The Teaching Profession

CHAPTER I

YOU, the TEACHER, as a PERSON in SOCIETY

“Teachers are the most responsible and important members of society because their professional
efforts affect the fate of the earth.”- Helen Caldicott

Introduction

We don’t live in a vacuum. We live in a society. We are part of the society. Our society influences
us to the extent that we allow ourselves to be influenced by it. Our thoughts, values and actions
are somehow shaped by events and by people with whom we come in contact. We, in turn, help
shape society- its events, its people and itsdestiny.

John Donne said it in his song “ No man is an island”. No man stands alone. We need one another.
In the context of your life as a teacher, we would say :No teacher is an island. No teacher stands
alone. Think of the many people who are helping you now become a teacher in the near future. In
fact, soon you will be called “ teacher” in relation to a student , in the same manner that your
student will be called “ student” in relation to you as teacher.

In this chapter, you will be made to realize the significant role that you will play in society. This is
perhaps one reason why many a time the teacher is blamed for the many ills in society. You will
also come to realize the demands it will exact from you for much is expected of you, the teacher. It
is, therefore , no joke to become one.
Whileteachinghasmanydemandsitalsohasitsshareofrewards.Greatteachersrecitealitany of these
rewards most of which are invisible to the eyes but are the mostessential.

Your influence on your students and on other people with whom you work and live depends on a
great deal on your philosophy as a person and as a teacher. Your philosophy of life and your
philosophy of education serve as your “window “ to the world and your “compass” in the sea of
life. Embedded in your personal philosophy are your principles and values that will determine
how you regard people, how you look at life as a whole. They govern and direct your lifestyle,
your thoughts, decisions, actions and your relationships with people and things.

In this chapter, you are expected to

Summarize at least seven philosophies of education and draw their implications to teaching-
learning

Formulate your own philosophy ofeducation

Discuss and internalize the foundational principles ofmorality

Accept continuing values of education as an integral part of your personal and professionallife

Clarify if you really valueteaching

Explain teaching as a vocation, mission andprofession

Embrace teaching as a vocation, mission andprofession

Page 1
Lesson I

Your Philosophical Heritage

“To philosophize is so essentially human-and in a sense to philosophize means living a truly

human life.” J.Pieper

The Existential Question

We are heirs to a 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 searching for answers to questions about human existence. These essential questions
come in different versions. “What is life?”Who am I?”Why am I here?”or “ What am I living
for?”What is reality?”Is the universe real?”What is good to do?”How should I live life
meaningfully?” and the like. In the school context, these essential questions are: “Why do I
teach?”How should I teach? What is the nature of the learners?”How do we learn?”

An Exercise To Determine Your Educational Philosophy

Find out to which philosophy you adhere. To what extent does each statement apply to you? Rate
yourself 4 if you agree with the statement always,3 if you agree but not always,2if you agree
sometimes and1 ifyoudon’t agree at all.
Statements 1 2 3 4

1. There is no substitute for concrete experience in learning.

2.Thefocusofeducation shouldbetheideasthatarerelevanttoday

as when they were first conceived.

3. Teachers must not force their students to learn the subject matter

if it does not interest them.

4. Schools must develop students’ capacity to reason by stressingon

the humanities.

5. In the classroom, students must be encouraged to interact with one

another to develop social virtues such as cooperation and respect.

6. Students should read and analyze the Great Books, the creative

works of history’s finest thinkers and writers.

7. Help students expand their knowledge by helping them apply their

previous experiences in solving new problems.

8. Our course of study should be general, not specialized, liberal, not

vocational, humanistic, not technical.

9. There is no universal, inborn human nature. We are born and exist
and then we ourselves freely determine our essence.

10. Human beings are shaped by their environment.

11. Schools should stress on the teaching of basic skills.

12.Change ofenvironment can change aperson.

13. Curriculum should emphasize on the traditional disciplines such

as Math, Natural Science, History, Grammar and Literature.

14. Teacher cannot impose meaning, students make meaning of what

they are taught.

15. Schools should help individuals accept themselves as unique

individuals and accept responsibility for their thoughts, feelings and

actions.

16. Learners produce knowledge based on their experience.

17. For the leaner to acquire the basic skills, he must go through the

rigor and discipline of serious study.

18. The teacher and the school head must prescribe what is most

important for the students to learn.

19. The truth shines in an atmosphere of genuine dialogue.

20. Alearnermust be allowedtolearn athisown pace.

21.The learner is not a blank slate but brings past experiences and

cultural factors to learning situation.

22.Theclassroomisnotaplacewhereteacherspourknowledgeinto

empty minds of students.

23.The learner must be taught how to communicate his ideas and

feelings.

24.To understand the message from his students, the teacher must
listen not only to what his students are saying but also to what

they are not saying.

25.An individual is what he chooses to become not dictated by his

environment.
Page 2

Interpreting your Scores

If you have 2 answers of 2/4 in numbers 1,3,5,7- you are more of a progressivist 2,4,6,8- you are
more of aperennialist
9,15,20,25- you are more of an existentialist 10,12- you are more of a behaviorist 11,13,17,18- you
are more of an essentialist 14,16,,21,22-youaremoreofaconstructivist

19,23,24 – you are more of a linguistic philosopher

If you have 2 scores of 4 in several of the 7 clusters, you have an eclectic philosophy which means
you put the philosophies together. If your scores are less than 4, this means that you are not very
definite in your philosophy. Or if your scores are less than 3 in most of the items, this means your
philosophy is quite vague.

After you have gotten an idea on the philosophy, let us know more about them.
3

SEVEN PHILOSOPHIES OF EDUCATION

ESSENTIALISM

Why Teach?

This philosophy contends that teachers teach for learners to acquire basic knowledge, skills and
values. Teachers teach “not to radically reshape society” but rather” to transmit the traditional
moral values and intellectual knowledge that students need to become model citizens.”

What to Teach?

Essentialist programs are academically rigorous. The emphasis is on academic content for
students to learn the basic skills or the fundamental R’s-reading, writing, arithmetic, right
conduct- as these are essential to the acquisition of higher or more complex skills needed in
preparation for adult life. The essentialist curriculum includes the “traditional disciplines such as
Math, Natural Science, History, Foreign Language and Literature. Essentialists frown upon
vocational courses or other courses with watered down academic content. The teachers and
administrators decide what is most important for the students to learn and place little emphasis
on student interests, particularly when they divert time and attention from the
academiccurriculum

How to Teach
Essentialist teachers emphasize mastery of subject matter. They were expected to be intellectual
and moral models of their students. They are seen as “fountain” of information and as paragon of
virtue, if ever there is such a person. To gain mastery of basic skills, teachers have to observe
“core requirements, longer school day, a longer academic year. With mastery of academic content
as primary focus, teachers rely on the use of prescribed textbooks, and drill method and other
methods that will enable them to cover as much academic content as possible like the lecture
method. There is a heavy stress on memorization anddiscipline.

PROGRESSIVISM

Why Teach

Progressivist teachers teach to develop learners into becoming enlightened and intelligent citizens
of a democratic society. This group of teachers teaches learners so they may live life fully now not
to prepare them for adult life.

What to Teach

The progressivists are identified with need based and relevant curriculum. This is a curriculum
that responds to students’ needs and that relates to students’ personal lives and experiences.

Progressivists accept the impermanence of life and the inevitabilityof change. For the

progressivists, everything else changes. Change is the only thing that does not change. Hence,
progressivist teachers are more concerned with teaching the learners the skills to cope with
change. Instead of occupying themselves with teaching facts or bits of information that are true
today but become obsolete tomorrow, they would rather focus their teaching on the teaching of
skills or processes in gathering and evaluating information and in problem-solving. The subjects
that are given emphasis in progressivist schools are the Natural and Social
Sciences. Teachers expose students to many new scientific, technological and social developments,
reflecting the progressivist notion that progress and change are fundamental. In addition,
students solve problems in the classroom similar to those they will encounter outside of the
schoolhouse.

How to Teach

Progressivist teachers employ experiential methods. They believe that one learns by doing. For
John Dewey, the most popular advocate of progressivism, book learning is no substitute for actual
experience. One experiential teaching method that progressivist teachers heavily rely on is the
problem-solving method. This makes use of the scientific method. Other hands-on-minds-on-
hearts-on teaching methods used are field trips during which students interact with nature or
society. Teachers also stimulate students through thought-provoking games and puzzles.

Page 4
PERENNIALISM

Why Teach –We are all rational animals. Schools should therefore, develop the students’ rational
and moral powers. According to Aristotle, if we neglect the students’ reasoning skills, we deprive
them of the ability to use their higher faculties to control their passions and appetites.

What to Teach- The perennialist curriculum is a universal one on the view that all human

beingspossessthesameessentialnature.Itisheavyonthehumanities,ongeneraleducation.It is not a
specialist curriculum but rather a general one. There is less emphasis on vocational and technical
education. Philosopher Mortimer Adler claims that the Great Books of ancient and medieval as
well as modern times are repository of knowledge and wisdom, a tradition of culture which must
initiate each generation”. What the perrenialist teachers teach are lifted from the GreatBooks.
How to Teach- The perennialist classrooms are “centered around teachers”. The teachers do

not allow the students’ interests or experience to substantially dictate what they teach. They apply
whatever creative techniques and others tried and true methods which are believed to be most
conducive to disciplining the students’ minds. Students engaged in Socratic dialogues or mutual
inquiry sessions to develop an understanding of history’s most timeless concepts.”

EXISTENTIALISM

Why Teach- The main concern of the existentialists is “to help students understand and
appreciate themselves as unique individuals who accept complete responsibility for their thoughts,
feelings and actions”. Since “existence precedes essence”, the existentialist teacher’s
role is to help students define their own essence by exposing them to various paths they take in life
and by creating an environment in which they freely choose their own preferred way. Since
feeling is not divorced from reason in decision making, the existentialist demands the education of
the whole person, not just the mind.

