THE TEACHING PROFESSION GREGORIO O. RUALES,Ed.

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PHILOSOPHICAL BACKGROUND
Teachers are heirs to rich philosophical
heritage . Passed on to us are a number of
philosophies of various thinkers who lived
before us. These thinkers reflected on life
in this planet . They occupied themselves
by searching for answers to questions
about human existing.
MAN AND PHILOSOPHY
The ultimate aim of man is to possess
for the Truth . The process ends not in
the search but in the position of the
truth . It is the capacity to think , to
rationalize that the responsibility of
philosophizing is realized.
DEFINITION OF MAN
The quest for truth is the ultimate goal of man. There is no
way but up, the goal is to achieve it.
Man is vertically defined a Rational Animal
Innate in man is the desire to be with his fellow beings. It is
in his relationship with others that the fulfilment of another
dimension of his rationality is achieved. Man can not live
by himself alone.
The need to share himself with others ,share his innermost
thoughts, feelings, experiences and unravel the kind of
person he is.
Man is horizontally defined as a Social or Political Animal.
 PHILOSOPHY OF EDUCATION
1.) Naturalism (J. J. Rousseau, John Lock, Montaigne)
Denies everything that has supernatural significance-dogmas/revelations-for all can
be accounted by scientific laws.
On education
❑Naturalism stands for a democratic and universal way-everyone must be educated in
the same manner.
❑Education is in accordance to human development and growth
❑Emphasis is given more on the physical development-informal exercise-and hygiene of
the person of the 3R’s.
❑Aims to unfold the child’s potential not to prepare him for a define vocation or social
position-but to prepare him to adapt to the changing times and needs. Consequently,
one’s conduct is governed by impulse, instincts and experience.
❑It outs the child at the center of educational process and prepares him to experience
life as it is.
 2. IDEALISM (SOCRATES, PLATO)
Ideas are the only true reality, the ultimate truths for
mater is nothing but just a mere representation of
ideas.
Emphasis is given on knowledge obtained by
speculation and reasoning for its central tenet is that
ideas are the only thing worth knowing for.
On Education:
❑Its aim is to discover the full potentials in child and
cultivates it in order to prepare him for a better
positon in the society.
3. REALISM (ARISTOTLE, ST. THOMAS AND
JONATHAN HERBART)
Concerns with the actualities of life, what is real.
On Education:
❑The most effective way to find about reality is to study it to
study it through organized, separate and systematically
arranged matter- emphasis is on matter concerning Science
and Mathematics.
❑Methods used in teaching include recitation,
experimentation and demonstration.
❑Character development is through training in the rules of
conduct.
 4. EXISTENTIALISM (SOREN KIERKEGAARD AND
JEAN PAUL SARTE)
Defining feature is “existence precede essence”
❑Man conceives and makes of himself
Known as the Philosophy of Subjectivity
On Education:
❑Learning is based on willingness of the student to choose & give meaning
to the subject
❑Emphasis is given on the students rather than on curriculum
❑Students should not be treated as objects to be measured or
standardized
❑Methods are geared on giving opportunities for the students for self
 5. ESSENTIALISM (WILLIAM BAGLEY,
JAMES KOERNER, H.G. RICKOVER
AND PAUL COPPERMAN)
Rooted in idealism and realism and arose in response to progressive education
On Education:
❑Schooling is practical for this will prepare students to become competent and valuable
❑Focuses on the “basics”- reading, writing, speaking and ability to compute.
❑Subjects that are given emphasis include geography, grammar, reading , history,
mathematics, art and hygiene
❑Stresses the values of hard work, perseverance, discipline, and respect to authorities to
students
❑Students should be thought to think logically and systematically
❑Methods of teaching centers on giving regular assignments, drills, recitation, frequent testing
and evaluation
 6. PRAGMATISM (CHARLES SANDERS PEIRCE AND JOHN
DEWEY)
Focuses more on “praxis”
Thought must produce actions (realization)
rather than to continue lying inside the mind
and leading into uncertainty.
On Education:
❑Involves students to work in group
❑Methods of teaching includes experimentation,
project making and problem solving.
7. PERENNIALISM ( ROBERT HUTCHINS,
MORTINER ADLER
The word itself means eternal, ageless, everlasting, unchanged
Influenced by the Philosophy of realism
Truth is universal and does not depend on circumstances of place, time
and person
To learn means to acquire understanding of great works of civilization
On education
* Some of the idea in the past are being taught because they are
significant.
