The teacher
Teacher
The third important element in a school triad.
Without teachers there will be no schools.
The “builders of nation”
An Induction Program
To induct means to “initiate” or “install” a new
member into an organization.
-In education, an induction program refers to
period of time, usually ranging from one to two or three
years when new teachers are expected to demonstrate
their readiness to enter the field of teaching as full-pledged
professionals.
Assistance Provided
1. An induction program is designed to assist
teachers in getting ready for the learning activities, some of
which are:
a. Getting familiar with the learning environment.
b. Planning and organizing instruction.
c. Classroom management is the third daily
concern.
2. An induction program provides teaches the
needed information and guidance on how they should
relate with the administrators, co-teachers, students, and
other school personnel for a smooth and orderly
performance of duties and responsibilities.
3. The important role that well-defined teacher
values and attitudes play in developing the same among
their students is a vital contribution of an induction
program.
4. How to deal with parents and other members of
the community is likewise taken up in the program. Their
beneficial partnership could be achieved through proper
communication and shared responsibilities.
Procedure
An induction program can be provided in a
number of ways depending on the school’s practices.
Providing new teachers with mentors.
Mentors- is an experienced teacher who works
directly with a new teacher. - Released from some teaching
duties.
2. Some may put together more matured teachers,
not so old ones and new teachers to perform school
activities together.
3. The program may be undertaken by a teacher-
training institution, usually one week before the graduation
activities.
4. A new Teacher's Handbook is required for
beginners. Among the topics are school routine,
attendance, rules and security steps.
5. A school district may hold a weeklong lectures
and demonstrations for all the new teachers in the district.
B. The beginning Teacher
The novice, like any beginner in other chosen
professionals is beset with a multitude of concerns and
anxieties. Such feelings are expected but should not be a
deterrent to ones strong desire “to learn to teach”
1. The First day and Week
As an initial inductee into the uncertain world of
students, most of the concerns revolve around classroom
management and discipline. Their first appearance through
the rest of the period is most crucial. Their manner of
speaking, movement and teacher-behavior will
immediately be scrutinized.
Following are some “best practices” of experienced
teachers.
1. Start with pleasant and friendly greetings.
Extend a warm welcome to your class.
2. Introduce yourself as their guide, co-learner
and someone “here to stay”.
3. Look around and make sure they are
comfortably settled and feeling secured.
4. Let them introduce themselves and allow
them to get acquainted with one another.
5. During the first week, present rules and
regulations. They must be simple and clear
statements including reasons why they must
be followed.
6. For an introductory lesson, choose a simple
but interesting activity. This ensure high
motivation and active participation.
7. For the rest of the week the focus of the
lesson should be on the whole class in order
to gain full control, order and a smooth flow
of activities.
2. Teacher Adjustments to be Made
a.) Get to know the school and community. The first year is
understandably difficult. You have to be settle in a new
place and everything might be strange and uncommon.
b) Immediately find your way to places where your house
and school needs are available. Consider the distance and
time you will need to obtain the materials.
c) Know the history, traditions and culture of the
community since you intend to stay long in it. You can enjoy
its reach resources and participate in community activities.
d) Visit the school before classes begin. Get familiar with
the room locations laboratory facilities, storage rooms and
the entire school complex. It is one way to make you feel
“at home”.
3. Problems of Beginning Teachers
In today’s schools, teachers assume a role which is
associated with a set of behavior that goes with the
position. While they were going through formal training,
specially during internship, all positive aspects of teaching
were emphasized. When they will begin to teach,
numerous surprises are likely to be experienced. This
experience is labeled “reality shock”.
a.) Among those commonly experienced is the realization
that previous knowledge, skills and values are different
from what are expected of them.
b) A second surprise is when they are given leadership roles
similar to those for experienced teachers. Most often they
have to start on their own. They have to show the best they
can.
c) A third surprise is brought about by a feeling of being a
stranger in a new setting where the rules and customs are
unknown to them and yet they are expected to play an
important role while performing the task.
d) A fourth surprise arise when suddenly they become
the “actor” rather than the “audience” which used to
be the setting when they were being trained in
college.
4. The First Year
Beginning teachers look forward to a
productive first year of teaching. This period is
characterized by compelling concerns about teacher-
student and teacher-administrator relationship.
In order to augment learning they gained
from student teaching and during the first weeks,
beginning teachers are advised to try the following
steps:
a.)Continue to observe experienced colleagues on
how they manage the classroom activities efficiently.
b) Interviews conducted with selected teachers to
resolve some specific concerns should be tried as well.
c) Collegial discussions and interactions with specific
interest groups promote beneficial exchange of ideas
and instructional materials.
d)Learn to establish positive working relationships
with school administrators and other supportive staff.
e) Other school personnel that they must
cooperatively relate with are the librarians, guidance
counselors, curriculum and media specialist and
health practitioners.
f) Strive to build a constructive and suggestive
partnership with the students’ parents and guardians.
g) Attend induction programs conducted by the school
which are intended to initiate beginning teachers into
the academic and social realities they will meet in the
school arena.