What to teach- In an existentialist curriculum, students are given a wide variety of options

from which to choose. Students are afforded great latitude in their choice of subject matter. The
humanities, however, are given tremendous emphasis” to provide students with vicarious
experiences that will help unleash their own creativity and self expression. For example, rather
than emphasizing historical events, existentialists focus upon the actions of historical individuals,
each of whom provides possible models for the students’ own behavior. Moreover, vocational
education is regarded more as a means of teaching students about themselves and their potential
than of earning a livelihood. In teaching art, existentialism encourages individual creativity and
imagination more than copying and imitating establishedmodels.

How to Teach- Existentialist methods focus on the individual. Learning is self-paced, self

directed. It includes a great deal of individual contact with the teacher, who relates to each
student openly and honestly. To help students know themselves and their place in society, teachers
employ values clarification strategy. In the use of such strategy, teachers remain non-
judgmentalandtakecarenottoimposetheirvaluesontheirstudentssincevaluesarepersonal.

BEHAVIORISM

Why Teach – Behaviorist schools are concerned with the modification and shaping of students’
behavior by providing for a favorable environment, since they believe that they are a product of
their environment. They are after students who exhibit desirable behavior in society.

What to Teach- Because behaviorists look at “ people and other animals as complex

combinations of matter that act only in response to internally or externally generated physical
stimuli, behaviorist teachers teach students to respond favorably to various stimuli in the
environment.
How to Teach- Behaviorist teachers ought to arrange environmental conditions so that

students can make the responses to stimuli. Physical variables like light, temperature,
arrangement of furniture, size and quantity of visual aids have controlled to get the desired
responses from learners. Teachers ought to make the stimuli clear and interesting to capture and
hold the learners’ attentions. They ought to provide appropriate incentives to reinforce positive
responses and weaken or eliminate negative ones.

Page 5
LINGUISTIC PHILOSOPHY
Why Teach – To develop the communication skills of the learner because the ability to articulate,
to voice out the meanings and values of things that one obtains from his experience of life and the
world is the very essence of man. It is through his ability to express himself clearly, to get his ideas
across, to make known to others the values that he has imbibed, the beauty that he has seen, the
ugliness that he rejects and the truth that she has discovered. Teachers teach to develop in the
learner the skill to send messages clearly and receive messages correctly.

What to Teach- Learners should be taught to communicate clearly-how to send clear, concise
messages and how to receive and correctly understand messages sent. Communication takes place
in three ways- verbal, non verbal and paraverbal. Verbal component refers to the content of our
message, the choice and arrangement of our word. This can be oral or written. Non verbal
component refers to the message we send through our body language while paraverbal component
refers to how we say what we say-the tone , pacing and volume of our voices.

There is a need to teach learners to use language that is correct, precise, grammatical, coherent,
and accurate so that they are able to communicate clearly and precisely their thoughts and
feelings. There is need to help students expand their vocabularies to enhance their communication
skills. There is need to teach the learners how to communicate clearly through non verbal means
and consistently through para- verbalmeans.

There is need to caution the learners of the verbal and non verbal barriers to communication.
Teach them to speak as many languages as you can. The more languages one speaks, the better he
can communicate with the world. A multilingual has an edge over the monolingual or bilingual.

How to Teach- The most effective way to teach language and communication is the experiential
way. Make them experience sending and receiving messages through verbal, non verbal and para
verbal manner. Teacher should make the classroom a place for the interplay of minds and hearts.
The teacher facilitates dialogue among learners and between him students because in the
exchange of words, there is also an exchange ofideas.

CONSTRUCTIVISM

Why Teach- To develop intrinsically motivated and independent learners adequately equipped
with learning skills for them to be able to construct knowledge and make meaning of them.
What to Teach- The learners are taught how to learn. They are taught learning processes and
skills such as searching, critiquing and evaluating information, relating these pieces of
information, reflecting on the same, making meaning out of them, drawing insights, posing
questions, researching and constructing new knowledge out of these bits of information learned.

How to Teach – In the constructivist classroom, the teacher provides students with data or
experiences that allow them to hypothesize, predict, manipulate objects, pose questions, research,
investigate, imagine and invent. The constructivist classroom is interactive. It promotes dialogical
exchange of ideas among learners and between teacher and learners. The teacher’s role is to
facilitate this process. Knowledge isn’t a thing that can be simply deposited by the teacher into the
empty minds of the learners. Rather, knowledge is constructed by learners through an active,
mental process of development; learners are the builders and
creators of meaning and knowledge. Their minds are not empty. Instead, their minds are full of
ideas waiting to be “midwife” by the teacher with his skillful facilitating skills.

Summary
We have a very rich philosophical heritage. But only seven
philosophies were discussed here: essentialism, progressivism, perennialism,
existentialism, behaviorism, linguistic philosophy and constructivism. The rest are
assigned to you as research work. The seven philosophies differ in their concepts of the
learner and values, in why do we teach (objectives), what should be taught
( curriculum) and how should the curriculum be taught ( teaching strategies).
However,thereexistalsosomesimilaritiesamongthephilosophies.Theseyouwillsee
more as you proceed to the activities.

Notes : Philosophy is your attitude, viewpoint, thinking, way of life, values or beliefs.

Linguistics is the study of language and how language works. Heritage is something that
youinherit.

Page 6

Test Your Understanding of the Philosophies

Test I. Directions :Answer each with a YES or NO. If your answer is NO, explain your answer in a
sentence.

Essentialism

1. Do essentialists aim to teach students to reconstructsociety?

2.Isthe modelcitizen ofthe essentialist the citizen whocontributestothe re-building of society?

3. Do the essentialist teachers give up teaching the basics if the students are not interested?

4. Do the essentialist teachers frown on long academic calendar and core requirements?

Progressivism

1. Do the progressivist teachers look at education as a preparation for adultlife?

2.Are the students’ interests andneedsconsideredin aprogressivist curriculum?

3. Does the progressivist curriculum focus mainly on facts andconcepts?

4. Do the progressivist teachers strive to simulate in the classroom life in the outside world?

Perennialism

1. Are the perennialist teachers concerned with the students’s mastery of the
fundamentalskills?

2.Do the perennialist teachers see the wisdom of ancient, medieval and modern times?

3. Is the perennialist curriculum geared towardsspecialization?

 4. Do the perennialist teachers sacrifice subject matter for the students’interests?

Existentialism

1. Is the existentialist teacher after students becoming specialist in order to contribute

tosociety?

2.Isthe existentialist concerned with the education ofthe wholeperson?

 3. Is the course of study imposed on students in the existentialistclassroom?

4. Does the existentialist teacher make heavy use of the individualizedapproach?

Behaviorism

1. Are behaviorists concerned with the modification of students’behavior?

2.Do behaviorist teachers spend their time teaching their students on how to
respondfavorably tovariousenvironmentalstimuli?

3. Do behaviorist teachers believe that they have control over some variables that
affectlearning?

4. Do behaviorist teachers believe that students are a product of theirenvironment?

LinguisticPhilosophy

1. Do linguistic philosophers promote the study oflanguage?

2.Is the communication that linguistic philosophers encourage limited to verbal language
only?

3. Do linguistic philosophers prefer the teacher who dominates discussion to save time to a
teacher who encouragesdialogue?

4. Is the curriculum of the linguistic philosopher open to learning of as many languages like
Mother Tongue aspossible?

Constructivism

1. Does the constructivist agree to a teaching methodology of“telling”?

 2.Doconstructivistsbelieve that studentscan construct knowledge?

3. Do constructivists approve of teaching learners skill tolearn?

4. Do constructivists believe that meaning can beimposed?

Test II. A. Directions : Test your mastery. You may need to research further in order to gain
mastery. The first exercise in this lesson may help. ( an exercise to determine your philosophy in
life)

To which PHILOSOPHY does each theory of man belong? A person :

1. Is a product of hisenvironment.

2.Has nouniversalnature.

3. Has rational and moralpowers.

4. Has no choice; he is determined by hisenvironment.

5. Can choose what he can become.

 6. Is a complex combination of matter that responds to physicalstimuli.

7. Has no freewill.

8. Has the same essential nature withothers.

9. Is a rationalanimal.

10. First exists then defineshimself.

11. Is a social animal who learns well through an active interplay withothers.

12.Is acommunicatingbeing.

13. Is a maker ofmeaning.

14. Is a constructor ofknowledge.

7
Test III. Synapse Strengtheners

We are interested in what is true. Our teaching methodologies are based on our quest for truth.
LikewisePhilosophy
our teaching learning goals
Theory are based
of truth on what we value
Methodology or what
to Theory we cherish
of what is Goalas ofteaching
good.
Identify what each philosophy considers as good, valuable
arrive and true.
at thetruth Completeand
valuable the table given
-learning
good
below. The first one is doneThe
progressivism foryou.
universe is We must relate to Values differ To help develop
real and is in the universe and from place to students who
constant change interact with place from time can adjust to a
others to time from changing world
intelligently, person to person and live with
scientifically and what is others in
experientially. considered good harmony
The curriculum for one may not
stresses on be good for
science and another
experiential
learning such as
hands-on-minds
on-hearts on
learning
Linguistic
Philosophy
Constructivism
Essentialism
Existentialism
Perennialism
Behaviorism
Test II. B Directions : With which philosophy do you associate the following quotations?