* Curriculum should contain cognitive subjects that cultivates rationally
,morality ,aesthetic, and religious principles . This includes history,
language ,mathematics, logic, ,literature, humanities and sciences.
* To develop man’s power of thought.
8. HUMANISM(DA FELTRE,
ERASMUS,PESTALOZZI)
Rooted in the economic and political changes during the Renaissance period.
It has 3 main lines of growth
Intelectual,
aesthetic,scientific
Division:1. Individual Humanism
• Making the most out of one’s life
• Living life to the fullest
2. Social Humanism
• Aims for social rather than individual happiness
• Includes social reforms and improvement of social relationships
On education:
- Education is a process and should not be taken abruptly. The unfolding of human character proceeds
with the unfolding of nature.
- The learner should be in control of his destiny
- Concern is more on methods which include theme writing rather than of oral discussions, drills and
exercises, playing.
 9. PROGRESSIVISM (JOHN DEWEY)
Contrasted the traditional view of essentialism and perennialism.
Emphasizes change and growth.
Stresses that man is a social animals who learns well through active
interplay with others.
Learning is based from the questions of one’s experience of the world.
On Education :
Focuses on the child as a whole rather than of the content of the
teacher.
Curriculum content comes from the interest of the students.
Emphasis is given on the validation of ideas by the students through
active experimentation.
NATIONALISM ( JONATHAN HERBART , JOHAN HEINRICH
PESTALOZZI)
Rapid rise was in the 18th century
* Center of ideology is the concept of national sovereignty
*Aims for the preservation and glorification of the state
* Emphasis is on the development of loyalty, patriotism, national feeling and
responsible citizenship
On Education:
* Creation of common language
*Stresses on the teaching of the principles of democracy and duties of
citizenship
*Stimulates the development of the states which includes the control and
support of public school system
 CONSTRUCTIVISM (J. PIAGET)
A philosophy of learning which asserts that
reality does not exist outside of human
conceptions .
It is the individual that construct reality by
reflecting on his own experience and give
meaning on it.
Learning is the process of adjusting one’s mental
models to accommodate new experience
RECONSTRUCTIVISM ( THEODORE BRAMELD,GEORGE
COUNTS, PAULO FRIERE
Aims to awaken the consciousness of individual about the social issues,
concerns and problems that confront him. This should involve him to look for
solutions and engage in addressing this social concerns and issues.
Primary goal is to achieve the elusive Social change
ON Education :
*Schools should originate policies and progress that will bring social reforms
and orders.
* Teachers should be an instrument to encourage and lead students in the
program of social reform.
*Curriculum emphasizes on social reforms as the aim for education. It focuses
on the students experiences and taking social actions on real problems
BEHAVIORISM ( JOHN WATSONN ,
B, F SKINNER
Rooted in the work of Russian experimental
experimental psychologist Ivan Pavlov and American
psychologist John Watsonn in the early 1900s
*Asserts that human beings are shaped entirely by
their external environment.
* The only reality is the physical world.
* Man by nature is neither good nor bad but a
product of his environment.
 OTHERS :
* ULITARIANISM
Actions are geared toward the greatest total amount of happiness that one can
achieved.
RATIONALISM
* Source of the knowledge is the mind, independent of the senses.
EMPIRICISM
Source of knowledge is the senses
.
*HEDONISM
*Pleasure is the only good thing to the person.
Used as the justification in evaluating action by
giving emphasis on how much pleasure can be
achieved and how little pain that the action entails
*EPICURIANISM
Considers are form of ancient hedonism, it identifies
pleasure with tranquillity and reduction of desire
Claimed that the highest pleasure consist of a simple
and moderate life
MORAL PRINCIPLES OF TEACHERS
Morality refers to the quantity of human acts by which we
call them right or wrong, good or evil.
* Do good and avoid evil ( Fundamental moral Principle)
* Do not do unto others what you do not like others do to
you ( Kun-fu-tzu)
* Act in such a way that your rule can be the principles of
all ( Immanuel Kant)
* Eight fold path ( Buddhists)
*Koran and five Pillars ( Muslims)
* Ten commandments and beatitudes ( Christian)
TEACHERS’ VALUES FORMATION
*Values are taught and caught
*Values have cognitive, affective and
behavioural dimensions
*Value formations includes formation in
cognitive, affective and behavioural aspects
*Value formation is a training of the intellect
and will.