C. The “total” Teacher
The teacher occupies the center stage in a learning
environment. She shines in a number of roles-teaching,
managing, leading and facilitating, and more importantly
motivating and inspiring children. She brings fort into the
teaching profession a wealth of knowledge and skills,
complemented by her set of values and attitudes.
There is a wide expectation about the teacher’s
ability to exert time and effort towards a paramount goal of
preparing children to become independent learners.
Following is a complete list of the qualities which
an ideal teacher should possess, both as an individual and
as a professional.
As A Person
1. Innate Qualities
a)Aptitude
b) Mental Ability
2. Personal Qualities
a) Physical Characteristics
Following are some descriptions of what to look for in
a pleasing teacher personality:
Height- About five feet and above
Weight- A range of 110lbs and over but not too
heavy.
Body Build- Well-distributed flesh and with the right
body shape
Personal Appearance- Neat, clean and appropriately
dressed.
General Health Condition- looks and feels healthy, active,
lively and energetic.
b) Personality
a. Friendly and kindhearted
b. Active and lively throughout the day
c. With a ready smile.
d. Humble in speech and action.
e. Understanding and approachable.
f. Witty and full of humor.
g. Time-conscious, punctual.
h. Regular in attendance.
i. Very simple, honest and sincere
j. Respectable and respectful.
3. Social and Emotional Qualities
A teacher who is socially and emotionally stable
possesses the following traits.
a) Relates well with children, colleagues, parents and
school authorities. She possesses rich
interpersonal skill.
b) With a winsome personality, she wins friends
easily. She remains gregarious and can maintain
friends for a long time.
c) She keeps attuned to the moral and ethical norms
of the profession, hence upright and dignified.
d) She is easily perceived as one who is emotionally
stable and her actions are impressively matured
and seasoned.
e) e) She is not proned to anger and irrational
arguments.
f) f) She is perceived as highly “cultured” in interests
and behavior.
g) g) She is looked up to as a leader and can motivate
others into action.
h) h) She is civic-minded and her practices are good
examples.
i) i) She is imbued with the spirit of professionalism
and loyalty to the profession.
D. As A Professional
What is one considered a professional teacher?
1. Professionalization of Teachers
Both elementary and secondary teachers have to
pass a licensure examinitaion given by the Professional
Regulation Commission. Upon passing, they are issued a
Certificate of Registration and a Professional License.
2. Teaching Competence
a) Knowledge
Knowledge of Subject Matter
A competent elementary teacher must have
gained mastery of content which is required in the
elementary education curriculum as prescribed by the
Department of Education for Grade 1 to 6. For
secondary teacher, a background knowledge in a
particular field of specialization is required. Major
subjects are those included in the secondary
education curriculum.
Knowledge of Teaching Methodologies
They receive training in a wide variety of
teaching strategies culminated with a 12 unit field
experiences capped with a full-time practicum in a
regular elementary or secondary school.
b) Teaching Skills
 Employing Strategies
It includes the teacher’s ability to
implement a particular methodology in presenting a
lesson. Given a specific topic, she is able to formulate
the intended instructional objectives.
Developing Higher-order Thinking Skills
Having emphasized independent
learning, the teacher can readily model critical
thinking skill. Allowing the students the freedom to
inquire and look for answers through their own
initiative and unrestricted explorations, definitely
leads them to self-discovered meanings, hence
autonomous learning.
To enhance higher order thinking skills, the following
approaches are being recommended:
a. Ask question that can sharpen their
reasoning power.
b. Use a discussion format that could reveal
their thinking level.
c. Employ a problem-solving strategy.
Sufficient practice can lead to perfection
and performance.
D. Model a higher order thinking ability which
students can emulate.
Questioning Technique
Following are some guidelines that could
insure the formulation of good questions.
a. Teachers ask questions for a number of purposes to
motivate, instruct, verify or evaluate. Be careful not to
limit your interrogations with “what” questions,
instead vary it with “why and how” types that could
elicit high-level responses.
b. Allow sufficient wait-time, especially for questions
that need deep thinking. Hurried questions will
receive guessed, shallow answers. Revise or improve
the question if misunderstood.
c. By constant practice ask better-thinking students to
answer the difficult questions in order to lessen
frustrations among the weak ones.
d. Encourage students to ask questions, especially
when in doubt.
e. Improve on your skill in asking good questions by
requesting someone to critique your questioning
style.
Use of Technology
◦ A teacher who is updated on the benefits
derived from the use of appropriate
technology such as computers, audiovisual
devices, electronically operated and various
multi-media equipment could enhance her
skill in generating new information.
◦ Access to information-search through
telecommunication networking and television
broadcast offers broadening networking and
television broadcasts offers broadening of
knowledge dissemination and exchanges.
2. Values and Attitudes.
Definitive teacher consistently exhibits the
following.
a. Compassion and concern.
B. a compassion attitude is foremost among
the attitudes that a teacher can model.
b. Critical-mindedness.