Education is life not a preparation for life –Dewey

Man is nothing else but what he makes of himself. –Sartre

Gripping and enduring interests frequently grow out of initial learning efforts that are not
appealing orattractive.
Give me a dozen healthy infants well informed and my own specified world to bring them up in
and I will guarantee to take anyone at random and train him to become any type of specialist I
might select-doctor, lawyer, artist, merchant, chief, and yes even beggar –man and thief
regardless of his talents, penchants, tendencies, abilities, vocations and race of his ancestors. –
Watson

Existence precedes essence. –Sartre

Life is what you make it. – WilliamThackeray

Listening in dialogue is listening more to meaning than to words..In true listening, we reach
behind the words, see through them, to find the person who is being revealed. Listening is a search
to find the treasure of the true person as revealed verbally and non verbally. – JohnPowell

When a relationship is working, the act of communicating seems to flow relatively effortlessly…
ChipRose

Test II. C. Upon which philosophy is each program / practice anchored?

Back to the basicsmovement

Conduct of National Achievement Test to test acquisition of elementary/ secondary

learningcompetencies

Use of GreatBooks

Use of rewards andincentives

Use of simulation and problem solvingmethod

Learners learning at their ownpace

Mastery of the 3r’s –reading, writing andarithmetic

The traditional approach toeducation

Subject matter – centeredteaching

Student centeredteaching

Authoritarian approach toteaching

Non authoritarian approach toteaching

Making meaning of what istaught

Understanding message through verbal, non verbal and paraverbalmeans

Asking learners to draw meaning from hat they aretaught

8
Lesson II

Formulating your Philosophy of Education

“Philosophy is vital only when the questions are mine and so is the struggle towards answers.”

“ W. Luijpen”
You have been acquainted with various philosophies. With which do you identify yourself? What
is your personal philosophy of education? You are expected to formulate it in this second lesson.

Your philosophy of education is your “window” to the world and “compass” in life. Hence, it may
be good to put that philosophy of education in writing. You surely have one just as everybody has
only that sometimes it is not well articulated. Your philosophy of education is reflected in your
dealings with students, colleagues, parents and administrators. Your attitude towards problems
and life as a whole has an underlying philosophy. In this lesson, you will articulate your thoughts
on how you perceive the learner on what are the right values, on what and on how you must
therefore teach. If you articulate your philosophy of education, you will find yourself more
consistent in your dealings with other people, in your actions anddecisions.

What does a philosophy of education contain or include? It includes your concept about

-the human person, the learner in particular and the educated person

-what is true and good and therefore must be taught

-how a learner must be taught in order to come close to the truth

Here is an example:

My Philosophy of education as a Grade School Teacher I believe that every child

-has a natural interest in learning and is capable of learning

is an embodied spirit

can be influenced but not totally by hisenvironment

is unique and so comparing a child to other children has nobasis

does not have an empty mind, rather is full of ideas and it is my task to draw out these ideas

I believe that there are unchanging values in changing times and these must be passed on to every
child by my modeling, value inculcation and value integration in my lessons.

I believe that my task as a teacher is to facilitate the development of every child to the optimum
and to the maximum by

Reaching out to all children without bias and prejudice towards the “least” of the children

Makingeverychild feel good and confident about him thru his experiencesof
success in the classroom

Helping every child master the basic skills of reading, communicating in oral and written form,
arithmetic and computerskills

Teachingmysubjectmatterwithmasterysothateverychildwillusehisbasic

skills to continue acquiring knowledge, skills and values for him to go beyond basic literacy and
basic numeracy

Inculcatingor integratingtheunchangingvaluesofrespect,honesty,loveand

care for others regardless of race, ethnicity, nationality, appearance and economic status in my
lessons

Consistently practicing these values to serve as model for everychild

Strengthening the value formation of every child thru “hands-on-minds on- hearts-on”
experiences inside and outside theclassroom

Providing every child activities meant to developthebody, the mind andthe

spirit Page 9

Summary

It is important that you make explicit your philosophy of education. Your philosophy of education
is your “window” to the world and “compass” in life. Your philosophy is your own thought and
formulation, never formulated for you by another that is why you were advised to begin stating it
with the phrase “I
believe”. It is best to state it in the concrete not in the abstract like a theory because this is your
blue print to daily life.

Activity 1

Analyze the given example in your small group, then answer the following questions

WhichofthephilosophiesstudiedinLesson1arereflectedinthegiven

philosophy?

What are the teacher’s concepts of thelearner?

Who, according to the Grade School Teacher’s philosophy is the good and educatedperson?

What is the teacher’s concept onvalues?

What does the teacher believe to be her primarytask?

Do her concepts of the learner and the educated person match with how he will go about his task
of facilitating every child’s fulldevelopment?

You notice that the teacher’s thought on the learner, values and method of teaching begin with the
phrase” I believe. Will it make a difference if the grade school teacher wrote his philosophy of
education in paragraph form using the third personpronoun?
Why is one’s philosophy of education said to be one’s “window” to the world or “compass” inlife?

Page 10

Activity 2

Formulate your own personal philosophy of education. Do it well for this will form part of your
teaching portfolio which you will bring along with you when you apply for a teaching job. Write it
down here. Share it with the class after writing.
Activity 3

Reflect on your own philosophy using the following questions asguide

with that educationalphilosophy:

-how will you treat your student?

-what will you teach?

-how will you teach?

 Page 11

portfolio.
From n?
which
philosophie Does this education philosophy of yours make a difference in yourlife?
s that you
have
What if you do not have a formulated philosophy of education atall?
studied and
researched
Is your educational philosophy more of an abstract theory than a blueprint to
did you
dailyliving?
draw
inspiration
as you Do you think your philosophy will change as you grow inknowledge?
formulated
your own
philosophy
ofeducatio Printyourphilosophyofeducationandincludeitinyourteaching
Lesson III

The Foundational Principles of Morality and YOU

“When you carry out acts of kindness, you get a wonderful feeling inside. It is as though
something inside your body responds and says, yes, this is how I ought to feel.- unknown

Someone once wrote of teachers: Even on your worst day on the job, you are still some children’s
best hope.” Indeed society expects much from you, the teacher. Henry Brooks Adams said it
succinctly: A teacher affects eternity; he can never tell where his influence stops.”
For you to be able to cope with these expectations you should be anchored on a bedrock
foundation of moral and ethical principles. Let us begin this lesson by defining what morality is.

What is morality?

As defined by one textbook author, morality refers to “ the quality of human acts by which we call
them right or wrong, good or evil.” (Panizo, 1964) Your human action is right when it conforms
with the norm, rule or law of morality. Otherwise it is said to be wrong. For instance, when Juan
gets the pencil of Pedro without the latter’s permission, Juan’s action is wrong because it is
contrary to the norm, ”stealing is wrong”. A man’s action, habit or character is good when it is
not lacking of what is natural to man, i.e., when it is in accordance with man’s nature. For
instance, it is not natural for man to behave like a beast. He is man and unlike the beast, he has
the intellect and the free will. That intellect makes him capable thinking, judging and reasoning.
His free will gives him the ability to choose. Unlike the beast, he is not bound by instincts. It is
natural occurrence for beasts when a male dog meets a female dog on the street and mate right
there and then as they are not free but bound by their instinct, like sexual instinct. But it is
contrary to man’s nature when a man and a woman do as the dogs do. To do so is to go down to
the level of thebeast.

Meaning of foundational moral principle

What is meant by foundational moral principle? The word principle comes from the Latin word
princeps which means a beginning, a source. A principle is that on which something is based,
founded, originated, and initiated. It is likened to the foundation of a building upon which all
other parts stand. If we speak of light, the principle is the sun because the sun is the body from
which the light of this world originate. A foundational moral principle is therefore the universal
norm upon which all other principles on the rightness or wrongness of an action are based. It is
the source of morality.
Where is this foundational moral principle? It is contained in the natural law. Many moralists,
authors and philosophers may have referred to this fundamental moral principle in different
terms. But it may be acceptable to all believers and non believers alike to refer to it as natural law.

Whatisthenaturallaw?Itisthelaw“writtenintheheartsofmen”,(Romans2:15).For
theists,itisman’sshareintheEternalLawofGod.(Panizo,1964)St.Thomasdefinesit as the “light of
natural reason, whereby we discern what is good and what is evil, an imprint on us of the divine
light.(Panizo 1964) . It is the law that says: Do good and avoidevil.” THIS
ISTHEFUNDAMENTAL ORFOUNDATIONALMORAL PRINCIPLE.

All men and women, regardless of race and belief, have a sense of this foundational moral
principle. It is ingrained in a man’s nature. It is built into the design of human nature and woven
into the fabric of the normal human mind. “We are inclined to do what we recognize as good and
avoid that which we recognize as evil.