MAX SCHELER’S HIERARCHY OF
VALUES
* Pleasure values
•Vital Values
•*Spiritual Values
•*Values of the Holy
CHARACTERISTICS OF A
PROFESSIONAL TEACHER
Teaching is a part of a life of a
committed teacher. To be an
effective teacher, you do not only
possess knowledge of educational
theories. You also possees a
willingness to assume your
multifaceted roles
 3BASIC SKILLS
1. FUNCTIONAL SKILLS
This involves the skill a teacher in planning, organizing, controlling,
communicating, motivating, developing and managing.
2. ADAPTIVE SKILLS
Skills like creativity, dependability, resourcefulness, persuasiveness,
discipline, memory, perceptiveness and other personal skills related to
self-management.
3. PEOFESSIONAL SKILLS
This refer to skills related to work content. It includes the teacher’s
knowledge of the subject matter to be taught , as well as his understanding
of the philosophical psychological , legal , social, historical dimensions of
education
PROFESSIONAL SKILLS
A.The professional teacher possesses an in depth
understanding of gthe principles governing human
behaviour.
B. The professional teacher exhibits attitudes that
foster learning and authentic human relationship.
Attitude towards himself
Attitude towards others
Attitude towards peers, superiors and parents
Attitude towards subject matter
C. The professional teacher possesses
mastery of the subject matter
D. The professional teacher must possess
competency to facilitate learning through
appropriate teaching skills.
E. The professional teacher must be able
to translate knowledge into practical/
reality.
THE TEACHER AS A PERSON
A. PERSONALITY CHARACTERISTICS
1. Achievement/intelligence
2. directness
3. flexibility
4. emotional stability
5.self motivation and drive
6. dominance and self confidence
7. attractiveness and pleasantness
B. Attitude
1. motivation to teach
2. empathy towards learners
3. commitment
4. objectiveness
5. buoyancy
6. resourcefulness
7. cooperativeness
8. reliability and dependability
C. EXPERIENCE
1 year of teaching
2 years in subject taught
3 experience with particular
grade/year level
D. APTITUDE /ACHIEVEMENT
1. scores in ability test
2. college grade/point
average
3. student teaching evaluation
TEACHING COMPETENCE
NATIONAL COMPETENCY-BASED STANDARDS (NCBTS)
-unified framework for teacher development
-an integrated theoretical framework that defines the different
dimensions of effective teaching
-effective teaching means being able to help all types of students
to learn the different learning goals in the curriculum
- it is based on the core values of Filipino teachers and on effective
teaching and learning
-it is based on the seven domains, with each one representing the
desired features of the teaching and learning process
SEVEN DOMAINS OF NCBTS
1. Social regard for learning
-focuses on the ideal that the teachers serve as positive and powerful
role models of values of the pursuit of learning and of different kinds of
the effort to learn. The teacher’s actions, statements and different types
of interactions with students .
2. Learning Environment
- Focuses on importance of providing for a social , psychological, and
physical environment within which all students , regardless of their
individual differences in learning can engage the different learning
activities and work towards attaining high standards of learning.
3. Diversity of Learners
Emphasizes the ideal that the teacher can facilitate the learning
process in the diverse learners by first recognizing and respecting
individual differences, then using knowledge about students’ differences
to design diverse sets of learning activities to ensure that all students
can attain desired learning goals.
4. Curriculum
Refers to all the elements of the teaching learning process that work in
convergence to help students understand the curricular goals and
objectives , and to attain high standards of learning defined in the
curriculum. These elements include the teacher’s knowledge of subject
matter and the learning process , teaching learning approaches and
activities , instructional materials and learning resources.
5. Planning , assessing and reporting
This is refers to the alignment of assessment and planning activities .
In particular , the domain focuses on the use of assessment data to
plan and revise teaching –learning plans; the integration of
assessment procedures in the plan and implementation of teaching
learning activities and reporting on learners actual achievement
and behaviour.
6. Community linkages
Focuses on the ideal that classroom activities are meaningfully
linked to the experiences and aspirations of the students in their
homes and communities. Thus , the domain focuses on teachers’
efforts directed at strengthening the links between schools and
communities , particularly as these links help in the attainment of the
curricular goals.
7. Personal growth and professional
development
-Emphasizes the ideal that teachers
value having a high personal regard
for teaching profession , concern for
professional development , and
continuous improvement as teachers.