C critical-minded teacher is consistently
inquiring, analyzing and evaluating conditions
in the learning environment.
c. Creativity and flexibility
Creativity refers to the ability of teachers to
generate new and instructional materials.
d. Patience and tolerance.
These attitudes refer to a teacher’s calmness
in the midst of difficult situation and an
uncomplaining nature when unexpected and
mistakes.
e. Perseverance and persistent
A persevering teacher is determined to make
things work despite concerns.
f. Objectivity
An obejective evaluation of childres’s
progress in their learning activities leads to
unquestioned acceptance and reconitaion of
teacher’s credibility.
G. Commitment and loyalty
Committed teacher never fails to
create bond between her and other
associates.
h. Humility
A humble teacher is ready to accept
critisms and suggestions. She is aware of her
strengths and limitations.
j. Honesty, truth and sincerity
Imbued with these qualities, the children
under her care would be ushered to a
conducive atmosphere of righteous ness in
dealing with peers and adult.
Professionalism
Professionalism refers to extent to which
teachers approach their work as professionals. Their
effectiveness in the classroom stems not only on
pedagogical strength but likewise on their dedication
to the job teaching.
A teacher who is beyond doubt looked up to
as a professional in the practice of the profession
could be judged as one who is not only
knowledgeable and highly skilled nut likewise imbued
with values and attitudes that conform with the
accepted moral and ethical standards of the of the
profession.
Some selected provisions that could enhance
the professional status of teachers are reprinted
below.
a. The teacher and the State.
b. The teacher’s and the community
c. The teacher and the profession
 d. The teacher and the teaching community
e. The Teacher and the higher Authorities.
f. School officials, teachers and other personnel
g. The teacher and the learners
h. The teacher and the parents
i. The teacher and business
j. The teacher as a poem
E. Effective Teachers
1. Effective teachers possess a solid background
knowledge of the basics of children learn.
2. Effective teachers are equipped with a
repertoire of best teaching practices such as
strategies, procedures and approaches in
presenting, implementing and assessing
classroom instruction in accordance with the
objectives.
3. Effective teachers are imbued with values,
attitudes and dispositions that foster a
classroom atmosphere of mutual trust and
respect for individual characteristics especially
children’s needs, interest and abilities.
4. 4. Effective teachers are, through their
reflective ability, able to gain from past
experiences and are driven to move on,
further improve on their teaching skills
update content and employ new teaching
technologies.
5. 5. Effective teachers are deeply concerned
with the kind of learning environment that
motivates and promotes self-directed and
self-regulated learning.
6. 6. Effective teachers view “learning to
teach” as a life-long process, hence is
strongly motivated to continue growth as
an individual and as a professional.
F. ABC of Desirable Teacher Attributes
A- Amiable, keeps abreast, affectionate,
accountable.
B- Well-behaved, conduct becoming of a
professional, believable, exhibits feeling of
belonging, benevolent
C- With a cheerful and caring attitude, creative,
compassionate, charming, competent, cultured.
D- Dynamic, dependable, dignified, with strong
determination
E- Energetic, enthusiastic, with high self-esteem,
with exemplar traits.
F- Friendly, fun to work with Fair in dealing with
others, with fineese.
G- Generous, gracious, gentle, grateful.
H- With a healthy sense of humor, number,
honest
I- With Unquestionable integrity, ingenious,
inspiring, intelligent, innovative incorruptible,
industrios.
J- Full of joy, delight and happiness, just
K- Knowledgeable and well-informed,
kindhearted, keen observer
L- Loving and tender, a leader, lively, likeable
M- With managerial ability, merciful and humane,
methodical, modest, a model of virtues.
N- With noble character, novel ways, capable of
nurturing a child’s mind.
O- Open-minded, orderly and neat, optimistic in
outlook
P- Punctual, professional, persistent, progressive-
minded, with pleasing, personality, principled.
Q- Highly qualified and well-trained, quick-witted
R- Responsible, righteous and ethical, reliable,
rational, with refined manners
S- Sincere, simple, systematic, straightforward,
skilled, self-confident
T- Trustworthy, tactful, thoughtful
U- Updated, understanding, unassuming, upright
V- With vigor and enthusiasm, value-laden,
virtuous
W- With warm and winsome personality, witty,
well-bred
X- With X-ray vision, X,mas spirit
Y-Youthful
Z- Zestful and passionate
G. The Teacher as a leader
Behavior that people generally expect leaders to
exhibit are given below a leader.
1. Assumes responsibility
2. Helps the group to decide its own goal
3. Translate group goals into practical tasks
and help members towards effective
performance
4. Emphasizes productivity and personal growth
of members
5. Exhibits vision and conviction and uses
persuasion
6. Exhibits good judgment and foresight.
The leadership shall of the teacher is as important as
his instructional competence.
Teachers guide and direct students and the
class as a group. They exercise influence. They define
learning goals and translate educational objectives
into learning tasks. They are also expected to develop
a positive climate in the classroom. Above all,
teachers are expected to communicate clearly and
effectively.