Panizo says :Writings, customs and monuments of past and present generations point out to this
conclusion: that all peoples on earth, no matter how savage and illiterate,
have recognized a supreme law of divine origin commanding good and forbidding evil. (Panizo
1964). The same thing was said by the Chinese philosopher, Mencius, long ago:

Page12

All men have a mind which cannot bear (to see the suffering of others. If nowmen suddenly see a
child about to fall into a well, they will without exception experience a feeling of alarm and
distress. From this case we may perceive that he who lacks the feeling of commiseration is not a
man, that he who lacks a feeling of shame and dislike is not a man, he who lacks a feeling of
modesty and yielding is not a man and that he who lacks a sense of right and wrong is not a
man. Man has these four beginnings. ( FungYulan1948,69-70)

The natural law that says “Do good and avoid evil” comes in different versions.
Kung-fu-tsusaidthesamewhenhetaught:Donotdountootherswhatyoudonotlike
othersdountoyou.”ThisisalsotheGoldenRuleofChristianityonlythatiswrittenin the positive form:
“Do to others what you like others do to you”. Immanuel Kant’s
versionisActinsuchawaythatyourmaximcanbethemaximforall.”ForChristians,
thisGoldenRuleismademoreexplicitthroughtheTenCommandmentsandtheEight
Beatitudes.Thesearesummedupinthetwogreatcommandments,“loveGodwithall
yourheart,withyourentiremind,withallyourstrength”and“loveyourneighboras you love yourself.”
The Buddhists state this through the eightfold path. For the
Buddhists,theygodogoodwhenthey“(1)strivetoknowthetruth;(2)resolvetoresist evil;
(3)saynothingtohurtothers;(4)respectlife,morality,andproperty;(5)engage
inajobthatdoesnotinjureothers;(6)strivetofreetheirmindofevil;(7)controltheir feelings and
thoughts, and (8) practice proper forms of concentration.” (World BookEncyclopedia,1998)
Buddha thought that hatred does not cease by hatred; hatred
ceasesonlybylove.”TheIslamicKoran“forbidslying,stealing,adultery,andmurder”
Italsoteaches“honorforparents,kindnesstoslaves,protectionfortheorphanedand the widowed,and
charity tothe poor. It teaches the virtues offaith in God, patience, kindness, honesty, industry,
honor, courage and generosity. It condemns mistrust,
impatienceandcruelty.”(WorldBookEncyclopedia,1998). Furthermore,theMuslims abide
byTheFivePillarsofIslam:1.prayer2.self-purificationbyfasting3.Fasting 4. almsgiving 5.
Pilgrimage to Mecca for those who can afford (www.Islam101/dawal/pillars.html

Teacher as a person of good moral character

As a laid down in the preamble of our Code of Ethics of Professional teachers, “teachers are duly
licensed professionals who posses dignity and reputation with high moral values as well as
technical and professional competence. In the practice of their profession, they strictly adhere to
observe and practice this set of ethical and moral principles, standard and values.”

From the above preamble, the words moral values are mentioned twice, to

accentuateonthegoodmoralcharacterexpectedofyou,theteacher.Whenareyouof good moral

character? One Christian author describes four ways of describing good
moralcharacter:1)beingfullyhuman–youhaverealize substantiallyyour potential
asahumanperson,2)beingalovingperson-youarecaringinanunselfishandmature
manner with yourself, other people and God 3) Being a virtuous person- you have
acquiredgoodhabitsandattitudesandyoupracticethemconsistentlyinyourdailylife and 4) being a
morally mature person- you have reached a level of development emotionally, socially, mentally,
spiritually appropriate to your developmental stage. (Cosgrave,William,rev.ed.2004, 78-
79).Inshort,youareontherighttrackwhenyou
strivetodevelopyourpotential,youloveandcareforyourselfandmakethisloveflow
toothers,youleadavirtuouslife,andasyouadvanceinageyoualsoadvanceinyour emotional, social,
intellectual andspiritual life.

The foundational moral principle is “ Do good; avoid evil”. This is contained in

the natural law. The natural law is engraved in the heart of every man and woman. We have in us
the sense to do the good that we ought to do and to avoid the evil that we ought to avoid. This
foundational moral principle of doing good and avoiding evil is expressed in many other ways by
different people. The famous Chinese philosopher, Kung-fu-tzu taught the same principle when he
said: Do not do unto others what you do not like others do to you.” Immanuel Kant taught the
same: Act in such a way that same moral principle in their Eightfold Path. The Muslims have this
foundational moral principle laid down in their Koran and the Five Pillars. For the Christians, the
Bible shows the way to the good life- the Ten Commandments and the Eight Beatitudes. The Ten
Commandments and the Eight Beatitudes are summarized in the two great commandments of
love for God and love for neighbor.

Our act is moral when it is in accordance with our human nature. Our act is

immoral when it is contrary to our human nature. Our intellect and free will make us different
from and above the beast.

As a teacher, you are expected to be a person of good moral character. You are a

person of good moral character when you are 1. Human 2. Loving 3. Virtuous 4. Mature.
Page 13

Test your understanding

Directions: Answer the following with a Yes or No. If your answer is No, explain your answer.

1. Is morality for persons andanimals?

2. Isthenatural lawknownonly bythelearned?

3. Did the primitive people have a sense of the naturallaw?

4. Is an animalistic act of manmoral?

5. Is it right to judge a dog to be immoral if it defecates right there in your garden?

6. Is the foundational moral principle sensed only bybelievers?

7. Is the foundational moral principle veryspecific?

8. Is the foundational moral the basis of more specific moralprinciples?

9. Is the foundational moral principle so called because it is the basic of all moralprinciple?
 10. Are the Ten Commandments for Christians more specific moral principles of the
foundational moralprinciple?

11. Is the natural law literarily engraved in every humanheart?

12. AretheFivePillarsof Islamreflectiveof thenatural law?

13. Is the Buddhist’s Eightfold Path in accordance with the naturallaw?

14. Is the Golden rule for Christians basically the same with Kung-fu-tsu’s Reciprocityrule?

Directions: Answer the following in a sentence ortwo.

To be moral is to be human. What does thismean?

Why is morality only forpersons?

What do the following tell you about the naturallaw?

Ancient philosophers and dramatists had already mentioned the natural law. Sophocles, for
instance, in the drama Antigone, spoke of the “unwritten statutes of heaven which are not of today
or yesterday but from all time and no man knows when they were first putforth.”

Cicero wrote: “True law is right reason in agreement with nature; it is of

universal application, unchanging and everlasting.”

“Lawless license or promiscuity is not common among primitive peoples. According to Fr.
Vanoverberg, a Belgian anthropologist of the CICM congregation, the Negritos of Northern
Luzon have excellent moral standards especially with regard to honesty and sexual matters
although their power of abstraction is so low that they can hardly count beyond 5. ( Panizo,
1964)
JournalEntry

“Do good; avoid evil” is the foundational moral principle. List at least 5 good things that you have
to do as a teacher and 5 evil things you have to avoid doing.

TheGoldenRuleforChristiansis:Dotootherswhatyouwouldlikeothers

do to you.”Give a concrete application of the Golden Rule as you relate to a learner, to a fellow
teacher, to a parent or any member of the community and to your superiors, members of the
community and to your superiors.

e.g. Speak well of your fellow teacher just as you want your fellow teacher to

speak well of you .”

14

LESSON 4
Values Formation and YOU

Education in values means the cultivation of affectivity, leading the educand through the exposure
to an experience of value and of the valuable. – R. Aquino

Introduction

As mentioned in Lesson 3, to be moral is to be human. Living by the right values humanizes. The
question that may raise at this point is : Is there such a thing as right, unchanging and universal
value? Is arightvalueformealsoarightvalueforyou?
Arethevaluesthatwe,Filipinos,considerasrightalso
considered by the Japanese, the Americans or the Spaniards as right values? Or are values
dependent on time, place and culture?

There are two varied answers to this question, depending on the camp where you belong. If you
belong to

the idealist group, there are unchanging and universal values. The values of love, care and
concern for our fellowmen are values for all people regardless of time and space. They remain
unchanged amidst changing times. There are called transcendent values, transcendent because
they are beyond changing times, beyond space and people. They remain to be a value even if no
one values them. They are accepted as value everywhere. On the other hand, the relativists claim
that there are no universal and unchanging values. They assert that values are dependent on time
and place. The values that our forefathers believed in are not necessarily the right values for the
present. What the British consider as values are not necessarily considered values by Filipinos.

In this lesson, our discussion on values formation is based on the premise that there are
transcendent

values. Most Filipinos if not all believe in a transcendental being whom we call by different names,
Bathala, Apo Dios, Kabunian, Allah, and the like.

Values are taught not caught

Another essential question we have to tackle is: “Are values caught or taught? Our position is that
values are both taught and caught. If they are not taught because they are merely caught, then
there is even no point in proceeding to write and discuss your values formation as a teacher here.
Values are also caught. We may not be able to hear our father’s advice “ Do not smoke” because
what he does (hehimself smokes) speaks louder that what he says. The living examples of good
men and women at home, school and society have far greater influence on our value formation
than those well prepared lectures on values excellently delivered by experts who may sound like
”empty gongs and clangingcymbals.”
Values have cognitive, affective and behavioral dimensions

Values have a cognitive dimension. We must understand the value that we want to acquire. We
need to know why we have to value such. This is the heart of conversion and values formation. We
need to know how to live by that value. These are the concepts that ought to be taught. Values are
in the affective domain of objectives. In themselves they have an affective dimension. For instance,
it is not enough to know what honesty is or why one should be honest. One has to feel something
towards honesty, be moved towards honesty as preferable to dishonesty. ( Aquino 1990) Values
also have a behavioral dimension. In fact, living by value is the true acid test if we really value a
value likehonesty.

15

Value formation includes formation in the cognitive, affective and behavioral aspects
Your value formation as teacher will necessarily include the three dimensions. You have to grow
in knowledge and in wisdom and in your “ sensitivity and openness to the variety of value
experiences in life. ( Aquino 1990) you have to be open to and attentive in your value lessons in
Ethics and Religious Education. Take active part in value sessions like fellowships, recollections
organized by your church group or associations. Since values are also caught, help yourself by
reading the biographies of heroes, great teachers and saints ( for the Catholics) and other
inspirational books. (it is observed that less and less teachers read printed materials other than
their textbooks). Your lessons in history, religion and literature are replete with opportunities for
inspiring ideals. Associate with model teachers. If possible, avoid the “yeast” of those who will not
exert a very good influence. Take the sound advice from Desiderata: Avoid loud and aggressive
persons; they are vexations to the spirit.” Joincommunity
immersions where you can be exposed to people from various walks of life. These will broaden
your horizon, increase your tolerant level and sensitize you to life values. These will help you to
“fly high” and “see far” to borrow the words of Richard Bach in his book, Jonathan Livingston
Seagull.

Value formation is a training of the intellect and will

Your value formation in essence is a training of your intellect and will, your cognitive and rational
appetitive powers, respectively. Your intellect discerns a value and presents it to the will as a right
or wrong value. Your will wills to act on the right values and wills to avoid the wrong value
presented by your intellect. As described St. Thomas Aquinas, “ The intellect proposes and the
will disposes.”

