to help people.
And there are many ways you can help someone as a teacher. To name a few,
teachers aspire to educate, to inspire, to learn and to affect positive change. A great
teacher should love educating students, and one of the principal goals many
teachers set for themselves is to be the best educator they can be. There is
something extremely gratifying about imparting information to your students and
working with them to ensure they understand, not only concepts, but practical
applications as well. There are different methods you can use to teach, and while
your teaching style is unique to you, the most important thing is that you engage,
motivate and inspire students to learn. Many people teach out of a passion for their
subject. If you truly love a particular topic, you may have a desire to share that
knowledge with others indeed, that passion can make you excel at it! Other people
teach out of a concern for some of the issues facing the education system and
because they want to be a part of the solution. Whatever the reason, a teacher can
do nothing if not educate their students, so many teachers set this at the forefront of
their goals: impart lessons that will last a lifetime.
Traditionally, teaching was a combination of information-dispensing,
custodial child care and sorting out academically inclined students from others.
The underlying model for schools was an education factory in which adults, paid
hourly or daily wages, kept like-aged youngsters sitting still for standardized
lessons and tests. Teachers were told what, when, and how to teach. They were
required to educate every student in exactly the same way and were not held
responsible when many failed to learn. They were expected to teach using the same
methods as past generations, and any deviation from traditional practices was
discouraged by supervisors or prohibited by myriad education laws and
regulations. Thus, many teachers simply stood in front of the class and delivered
the same lessons year after year, growing gray and weary of not being allowed to
change what they were doing.
 Many teachers today, however, are encouraged to adapt and adopt new
practices that acknowledge both the art and science of learning. They understand
that the essence of education is a close relationship between a knowledgeable,
caring adult and a secure, motivated child. They grasp that their most important
role is to get to know each student as an individual in order to comprehend his or
her unique needs, learning style, social and cultural background, interests, and
abilities. This attention to personal qualities is all the more important. Teachers
have to be committed to relating to youngsters of many cultures, including those
young people who, with traditional teaching, might have dropped out -- or have
been forced out -- of the education system. Their job is to counsel students as they
grow and mature -- helping them integrate their social, emotional, and intellectual
growth -- so the union of these sometimes separate dimensions yields the abilities
to seek, understand, and use knowledge; to make better decisions in their personal
lives; and to value contributing to society. They must be prepared and permitted to
intervene at any time and in any way to make sure learning occurs. Rather than see
themselves solely as masters of subject matter such as history, math, or science,
teachers increasingly understand that they must also inspire a love of learning.
In practice, this new relationship between teachers and students takes the
form of a different concept of instruction. Tuning in to how students really learn
prompts many teachers to reject teaching that is primarily lecture based in favor of
instruction that challenges students to take an active role in learning. They no
longer see their primary role as being the king or queen of the classroom, a
benevolent dictator deciding what's best for the powerless underlings in their care.
They've found they accomplish more if they adopt the role of educational guides,
facilitators, and co-learners. The most respected teachers have discovered how to
make students passionate participants in the instructional process by providing
project-based, participatory, educational adventures. They know that in order to get
students to truly take responsibility for their own education, the curriculum must
relate to their lives, learning activities must engage their natural curiosity, and
assessments must measure real accomplishments and be an integral part of
learning. Students work harder when teachers give them a role in determining the
form and content of their schooling -- helping them create their own learning plans
and deciding the ways in which they will demonstrate that they have, in fact,
learned what they agreed to learn. The day-to-day job of a teacher, rather than
broadcasting content, is becoming one of designing and guiding students through
engaging learning opportunities. An educator's most important responsibility is to
search out and construct meaningful educational experiences that allow students to
solve real-world problems and show they have learned the big ideas, powerful
skills, and habits of mind and heart that meet agreed-on educational standards. The
result is that the abstract, inert knowledge that students used to memorize from
dusty textbooks comes alive as they participate in the creation and extension of
new knowledge.
Teachers seek to inspire students in all aspects of their lives, and for many
teachers, their greatest goal is to be a role model. A role model is someone who
inspires and encourages students to strive for greatness, and teaches them through
experience and commitment how to realize their full potential to become the best
they can be. Teachers can inspire an uninterested student to become engrossed in
learning. They can motivate them to participate and focus, and even bring
introverted students out of their shells. A great teacher can get students reading,
inspire a passion for languages, make math or science fun, and turn history lessons
into fun and exciting stories. For many teachers, one of their simplest goals is to
inspire their students to love learning. But the inspirational power of a teacher can
transcend the classroom. So often, we hear people say that they were inspired to
pursue their careers because of their teachers. A great teacher can leave an
indelible mark that lasts a lifetime, and for many of us, some of our most important
decisions were inspired by our teachers. Ambitious teachers are the ones who enter
this career to affect change. These are the ones who want to meet the demand for
great teachers: They make it their goal to help improve the quality of education for
everyone. These teachers are willing to work in high needs schools, where there is
low teacher retention and impoverished communities desperate for committed,
talented teachers. Very ambitious teachers take it a step further. As described in
our “Benefits of a Master’s” page, having a Master’s in Education or another
advanced degree increases a teacher’s career prospects. Teachers with advanced
degrees (Master’s, Doctorate, etc.) are eligible for more promotions and many go
into the field with the intention of becoming a principal or school administrator.
You can even end up working for your district or state’s board of education. At this
level, you can effect real change by helping shape the future of education in your
area. When a teacher says their goal is to "make a difference", this is what they
mean. They not only want to change the lives of their students, they want to change
the face of education.