 TEACHER , SCHOOL AND
COMMUNITY LINKAGES
Schools and community are linked together to provide
support to parents who are charged with primordial
responsibility to educate their children. Schools will not
succeed without the participation of the parents.
*PARENTAL INVOLVEMENT
The influence of parental involvement on students academic
success should not be underestimated . While brain power ,
work ethic and even genetics all play important roles in
students achievement in determining factor comes down to
what kind of support system she has at home.
TYPES OF PARENTAL INVOLVEMENT
1. Parenting
2. Communicating
3. Volunteering
4. Learning at home
5.Decision making
6. Collaborating with the community
SCHOOL AND COMMUNITY
RELATIONSHIP
The school and community are the
mainspring of effective and powerful
forces that can create a wholesome
climate for mutual gains and betterment.
PTA
Public safety, beautification and
cleanliness
Instructional centers in community
LINKAGES AND NETWORKING
The school can enjoy linkages and
networking activities with internal
,national and local organizations in
community for mutual benefits and
assistance needed.
CLASSROOM MANAGEMENT
1. Organizational Plan
A. Structured classroom – well planned activities
in the classroom
B. Flexible Classroom – there is an allowance for
free movement , time allotment and even in
decisions regarding the modes of understanding
the learning activities.
Individualized approach
Groupings
SCHEDULING
- Parent teacher conference after class
- working with other teachers during occasional school
events.
-Preparing new teaching devices
-Advance requests for supplies and materials for the
week’s lessons and for learning centers
-supervising students along the corridors and school ground
or while eating in the canteen.
FILLER OR EMERGENCY ACTIVITIES
If you will be able to finish the
lesson ahead of time , be
ready with fillers or activities
which are connected with the
lesson.
TIPS FOR MAINTAINING GOOD TIME
MANAGEMENT
1. schedule all activities with corresponding time
allotment ahead of time.
2. Provide enough time for everything you expect to
happen
3. Avoid rushing since you know you have carefully
allotted required time for every activity
4. Be flexible with assignment
5. Set the example by showing that you are time
-conscious
RECORD KEEPING
-daily attendance
-students Progress
-individual achievement
PHYSICAL ENVIRONMENT
Maintaining cleanliness
-

-Using proper ventilation

-Avoiding necessary noise
-Bulletin boards and displays
-seating arrangement
DISCIPLINE
CAUSES OF DISCIPLINE PROBLEMS
-Overcrowded students in class
-Poor lighting facilities
-Inadequate ventilation
-Disorderly cabinets
-Inappropriate seating arrangements
-Near sources of noise
PREVENTION
-cooperative learning, team learning , peer tutoring
-switch from one technique to another as need arises
-patience, compassion, caring attitude , respect for others
-warm , respectable relationship with students
-unpretentious gestures
-proper facial expressions
-kind words or praises
-avoiding unusual closeness/favouritism AND BIASED
TREATMENT
COMMONWAYS OF ESTABLISHING
DISCIPINE /CLASSROOM CONTROL
1. Discipline is students’ responsibility
2. Discipline is the teachers 'way of establishing
a desirable student-oriented environment for
learning.
3. Discipline is coupled with effective teaching
strategies and techniques
4. Discipline is achieved through the effects of
group dynamics on behavior
 TIPS TO MAKE TEACHER A GOOD
DISCIPLINARIAN
1. Be prepared to face a class with multi-behaviour tendencies.
2. Know your students well.
3. Show your sincere concern for their welfare
4. Commendable behaviour is reciprocal
5. Be calm, poised and tactful
6. Be firm at all times
7. Be enthusiastic
8. Practice good sense of humor
9. speak with a good voice ,volume and pitch
10. Be huumble
COMMON WAYS OF DEALING WITH
DISCIPLINE PROBLEMS:
ACCEPTABLE:
-Using verbal reinforcers that encourage good behaviour
-Using nonverbal gestures to dissuade them from mischief
-dialogue could help discover problems and agree on
mutually beneficial solution time out.
-awarding merits for good behaviour
-a private , one-on-one brief conference
-allowing students the freedom to express themselves.
GOOD LUCK TO ALL OF YOU.

To God be the glory….

THANK YOU VERY MUCH
OTHER REFERENCES
LET REVIEWER BY CONCEPTION ,ET AL