It is clear that “nothing is willed unless it is first known. Thought must precede the deliberation of
the will. An object is willed as it is known by the intellect and proposed to the will as desirable and
good. Hence the formal and adequate object of the will is good as apprehended by the intellect.
(William Kelly, 1965)These statements underscoretheimportance of the training of your intellect.
Your intellect must clearly present a positive value to be a truly a positive value to the will not as
one that is apparently positive but in the final analysis is a negative value. In short, your intellect
must be enlightened by what istrue.

It is therefore, necessary that you develop your intellect in its three functions, namely:”formation
of ideas, judgment and reasoning”. (William Kelly, 1965) it is also equally necessary that you
develop your will so you will be strong enough to act on the good and avoid the bad that your
intellect presents.

How can your will be trained to desire strongly desirable and act on it? William Kelly explains it
very simply:
Training of the will must be essentially self training. The habit of yielding to impulse results in the
enfeeblement of self-control. The power of inhibiting urgent desire, of concentrating attention on
more remote good, of reinforcing the higher but less urgent motives undergoes a kind of atrophy
through disuse. Habitually yielding to any vice, while it does not lessen man’s responsibility , does
diminish his ability or resist temptation. Likewise , the more frequently man restrains impulse,
checks inclination, persists against temptation and steadily aims at virtuous living, the more does
he increase his self control and therefore his freedom, to have a strong will means to have control
of the will, to be able to direct it despite all contrary impulses.

Virtuous versus vicious life and their effect on the will

In short, a virtuous life strengthens you to live by the right values and life a life of abundance and
joy while a vicious life leads you to perdition and misery. Warning! Then never to give way to a
vice! Instead develop worthwhile hobbies. Cultivate good habits. If you recall, in the fourth
chapter, we said a moral person is one who leads a virtuous life. Panizo claims “ virtue involves a
habit, a constant effort to do things well in spite of obstacles and difficulties. “A virtue is no other
than a good habit. You get used to doing good that you will be stronger to resist evil. So, start and
continue doing and beinggood!

16

Max Scheler’s hierarchy of values

Max Scheler outlined a hierarchy( ladder) of values. Our hierarchy of values is shown in our
preferences and decisions. For instance, you may prefer to absent from class because you want to
attend the annual barrio fiesta where you are the “star” because of your ability to sing and dance.
Another one may prefer just the opposite by missing the fiesta (anyway, she can have all the
fiestas after studies) and attends class. Aquino 1990 presents Scheler’s hierarchy of values
arranged from the lowest to the highest as shown below.

Pleasure values- the pleasure against the unpleasant

-the agreeable against the disagreeable

-sensual feelings

-experiences of pleasure or pain

Vital values – values pertaining to the well being either of the individual or of the community

-health, vitality, values of vital feeling, capability, excellence

Spiritual values- values independent of the whole sphere of the body and of the environment

-grasped in spiritual acts of preferring loving and hate

-aesthetic values :beauty against ugliness

-values of right andwrong

-values of pureknowledge

Values of the Holy-appear only in regard to objects intentionally given as absolute objects

-belief, adoration, bliss

Based on Scheler’s hierarchy of values, the highest values are those that directly pertain to the
Supreme Being while the lowest values are those that pertain to the sensual pleasures. We act and
live well if we stick to Scheler’s hierarchy of values, i.e. give greater preference to the higher
values. We will live miserably if we distort Scheler’s hierarchy of values, like for instance when we
subordinate spiritual values to pleasure values. We act well when we give up the pleasure of
drinking excessive alcohol for the sake of our health. But while we take care of our health,
Christians will say, we bear in mind that we do not live by bread alone, but also by the word that
comes from the mouth of God. (Luke 4:4) life is more than food and the body more that
clothing.”LUKE 12:23 Our concerns must go beyond the caring of our bodily health. As we
learned in Lesson 1, man is an embodied spirit and so we also need to be concerned with matters
of the spirit like appreciation of what is right and what is beautiful. The saints have been raised to
the pedestal and are worthy of the veneration of the faithful because they gave up their life for the
faith in the Holy One. San Lorenzo Ruiz the first Filipino saint spurned offers of liberty and life
for his faith in God. Having done so, he affirmed the absolute superiority of the Holy. We also
know of Albert Schweitzer, the much honored physician, missionary and musician who because of
his deep reverence for life spent many years extending humanitarian assistance by treating
thousands and thousands of sick people during his medical mission in Africa. He also built the
hospital and leper colony for the less unfortunate in Africa. We cannot ignore Blessed Mother
Teresa of Calcutta, India who chose to leave a more comfortable life in the convent in order to
devote her life bathing, consoling and picking up the dying outcasts in the streets of Calcutta out
of genuine love andcompassion.

Outside the Catholic Church, we, too can cite several whose lives were focused on matters of the
spirit more than the body. At this point, we cite Mahatma Gandhi the great political and spiritual
leader of India, who passionately fought discrimination with his principles of truth, non violence
and courage. His non violent resistance to the British rule in India led to the independence of
India in 1947. We do not forget Helen Keller who, despite her being blind, traveled to developing
and war ravaged countries to improve the condition of the blind like her for them to live a
meaningful life. Of course, we do notforget

17
Dr.Jose Rizal, our national hero and Benigno Aquino Jr. and all other heroes of our nation who
gave up their lives for the freedom that we now enjoy and many more for you to talk about at the
end of this chapter.

Values Clarification
After introducing transcendent values, let me introduce you to the process of value clarification.
In a pluralistic society, we can’t help but face the value
confusionandvaluecontradictionsofourtimes.Whenwedonot knowwhatwe really value or when we
are not clear on what we really value, we end up
lukewarmoruncommittedtoavalue.Theadvocatesofvalueclarificationassert that we must clarify
what we really value. The term value is reserved for those “individual beliefs, attitudes and
activities that satisfy the following criteria:1.freely chosen 2. Chosen from among
alternatives 3. Chosen after due
reflection4.Prizedandcherished5.Publiclyaffirmed6.Incorporatedintoactual behavior
7acteduponrepeatedly inone’slife.

This means that if you value honesty you have chosen it freely from among

alternatives and after considering its consequences. You prize it and you are proud of it and so
you are not ashamed for others to know that you value it. You practice and live by honesty and
have made it your habit to act and live honestly.

Test your Understanding:

Do we have such a thing as unchanging values in these changingtimes?

What do we mean when we say transcendent values are independent of time, space, andpeople?

Should values be taught?Why?

What are the three dimensions of value and value formation? Explaineach.
 Value formation is training of the intellect and the will. What does the training consistof?

What is the effect of good habit (virtue) and bad habit (vice) on theewill?

Which is the lowest value in Scheler’s value hierarchy?Highest?

Based on Scheler’s hierarchy of values, what is a life welllived?

According to advocates of value clarification, how can you test if a value is really yourvalue?

18
Lesson 5

Teaching as Your Vocation, Mission and Profession

“One looks back with appreciation to the brilliant teachers, but with gratitude to those who
touched our human feelings.” Carl Jung

Etymology of the word “VOCATION”

Vocation comes from the Latin word “vocare” which means a call. Based on the etymology of the
word, vocation, therefore, means a call. If there is a call, there must be a caller and someone who
is called. There must also be a response. For Christians, the Caller is God Himself. For our
brother and sister Muslims, Allah. Believers in the Supreme Being will look at this voiceless call to
have a vertical dimension. For non- believers, the call is also experienced but this may be viewed
solely along a horizontal dimension. It is like a man calling another man, never a Superior being
calling man.

The Christians among you realize that the Bible is full of stories of men and women who who
called by God to do something not for themselves but for other. We know of Abraham, the first
one called
byGod,tobecomethefatherofgreatnation,thenationofGod’schosenpeople.WerecallMoseswhowas
called while in Egypt to lead God’s chosen people out of Egypt in order to free them from slavery.
In the New Testament, we know of Mary who was also called by God to become the mother of the
Savior, Jesus Christ in Islam, we are familiar with Muhammad, the last of the prophets to be
called by Allah, to spread the teaching Allah. All of them responded positively to god’s call.
Buddha must have also heard the call to abandon his royal life in order to sick the answer to the
problem onsuffering.

Teaching as your vocation

Perhaps you never dreamt to become a teacher! But here you are now preparing to become one!
How did it happen? From the eyes of those who believed, it was God who called you here for you
to teach, just as God called Abraham, Moses, and Mary, of the Bible. Like you, these biblical
figures did not also understand the events surrounding their call. But in their great faith, they
answered YES. Mary said: “Behold the handmaid of the Lord. Be it done to me according to your
word”. (Of course, it is difficult explainingyourcalltoteach
asGod’scallforonewho,inthefirstplace,denies God’sexistence,forthis is a matter of faith.) The fact
that you are now in the Collage of Teacher Education signifies that you positively responded to
the call to teach. Right? May this YES response remain a YES and become even firmer through
the years. Can you believe it? Better believeit!

Etymology of the word “mission”

Teaching is also a mission. The word mission comes from the Latin word “mission” which means
to send. You are called to be a teacher and you are sent into the world to accomplish a mission , to
teach. The Webster’s New Collegiate Dictionary defines mission as a task assigned. You are sent
to accomplish an assigned task.

23

Teaching as your mission

Teaching is your mission means it is the task entrusted to you in this world. If it is your assigned
task then you’ve got to prepare yourself for it. From now on, you cannot take your studies for
granted. Your four years of pre service preparation will equip you with the knowledge, skills and
attitude to become an effective teacher. However, never commit the mistake of culminating your
mission preparation at the end of the four year pre service education. You have embarked in a
mission that calls
for a continuing professional education. As the saying goes,” once a teacher , forever a student.”
More is said of continuing professional education in the Code of Ethics for Professional Teachers
in Chapter 5)

Flowing from your uniqueness , you are expected to contribute to the betterment of this world in

your own unique way. Your unique and most significant contribution to the humanization of life
on earth is in the field where you are prepared for-teaching.

What exactly is the mission to teach? Is it merely to teach the child the fundamental skills orbasic

R’s of reading, writing, arithmetic and right conduct? Is it to help the child master the basic skills
so he can continue acquiring higher level skills in order to become a productive member of the
society? Is it to deposit facts and other information into the “empty minds” of students to be
withdrawn during quizzes and tests? Or is it to “ midwife” the birth of ideas latent in the minds of
students? Is it to facilitate the maximum development of his /her potential not only for himself but
also for others? In the words of Alfred North Whitehead, is it to help the child become “the man
of culture and of expertise? Or is it to provide opportunities for a child’s growth and to remove
hampering influences” as Bertrand Russel put it?

Recall the various philosophies in Lesson 1 and you can add more to those enumerated. To teach
is

to do all of these and more! To teach is to influence every child entrusted in your care to become
better and happier because life becomes more meaningful. To teach is to help the child become
more human.

A letter given by a private school principal to her teachers on the first day of a new school year

may make crystal clear for you your humanizing mission in teaching.

Dear Teacher :

I am a survivor of a concentration camp.

My eyes saw what no man should witness:

-Gas chamber built by learned engineers

children poisoned by educatedphysicians

-infants killed by trained nurses

woman and babies shot and burned by high school and collegegraduates

So, I am suspicious of education. My request is : Help your students become human. Your efforts
must never produce learned monsters, skilled psychopaths and Eichmann’s.

Reading, writing, arithmetic are important only if they serve to make our children more human.

Mission accomplished! This is what a soldier tells his superior after he has accomplished his
assigned mission. Can we say the same when we meet our Superior face to face?

Some teachers regard teaching as just a job. Others see it as their mission. What’s the difference?

Read teaching : Mission and or a Job?

24
 Teaching: Mission and/or a Job?
If you are doing it only because you are paid for it, it’s a job
If you are doing it not only for the pay but also for service, it’s a mission
If you quit because your boss or colleague criticized you, it’s a job
If you keep on teaching out of love, it’s a mission
If you teach because it does not interfere with your other activities, it’s a job
If you are committed to teaching even if it means letting go of other activities, it’s a mission
If you quit because no one praises or thanks you for what you do, it’s a job
 If you remain teaching even though nobody recognized your efforts, it’s a mission
It’s hard to get excited about a teaching job
It’s almost impossible not to get excited about a mission
If our concern is success, it is a job
If our concern is success plus faithfulness, it’s a mission
An average school is filled by teachers doing their teaching job
A great school is filled with teachers involved in a mission of teaching

ADAPTED FROM MINISTRY OR JOB BY ANNA SANDBERY

THE ELEMENTS OF A PROFESSION

Teaching like engineering, nursing, accounting and the like is a profession. A teacher is like an
engineer, a nurse and accountant is a professional. What the distinguishing marks of a
professional teacher? Former Chairperson of the Professional Regulation Commission, Hon.
Hermogeners P. Pobre in his pithy address in a national convention of educators remarked : the
term professional is one of the most exalted in the English language, denoting as it does, long and
arduous years of preparation, a striving for excellence , a dedication to the public interest and
commitment to moral and ethical values.

Teaching as your profession

Why does a profession require ”long and arduous years of preparation and a striving for
excellence? Because the end goal of a profession is service and as we have heard many times we
cannot give what we do not have.” We can give more if we have more. His Holiness Pope Paul VI
affirmed this thought when he said :”Do more , have more in order to be more, continuing
professional education is a must. For us teachers, continuing professional education is explicit in
our professionalization law and our Code of professional ethics.

Our service to the public as a professional turns out to be dedicated and committed only

when our moral, ethical and religious values serve as our bedrock foundation. The same moral,
ethical and religious convictions inspire us to embrace continuing professional education.

If you take teaching as your profession, this means that you must be willing to go through a long
period of preparation and a continuing professional development. You must strive for
excellence,commit yourself to moral , ethical and religious values and dedicate yourself to
publicservice.

The PWEDE NA mentality versus excellence

The “striving for excellence” as another element of a profession brings us to our PWEDE NA
mentality which is inimical to excellence. This mentality is expressed in other ways like
“TALAGANG GANYAN YAN , WALA na tayong magawa.”all indicators of defeatism and
resignation to mediocrity. If we stick to this complacent mentality excellence eludes us. In the
world of work, whether here orabroad, only the best andthe

25

brightest make it all. At this time, you must have heard that with the rigid selection of teacher
applicants done by DEPEd, only few make it. The mortality rate in the Licensure Examination for
Teachers for the past ten years is glaring evidence that excellence is very much wanting of our
teacher graduates. If we remain true to our calling and mission as a professional teacher, we may
have no choice but to take the endless and the less travelled road to excellence.

Teaching and a life of meaning

Want to give your life a meaning? Want to live a purpose – driven life? Spend it passionately in
teaching, the noblest profession. Consider what Dr. Josette T. Biyo, the first Asian teacher to win
the
Intel Excellence in Teaching Award in an international competition, said in a speech delivered
before a selected group of teachers, superintendents, DepEd officials and consultants to wit:

Teaching may not be a lucrative position. It cannot guarantee financial security. It even means

investing your personal time, energy and resources. Sometimes it means disappointments,
heartaches and pains. But touching the hearts of people and opening the minds of children can
give you joy and contentment which money could not buy. These are the moments I teach for.
These are the moments I live for.
26

You Are A Teacher

If I speak interestingly, effectively and well But do not understand my students

I am a\ noisy gong or a clanging cymbal

If I know all the methods and techniques of teaching If I have complete faith that they will work

So that I use them completely

But think only of the materials or techniques Instead of how they can help my students

I count for nothing

If I go the second mile in my teaching Give up many activities

But do it without understanding It does no good

Love is patient, verykind

Love is not jealous; it does not put onairs It is never tyrannic,never

Yet does insist on truth It does not become angry It is notresentful

Love always expect the best of others

It is gladdened when they live up to these expectations Slow to lose faith when they do not

It will bear anything Hope for anything Endure anything

This kind of love will never fail

It there are teaching methods, they will change If there are curricula they will be revised

For our knowledge is imperfect And our teaching is imperfect

And we are always looking for better ways Which an infinite God has placed ahead of us When I
began to teach, I fumbled and failed Now I have put away some of my childishways At present I
am learning bit bybit

But if I keep on seeking, I shall at last understand As all along I myself have been understood

So faith, hope and love endure These are the great three

But the greatest of them is love

Chapter II Lesson 2

The 21stCentury Teacher

-Brenda B. Corpuz PhD

-Gloria G. Salandanan, PhD

“If we teach today as we taught yesterday we rob our children of tomorrow”- John Dewey The
21stCentury Skills

To remain relevant and interesting, the teacher must possess 21stcentury skills. The 21stcentury
skills can be categorized into four(4) namely: 1) communication skills 2) learning and innovation
skills 3) information , media and technology skills and 4) life and career skills. A teacher must
possess them in order to survive in this 21stcentury and be able to contribute to the development
of the 21stcentury learners.

Under each of these four clusters of the 21stcentury skills are specific skills. Effective

communication skills include 1) teaming 2) collaboration 3) interpersonal skills 4) local, national

and global orientedness and 5) interactive communication.

The learning and innovation skills are the 3C’s namely 1)creativity 2) curiosity 3) critical thinking

problem solving skills and 4) risk taking.

Life and career skills embrace 1) flexibility and adaptability 2) leadership and responsibility 3)
social and cross cultural skills 4) initiative and self direction 5)productivity and accountability and
6) ethical , moral and spiritual values.

Information, media and technology skills are 1) visual and information literacies 2) media

literacy 3) basic, scientific, economic and technological literacies and 4) multicultural literacy.

The first three (3) categories of life skills are self explanatory. The last category ( information,
media and technology skills) needs further explanation. They are explained below.

Visual literacy is the ability to interpret, make meaning from information presented in the form of

an image. It is also the ability to evaluate, apply or create conceptual visual representation.
Information literacy is the ability to identify what information is needed, identify the best sources
of information for a given need, locate those sources, evaluate the sources critically and share that
information. Information literacy is most essential in the conduct of research.
Media literacy is the ability to critically analyze the messages that inform, entertain and sell to us

every day. It’s the ability to bring critical thinking skills to bear on all forms of media asking
pertinent questions about what’s there and noticing what’s not there. It is the ability to question
what lies behind media productions-the motives, the money , the values and the ownership and to
be aware of how these factors influence content of media production.

Scientific literacy encompasses written, numerical and digital literacy as they pertain to

understanding science, its methodology, observations and theories. Scientific literacy is the
knowledge and understanding of scientific concepts and processes required for personal decision
making, participation in civic and cultural affairs and economic productivity.

Economic literacy is the ability to apply basic economic concepts in situations relevant to one’s
life.

It is about cultivating a working knowledge of the economic way of thinking-understanding

tradeoffs, recognizing the importance of incentives. It encompasses a familiarity with fundamental
economic concepts such as market forces or how the monetary system works.

What is technological literacy? The US Department of Education (1996) definedtechnology

literacy as “computer skills” and the ability to use computer and other technology to improve
learning, productivityandperformance”. Page30

Technological literacy is the ability to responsibly use appropriate technology to

Communicate

Solve problems

Access,manage,integrate,evaluate,designandcreateinformationtoimprovelearningin all subject

areas
Acquire life -long knowledge and skills in the 21stcentury

Another way of grouping the 21stcentury skills is shown below

-Ways of thinking. Creativity, critical thinking, problem solving, decision making and learning

Ways of working. Communication andcollaboration

Tools for working. Information and communications technology (ICT) and informationliteracy

Skills for living in the world. Citizenship, life and career and personal and socialresponsibility

Relate these 21stcentury skills to the characteristics of the 21stcentury educator presented in the
graphic organizer below
Learning and InnovationSkills

21st century skills

Info, Media and Technology Skills

Are all 21stcentury skills reflected by the characteristics of the 21stcentury teacher? If not, feel
free to add to the graphicorganizer.

Page 31

Lesson 3
School and Community Relations

It takes a village to raise a child – African proverb

The school and the community are the mainsprings of effective and powerful forces that can
create a wholesome climate for mutual gains and betterment. They can forge a kind of
partnership where both are willing to share information as well as responsibilities to the best
interest of the children while in school. Likewise when dealing with members of the community.
Parents from the community are ready to offer much- needed assistance in terms of resources
while teachers are equally committed to spend time, effort and expertise in serving the school
children. Ensuring strong alliance is guaranteed to foster sound academic practices in the school,
civic mindedness and public accountability in the community. A positive affiliation is an
overwhelming bond that all stakeholders are willing to be partof.

In recognition of the tremendous benefits that school and community residents stand to
experience and enjoy some teaming up will be suggested.
The Teachers, Parents and the Community

Parents are the first teachers in the home. They are responsible for the development of values,
attitudes and habits that will be needed as their children associate with the classmates in school.
Such inculcations are likewise beneficial when they work and play with neighbors and the
community at large.

Teachers in the schools continue to enrich the students’ experiences at home, thus

strengthening the valuable, personal traits and characteristics initially developed. In the end, the
contrived attention and efforts of both “ custodians “ are accorded acknowledgement and
recognition by members of the community.

The members of the community, in addition to the parents, include the local

government units , the non-government agencies, civic organizations and all the residents. They
are highly motivated to participate in the school activities and projects that will likewise redound
to the uplifting of the moral and quality of life in their own locality.

Difficulties

Teachers are endowed with a caring and compassionate attitude that are expressed in their love
and unending sacrifice in guiding the young. Despite conscious effort, children experience
difficulties and problems regarding:

Ability to accomplish assignments

Irregularattendance

Study habits in school

Negative attitudes
Problem with selfdiscipline

Solutions

The best way to thresh out causes and come up with solutions is to conduct a dialogue wherein
parents may be invited to drop by the school or the teacher may pay a visit to their home.

Page 32

A calm and friendly face-to-face exchange of observations could straighten some disturbing
interactions ending with a promise of undertaking remediation in bothquarters.

Positive attitudes of kindheartedness and patience are developedthrough

modeling

Regularity in attendance and doing daily assignments need strong motivation and encouragement
from bothsides.

Lettersandpraisestoparentsforoutstandingperformancesbuildconfidence

and strengthen determination to continue the good work.

Interesting lessons never fail to motivate students to be present everyday for an enjoyable
participation in them

Extremesofbehaviorneeddetailedconsiderationofpastexperiencesinschool
and athome

Valuesdeveloped

Values and strong inclinations are instilled starting from the home and are developed further in
the school. Some of the most desirableare

Respect for elders and for the rights ofothers

Cooperation

Willingness toshare

Deep sense of responsibility and

Persistence

Students exhibiting exemplary traits must be given due recognition. Awards conferred upon
responsible and well-behaved students set examples that are emulated

Interests

Special interest and innate talents noticed at a young age such as heightened prosperity for music
and drama, athletics and the arts must be attended to by sensitive mentors and guardians in order
to provide them with continued opportunities to attain full realization of their natural gifts.

School andCommunity

The school is usually located at the center of the town or city. As such, it is subjected to daily
scrutiny by the members of their community. Seeing their students at play or work, personnel
busy with everyday tasks and teachers with the usual eyeful watch, everyone passing by
witnessing such would feel proud of their school. The community would in turn show their
gratitude and appreciation by keeping their school’s surroundings clean and comfortable for their
children and by sharing resources whenever needed.

Collaborativerelationships

The school officials actively participate in community projects such as literacy assistance project
for out-of-school children and house campaign for healthful practice.

Themunicipal/cityofficialsarelikewisereadytoprovidehelpnotonlyin

improving the physical facilities of the school but also paying the salaries of teachers who for the
moment do not have teacher items. There are a number of school-board-paid teachers
inthecountry. Page33

During historic celebrations in both places, participation by each is easily elicited

with such positive and civic consciousness activities enjoyed by the school and the community, a
strong feeling of togetherness becomesevident.

Organizedassociations

Schools have organized Parent- Teacher Associations (formerly referred to as Parents Teachers
and Community Associations ) with the officers coming from both their members. They
undertake projects and activities aimed at promoting a harmonious and enjoyable relationship
among themselves. Regular meetings are conducted to discuss activities that are intended to
improve /assist conditions prevailing in both. A strong spirit of cooperation is exhibited as well as
sharing of expertise and material resources. Representations during town or school affairs create
strong ties among the members, thus helping hands are volunteered in times of needs.

The Brigada Eskwela is another example of collaboration among school, parents

and community. Brigada Eskwela conducted at the beginning of the school year is now
institutionalized at the Department of Education and has resulted to strong partnership of the
school with the community. This is DepEd’s National School’s Maintenance Week meant to help
schools prepare for the opening of classes with the assistance of education stakeholder by
repairing and cleaning public schools nationwide. Brigada Eskwela aims to revive the bayanihan
spirit among Filipinos by engaging the participation of education stakeholders in the community.
 With the implementation of School-Based Management (SBM) the School
Governing Council ( SGC) per school has been organized. The School Governing
Council ( SGC) is more than the PTA in the sense that the SGC shares in the task
of policy making in the school with the school headleading.

Public Safety, Beautification andCleanliness

Peace and order, safety in public conveyances and compliance with ordinances
afford ample protection and disciplinary measures deserved by all. Beautification
of the community through tree planting in every household and cleanliness
through proper waste disposal are voluntarily undertaken by both, thus creating a
disciplined and wholesome community.

Valuesexhibited

Outstanding school personnel as well as barangay officials are honored. This

serves as a motivation for both parties and their followers to continue with their
commendable practice. Values of nationalism and unity are developed through the
examples demonstrated by the school and government officials. Respect for
authority and self- discipline are modeled for the young to follow.

Instructional Centers andMaterials

Lesson 4
The community can serve as rich sources of instructional materials. The clean
rivers, town library, factories and other industrial establishment could be learning
centers for field trips. Recreational areas and concert halls offer enjoyable
entertainment for all. The parks and beaches become relaxation areas for school
children together with the teachers and families. Professionals and practitioners
from the community can be invited as resource speakers during the observance of
significantschoolrites. Page34
Linkages and Networking with Organizations

“ We cannot live for ourselves alone. Our lives are connected by a thousand invisible threads, and
along these sympathetic threads and along these sympathetic fibers, our actions run as causes and
return to us as results.”

Introduction

The school and its community, in collaboration with public and private institutions and
organizations are indeed inseparable if they are to create an impact on the lives of the students
and members of the community they are committed to serve. Various groups from both are very
willing to join forces in pursuing mutually beneficial and productive programs and projects for
the good interest of all. All that is needed are well-defined plans and creative efforts aimed at
establishing close affiliations between and among them. Such interrelationships will be
characterized by reciprocity and genuine sharing of responsibilities, thus ensuring valuable gains
and attainment of educational objectives. Harnessing the tremendous influence and expertise both
of groups will be able to extend is definitely a laudable step towards promoting the desired
proficiency of the teaching force in the school as well as the efficiency in the services of some
associatedorganizations.

The school can enjoy linkages and networking activities with international, national and local
organizations in the community for mutual benefits and assistance needed.
The first step is for the school to prepare a list of projects and activities it plans to undertake
including the much -needed assistance in terms of human and material resources then determine
the institutions and organizations with parallel objectives and services. A joint scheme could be
worked out with higher education institutions offering degrees along the same line such as teacher
education.

DepEd schools and laboratories for Field Study courses and practice teaching hence the exposure
of future teachers to the reality of teaching.

A network system could be designed incorporating the strength and availability of services and
expertise from both or among the group. The schools could also benefit immensely from agencies
whose mission includes corporate social responsibility. With the help of said organizations, the
school can fully realize its objective of delivering quality educational services for the country’s
youth. As the networking plan progresses, the enormous contribution of all the willing partners
deserve the community’s commendation and patronage. Linkages also termed interconnections
with institution functioning along the same mission are intended to serve members of both sides
according to their respective needs, interest and objectives. They create bonds together to solicit
support and assistance for purposeful activities which could be facilitated faster and better
considering the doubling of energy and resources. Following are some working linkages between
schools nationwide and associations/centers with local offices manned by a complete set of officials
and activemembers.

LINKAGES

InternationalLinkages

Pi LambdaTheta
Pi Lambda Theta is an international honor society ad professional association of women
educators. Based in its main office in Michigan, chapters are located in different universities
nationwide. The only chapter outside the US is the Philippine Area chapter. Established in the
country more than 3 decades ago, its main project is ETP ( Excellence in Teaching Project)
started in 1997 in coordination with Metrobank Foundation. It supports 15 third year BSE/BEE
students until they graduate. It also honors outstanding student teachers from Colleges of
Education. The president and some members of the association attend a biennium hosted by
chapters abroad during their term. Page 35

The 3 day convention tackles current issues , advances and trends in teacher education which are
discussed among the local members upon their return. The local chapter hosted twice ( 1997 and
1999) a study tour and an initiation rites with members from abroad in attendance.

INNOTECH is the center for training educational leaders from Southeast region under the
SEAMEO organization. It conducts training programs to upgrade the competencies of teachers
from the region in all disciplines. One of its projects is to update teachers’ knowledge and skills in
implementing alternative learning systems. It has prepared a comprehensive framework on peace
and multi-culturaldiversity.

World Council for Curriculum and Instruction (WCCI) has a local chapter which recently hosted
a 3 –day international congress with the international President, officials and members from the
main office together with the members from different countries in attendance. The council holds
conferences in different member countries annually which is participated in by members of the
localchapter.

Association for Supervision and Curriculum Development (ASCD) is a membership organization

that develops programs, products and services essential to the way educators learn, teach and
lead. Founded in 1943, ASCD ( formerly the Association for Supervision and Curriculum
Development) is an educational leadership organization dedicated to advancing best practices and
policies for the success of each learner. It has 150,000 members in more than 145 countries who
are professional educators from all levels and subject areas-superintendents, supervisors,
principals, teachers, professors of education and school board members. It is a nonprofit, non
partisanmembership
organization that provides expert and innovative solutions in professional development, capacity
building and educational leadership essential to the way educators learn, teach and lead. Should
you wish to apply for membership, visit www.ascd.org

National and LocalLinkages

Linkages could be established between universities and colleges offering identical degrees. Cross –
enrolment for subjects needed for graduation isallowed.

Joint researches could be conducted by two or three universities depending on their respective
expertise. The dissemination of findings for other universities in the area is a bighelp.

Networking

Networking with ProfessionalOrganizations

A network is a grid/web whose members actively demonstrate how they can work together to
attain common objectives, undertake innovative practices and update members regarding
breakthrough in different disciplines. Such network composed of several colleges of different
universities bind themselves for a common goal.

Some examples could serve as models

Consortium among Universities andColleges

Taft Consortium- The universities that make up the consortium are St. Paul University(Manila)
St.Scholastica College, Philippine Normal University, Philippine Christian University and De La
Salle University. The Science teachers from each college met regularly for discussions on “best
practices”. At one time, they wrote a book which was used by their respective students. The
registrars may undergo training sessions together. The interest clubs convene members for a
presentation where the participants are from the five institutions. Each university serves as a host
during important celebrations wherein the faculty and students enjoy academic as well as
recreationalactivities.
The Mediola Consortium -It is composed of San Beda College, Centro Escolar University , San
Sebastian Collge and Holy SpiritCollege.

Page 36 Chapter III

On Becoming A Global Teacher

-Purita P. Bilbao, Ed.D

Being world-class does not mean going internationally and showing our best out there. Being
world–class is a passion and commitment to our profession; being world class is giving our best to
teaching. Being world class starts right inside the classroom. --- Condrado deQuiros

Introduction

Our world has been called a “ global village”. Satellite communications make possible television,
telephone and documents transmitted through fax and electronic mails across thousands of miles
in thousands of seconds. Our students can view global warfare in the Middle East, famine in
Africa,
industrialpollutioninEuropeorindustrialbreakthroughinKoreaorJapanthroughaworldwidewebof
the informationhighway.

Global education poses variety of goals ranging from increased knowledge about the peoples of
the world to resolutions of global problems, from increased fluency in foreign languages to the
development of more tolerant attitudes towards other cultures and peoples. Global education
embraces today’s challenges as national borders are opened. It paves the way for borderless
education to respond to the needs of educating children of the world they are entering. It offers
new curricular dimensions and possibilities, current scientific and technological breakthroughs
for completely new frontiers in education. Contemporary curricula respond to the concept of this
global village. The increased use of technology in the classroom, the incorporation of the changing
realities of our world’s society and the
ease of mobility of peoples of the world have become a challenge to your preparation as
prospective teachers.

Hence, future teachers like you should prepare to respond to these multiple challenges. To become
global teacher you should be equipped with a wider range of knowledge of the various educational
systems outside the country; master skills and competencies which can address global demands
and possess attitudes and values that are acceptable to multicultural communities. When you are
able to satisfy these benchmark requirements then you can safely say you have prepared well to
be a great teacher of the world.

As future teachers, think globally, but act locally. You can be a global teacher by being the best
teacher in your school.

Objectives of the Chapter:

Gain clear understanding of what a global teacher is in context of globaleducation

Enrich your insights on global education by analyzing and comparing the education of selected
countries of theworld

Describe multicultural diversity as an element of global education and the role of the teacherin
addressing diversity amonglearners

Identify opportunities in teacher exchange programs for the development of world class teachers

Describe global application of technology in theclassroom Page 37

Lesson 1

Global Education and the Global Teacher

“Benchmarking is learning the best from the best practices of the world’s best educational
systems.”

Lesson 1 will introduce the general concept of global education and define the global
teacher.Thisintroductorylessonwillgiveyouaclearperspectiveofhowyouwouldbecome that global
teacher. After understanding the two concepts, you will be able to prepare yourself for the
succeedinglessons.

How do you prepare yourself as teachers for a challenging task of making learners of today live
meaningful lives tomorrow? As you prepare your children for their future, teachers need to
explore what the future holds. Teachershave to envision creative, innovative ways to prepare
diverse learners in their own cultural context withoutforgetting that they live in a global village.

To compete globally would mean to prepare teachers who are capable of changing lifelong
education needs. How do you prepare for these needs? What are the emerging technologies that
will shape the future? How can we use our technologies for best learning advantage? What will be
the jobs of the future and how should curricula be shaped to prepare students for their future?

You will be teaching in the “Flat World” or One Planet Schoolhouse”. These two
termsimplyglobaleducationasaresultofshrinkingworldduetoaccessintechnology.The internet
globalizes communication by allowing users from around the world to connect to oneanother.

Global Education
Global education has been best described by two definitions:

UNESCO defines global education as a goal to become aware of the educational conditions or lack
of it, in developing countries worldwide and aim to educate all peoples to a certain world
standards.

Another definition is that global education is a curriculum that is international in

scopewhichpreparestoday’syoutharoundtheworldtofunctioninoneworldenvironment under
teachers who are intellectually, professionally and humanisticallyprepared.

The United Nations entered into an agreement to pursue six (6) goals to achieve some standards of
education in place by 2015 worldwide. To achieve global education, the UN sets the following goals

Expand early childhood careeducation

Provide free and compulsory primary education forall

Promote learning and life skills for young andadult

Increase adult literacy by50%

Achieve gender parity by 2005 , gender equality by 2015and

Improve quality ofeducation

In 2000, the Philippines committed itself to the above EFA 2015 Goals at the World Education
Forum in Dakar
James Becker (1982) defined global education as an effort to help individual learners to see the
world as a single and global system and to see themselves as a participant in that system. It is a
school curriculum that has a worldwide standard of teaching and learning. This curriculum
prepares learners in an international marketplace with a world view of international
understanding. In his article “Goals of Global Education”, Becker emphasized that global
education incorporated into the curriculum and educational experiences of each student a
knowledge and empathy of cultures of the nation of the world.

Page 38

Likewise students are encouraged to see the world as a whole, learn various cultures to make them
better relate and function effectively within various cultural groups.

Thus to meet the various global challenges of the future, the 21stCentury Learning Goals have
been established as bases of various curricula worldwide. These learning goals include:

21st century content emerging content areas such as global awareness financial,economic,
business and entrepreneurship literacy, civic literacy, health andawareness

learning and thinking skills, critical thinking and problem solving skills, communication,
creativity and innovation, collaboration, contextual learning, information and media literacy

ICT literacy, using technology in the context of learning so students know how tolearn

life skills, leadership, ethics , accountability , personal responsibility , self direction and others

21st century assessment, authentic assessment that measure the areas oflearning
Global education is all about diversity, understanding the differences and teaching the different
cultural groups in order to achieve the goals of global education as presented by the United
Nations. It is educating all peoples in the world from the remote and rugged rural villages in
developing countries to the slum areas of urbanized countries to the highly influential and
economically stable societies of the world. Global education addresses the need of the smallest
schools to the largest classrooms in the world. It responds to borderless education that defies
distance and geographical location.

Thus global education provides equal opportunity and access to knowledge and learning tools
which are the basic rights of every child in the global community
Are our pre service teachers prepared to provide global education in their respectivefuture school
assignments? Are you preparing yourselves to become a globalteacher?

Global teacher

Looking back at the concept of global education how do we define now a global teacher? Is this
teacher somebody who teaches abroad? Is this person teaching anywhere in the world and is able
to teach the 21stcentury learning goals? These are some of the fundamental questions which
should be answered in order to understand who a global teacher is.

A global teacher is a competent teacher who is armed with enough skills, appropriate attitude and
universal values to teach students with both time tested as well as modern technologies in
education in any place in the world. He or she is someone who thinks and acts both locally and
globally with worldwide perspectives right in the communities where he or she is situated.

More specifically, a global Filipino teacher should have the following qualities and characteristics
in addition to knowledge, skills and values

understands how this world is interconnected

recognizes that the world has rich variety of ways oflife

has a vision of the future sees what the future would be for him and thestudents

must be creative andinnovative

must understand, respect and be tolerant of the diversity ofcultures

must believe and take action for education that will sustain thefuture

must be able to facilitate digitally –mediatedlearning

must have depth ofknowledge

must possess good communication (for Filipino teachers to be multilingual) And lastly but most
importantly

must possess the competencies of a professional teacher as embodied in the National Competency
-Based Standards for Teachers(NCBTS)

Page 39

The need for global teachers is on the rise in several countries worldwide. Even developed
countries are in dire need of competent teachers who will man the countries rural and urban
classrooms. This is true with our neighboring countries like Singapore, Cambodia and Thailand.
The regional data of the United Nations show the numbers of teaching posts needed by 2015.

The table shows the teaching posts needed by 2015, which you may avail of, if you are qualified
Regions of the World Number of New Teaching Positions neededb
by the thousands
Arab States 243
Central and Eastern Europe