BRIEF LESSON PLAN

BASILISCO, JALEFAYE PROFESSOR: MAAM NERISSA HERNANDEZ

I. Objectives
At the end of the lesson, the students will be able to:
1. Identify the powers of the Philippine Judiciary;
2. Express the powers of the Judiciary through making a poster.
3. Interact actively with the group mates during group work.

II. Subject Matter

Topic: Powers of the Judiciary of the Philippines.

Reference: The 1987 Constitution of the Philippines, Article VIII
Materials: Power Point, Postcards
Values: Developing a good perspective on what the
Judicial Department does.

III. Procedure

A. Review
- Discuss the last topic about 3 Branches of the Government
- We have three branches of the Philippine Government
- These branches are the one who manage the whole country.
B. Motivation
- Shows a video about the History of Philippine Court
justices
- Shows different pictures of Justices of the Philippines.
- Now, I have here pictures, do you know who this person is?

C. Presentation
 - Discuss the different kind of Powers of the Judiciary.
- Demonstrate on how this powers can greatly affect
our country.
- Asks students if they agree that the Philippine Judiciary has
this different kinds of power.

D. Exemplification
- The teacher will give situations exemplifying the powers
of the Judiciary
E. Application
- I will group you into three (3) groups, Based on your personal
ideas create a poster showing the powers of a Judiciary of the
Philippines
- After 2-5minutes a reporter from each group will come
forward and present their ideas or poster in front of the class.

IV. Evaluation

Multiple Choice:
1. What branch of the government is Article VII I all about?
a. Legislative Branch c. Executive Branch
b. Judicial Branch d. Commission on Audit
2. Where is judicial power vested?
a. Senate President
b. Speaker of the House
c. In one Supreme Court and in such lower courts as may be
established by law
d. President
3. The following are part of the powers of the judicial branch except:
A. Exercise original jurisdiction over cases affecting ambassadors, other
public ministers and consuls, and over petitions for certiorari,
prohibition, mandamus, quo warranto, and habeas corpus.

B. Review, revise, reverse, modify, or affirm on appeal or certiorari, as the

law or the Rules of Court may provide

C. Assign temporarily judges of lower courts to other stations as public

interest may require. Such temporary assignment shall not exceed six
months without the consent of the judge concerned.

D. Legislate / enact laws

4. What is the composition of the Supreme Court

A. 1 Chief Justice and fourteen Associate Justices

B. 2 Chief Justices and eleven Associate Justices

C. 5 Chief Justices and seven Associate Justices

V. Assignment

Study and read the other two branches of the government .