THE TEACHING PROFESSION Date:

Name: Course and Section: BTLED 1-1

1. To be true to your vocation and mission as a teacher, you have to “have more, do more in order to
be more” to your students and all others to whom you were sent. What does “do more, have
more in order to be more” mean?
“Have more, do more in order to be more” means as a teacher and as a person, we already
have the capabilities to be a great teacher someday, but we must take time to harness or develop
those capabilities to reach the quality to be a professional. But being a professional comes with a great
responsibility, we must contribute our life and efforts to our profession for the progress of the
students to become “human”. That’s our mission and we must accept this vocation. It is a great honor
to find your purpose on living. It felt great at the most.

2. The Greatest Teacher, Jesus Christ, spent much time to prepare his apostles before he “sent” them
for their mission to “go into the world baptizing them in the name of the Father, and of the Son,
and of the Holy Spirit.” What is the equivalent of this preparation in your life as a future
professional teacher?
The fact that I am now here in the College of Teacher Education, studying, are one of the
equivalent life events of my preparation as a future professional teacher. My instructor spent time on
us so we will be harness as a professional teacher. I must work hard and study hard in order to gain the
title professional teacher by completing the requirements it needed like taking up LET. When the time
comes I will be “sent off” to the real fields of teaching. I know that I am prepared and I’m able to teach
them in order to develop them.

3. Some teacher education institutions have a “sending off” ceremony for student teachers
before Education students to go for practice teaching. What is the significance of this
ceremony?
The significance of “sending off” ceremony is to signify the progress or development in an
student- teacher’s life. It does not only signify them as a part of their institution or university, but also
represents them as an honorable Professional Teacher.

4. Here is the excerpt of The True Decalogue of Apolinario Mabini.

Third. Develop the special talents that God has given you, working and studying according to your
capabilities, never straying the path of good and justice, in order to achieve your own perfection, and
by this means you will contribute to the progress of humanity: thus you will accomplish the mission
that God himself has given your life, and achieving this, you will have honor, and having honor, you
will be glorifying God. (Source: http://malacanang.gov.ph/8132-the-true-decalogue-by- apolinario-
mabini/ Retieved, June 22, 2018)

What mission has God given to teachers according to The True Decalogue of Mabini?

“From what I have understand at The True Decalogue of Mabini, the mission has God given to
the teachers is to “progress humanity”. Teachers are the greatest influencers on the earth, they mold
each individual’s behavior or perceptions. Being capable of influencing or nurturing, it is their
responsibility to teach the students on how to they will progress in their mentality, physicality, and
even Humanity.”
Name: Course and Section: BTLED 1-1

1. With the qualities of a professional in mind, cite some Filipino traits that works against the making of
a true Filipino Professional teacher.
There are lots of Filipino traits that work against the making of true Filipino Professional Teachers, but I
will only cite two (2) major negative habits of Filipino that I think that opposes to become a true Filipino
Professional Teachers.
a. Filipino who got a bitter view at competition, instead of helping each other to be successful, we
even make ways to pull them down in order we are only one at the top.
b. Filipino often shows defeatism and resignation through mission by having the mentality expressed in
other ways like “wala na tayong magagawa”, “dag- dag trabaho lang yan”, and “bahala na”. Those
are inimical to excellence success.

2. Realizing society’s demands from the teacher, do you agree with at least four- year academic
preparation of professional teachers? Do you agree with the components of the academic preparation? –
general education, professional education and specialization? - general education, professional
education, specialization?
Do I agree with having at least 4- year academic preparation for teachers? Yes, we must utilize those 4
years of preparation must be productive. but we must remember that learning doesn’t last only for 4 years,
it is a lifetime. Do you agree with the components of the academic preparation? If those are the
components of the academic preparation, who am I to answer “I Don’t Agree”. I’ve seen lots of great
teachers I knew who undergo with those components, because they nearly meet the qualities we needed in
learning. I only said nearly because everyone is not perfect. If we study and apply those components as our
preparation as a professional teacher and as long as we work hard to gain that title. It will cause great
outcomes.
3. Develop an evaluation tool for teacher teaching performance based on the four (4) frame works of
good teaching and those of the PPST.

4. If the future teacher is prepared in accordance with the 4 models of teacher effectiveness and in
accordance with the domains of the PPST, will he/she be able to cope with the demands of
DepEd’s vision and mission statements?
Yes, he/she will able to cope the demands of DepEd’s vision and mission statements because the
teacher is prepared by the 4 models of teacher effectiveness and in accordance with the domains of the
PPST that assures us this teacher can demonstrate technical, ethical and moral competence as a result of
his/her long years of professional education which lead him/her to the earning of a college/ university
degree and passing the licensure examinations, those are the qualities of a Filipino Professional Teacher.
 TEACHER PERFORMANCE EVALUATION REPORT

Name: Name of Rater:

Position: Rating period: Position: Observation Date:

Scoring: Please mark an appropriate box for each evaluation item according to the scores below.
1 PERFORMANCE IN THIS AREA IS UNSATISFACTORY/NOT MEETING STANDARDS
2 SATISFACTORYILY MEETS STANDARDS OF EXPECTATIONS MOST OF THE TIME
3 SATISFACTORYILY MEETS STANDARDS OF EXPECTATIONS ALL OF THE TIME.

 PLANNING AND PREPARING

PERFORMANCE INDICATORS 1 2 3
 Prepares and plans very well for instruction
 Assesses students on course objectives as required
 Provides for instruction of students with exceptional needs
EVALUATORS COMMENTS:

 INSTRUCTIONAL DELIVERY
PERFORMANCE INDICATORS 1 2 3
 Selects appropriate lessons objectives for curricular adherence and/or student level
 Applies a variety of assessment tools and strategies to enhance the teaching and
learning progress
 Execute or deliver that instruction plan very well because he/she has professional knowledge
 They display proficiency in communication strategies to facilitate the teaching and
learning process
 Adjust teaching techniques to meet the needs of the students
 Monitors student progress and understanding throughout the lesson/unit
EVALUATORS COMMENTS:

 THE CLASSROOM ENVIRONMENT

PERFORMANCE INDICATORS 1 2 3
 Provides an educational environment to reflect subject areas taught; stimulates
student achievement
 Create a conducive or favorable learning environment for diverse groups of learners
 Maintains student discipline and classroom control consistent with school standards
EVALUATORS COMMENTS:

 PROFFESIONAL RESPONSIBILITY
PERFORMANCE INDICATORS 1 2 3
 Demonstrate professionalism as he/she deals with superiors, colleagues, students and parents
 Employs grading practices which are consistent with school and national grade level policies
 Assumes responsibilities in accordance with school policies
EVALUATORS COMMENTS:

EVALUATORS OVERALL COMMENTS: OVERALL RATING:

SIGNATURE OF EVALUATOR: DATE:

SIGNATURE OF EVALUATEE: DATE: