Polangui Community College

Polangui Albay

PROF ED 2
THE TEACHING
PROFESSION

Submitted to:
Mrs. Loida Nas

Submitted by:
Ma.Daisy Romaraog
 MODULE 2:
FORMULATING YOUR PHILOSOPHY OF EDUCATION

Learner’s Experience or Activities/Exercises:

A. Analyze the given example, then answer the following questions.

1. Which og the philosophies previously studied are reflected in the given philosophy?
 They are Perennianism, Essentialism, Progressivism, and Reconstructionism.
2. What are the teacher’s concepts of the learner?
 Teachers are generally most concerned with conceptual learning because it helps the learner’s
to understand. Concepts are distinguished from facts in that way they are much broader, deeper
type of knowledge.
3. Who, according to the Grade School Teacher’s philosophy, is the good and educated person?
 Teaching young mind is a kind of task that really challenging. Children are capable of learning
different things, if they are being taught in such an easy way. Every teachers should know how to
handle their students especially the kids. As a teacher, I should be aware on how to handle
properly my students and how am I gonna motivate them in their studies.
4. What is the teaher’s concept on value?
 The core of teaching consists of four basic values: dignity, truthfulness, fairness and responsiblity
& freedom. All teaching is founded on ethics- whether it be the teacher with their woek. Dignity
means repect for humanity.
5. What does the teacher believe to be her primary task?
 The primary task of the teacher is to try to understand their students aunthentic interests and
goals, and then help students interests and school work.
6. Do his/herconcepts of the learner and the educated person match with how he/she will go about
his/her task of facilitating every child’s full development?
 Yes, because s/he is consistent on how s/he will go about his/her task of facilitating every full
development in accordance with his/her belief or concepts about a learner.

MODULE 3
THE FOUNDATIONAL PRINCIPLES OF MORALITY & YOU

Activities/Exercises:
A. Answer the following in a sentence or two.

1. To be moral is to be human. What does this mean?

 As human beings, we all know on how to act morally. We are able to estinguished right or wrong
or doing good and evil. To be moral is to be human, it is like thinking something carefully and
contemplating decisions and actions from the moral values, they believe and the experience
they have before acting upon it. And when a person thinks before they act, thats what makes a
person morally rational.
2. Why is morality only for human?
 Human beings, unlike other animals, we are able to reflect on and make judgements about our
own and other’s actions by their outcomes or consequences rather than by their intentions.

B.
1. “Do good; avoid evil” is the foundational moral principle. Give atleast five (5)good things that you
have to do as a teacher and five (5) evil things you have to avoid doing.
 Good things Bad things
 Acknowledge every students - Avoid having a bias
 Respect their beliefs - Avoid ignoring student’s effort
 Should always guide the students - Avoid complaining students
 Don’t tolerate bad students - Avoid bullying
 Motivate and support every students - Avoid criticism to the students

2. The Golden rule of Christians is: “Do to others what you should like others to do to you”. Give a
concrete application of the Golden rule as you relate to:

- learner
- to a fellow teacher
- a parent
- any member of the community
- to your superiors

 It means that we should always do things to all different people in our society so that they will
pay us kindness as what we showed them.

MODULE 4
VALUES FORMATION AND YOU

A. Reflect on the following:

1. What does it profit a man if he gains the world but loses his soul?
 To gain the world means to gain all that the world has to offer money, fame, success,
satisfaction, and power. To lose our soul means to lose they key to all life which is a relationship
with Jesus Christ and access to the presence of God. There is nothing weong with gaining money,
fame, success and power if they are God’s will.
2. “...Store up treasure in heaven where neither moth nor decay destroys, nor thieves break in and
steal for where your treasurer is, there is also will your heart be.” (Mt. 7:10)
 Do not store up for yourselves treasures on earth. Jesus Christ teaches us disciple to store
treasures in heaven. Accumulating riches on earth is an exercise in futility. Earthly treasures, like
precious stones and money, are constantly threatened by thieves who also rob us of peace.
Many christians fall into the trap of hoarding material wealth. It is hard to follow Christ when this
becomes a way of life.
3. They not to become a man of success but rather to become a man of value. - Albert Einstein
 People pursue to become successful and forget to nurture their character. Albert Einstein says
that become a man of value, in other words, keep honesty, diligence, equality or empathy
towards others as the core values that you should abide tp. Because when you do that, you’re
not just nurture your character but also influence the people you care in a good way.

But if you just pursue to become the most successful man, may it be becoming the world’s
richest man. You would only achieve success, and achieving success without hearing good core values
likes honesty, diligence, equality or empathy towards others, you might alone standing on the top
with no one to care for you.
4. It is only with the heart that one can see rightly, what is essential is invisible to the eye.
 The true nature of things can only be seen and understood if one perceives it with feeling. This
suggests passion and care, whch the fox experienced when the prince tamed him. At one point
In the book, the little prince explains to the casraway that real seeing is not even a physical
activity but a matter of a heart.
5. “Di baling mahirap, basta’t may dignidad”
 Dignity is more important than money. You can find money but once your dignity is taken, you
can’t buy it with any cent. Poverty is not hindrance and the reason to stop reaching a successful
 life in the future. Always remember that honour and dignity is far more important than riches
and gold.

MODULE 5
TEACHING AS YOUR VACATION, MISSION AND PROFESSION

Activities/Exercises:
A. Complete teaching as a vacation/mission/profession to something by completing this statement.

Teaching is like cooking; it requires time, attention, and careful preparation to provide a well
balanced meal. The students are the family being fed.

B. Withthe five (5) qualities of a professional in mind, citeother Filipino traits that work against the
making of a true Filipino professional.
Procrastination
 “Why do it now if you can do it tomorrow?”, this is a very dangerous phrase. A professional
teacher has moretasks to do that should be finished as soon as possible. A true professional will
do their task as early as they can.
Filipino time
 A professional teaher should be on time or earlier than that. So that the students will see
him/her a good role model in being aerly at school.
Bahala na habit
 This trait shows when things get complicated and the person just completely giveup and say
“bahala na”. As a professional teacher, complicated things should be handled as tasks are all
important. There is always away to finish work, that’s how professional works.
Crab Mentality
 This Filipino trait is about competing with others in a bitter view. If a person has no chances of
winning then they will drag others down with them. A professional teacher will have co-workers,
and as a professional, you might complete at some point but the important thing is to
strivewithout pulling down others.
Ningas Cogon
 This shows when a personis just energetic and excited at the beginning and eventually loses
interest sooner or later. A professional teacher should become enthusiastic all throughout the
tasks.

MODULE 7
THE 21ST CENTURY TEACHER

Learners experiences or Activities/Exercises:

1. By means of a graphic organizer, describe the 21 st century teacher by completely presenting the 21 st
century skills.

21st Century 21st Century Teachers

Skilss
The 21st teacher is able to look at this
Critical thinking practice and adapt based on the needs
Problem Soving of their students. They must be able to
Cooperation adapt their teaching style to include
Communication diffirent nodes of learning. Adapt
Creativity when a lesson fails, and adapt to new
Leadership technology.
2. Develop a questionnaire that makes use of a Likert scale to determine the extend to which a
teacher possesses the 21st century skils. The first one is done for you.
Direction: To what extend do you each of the following? Check the column that correspond yo your
answer.
LEGEND:
1. Never
2. Rarely
3. Sometimes
4. Often
5. Always

21st Century Skills 1 2 3 4 5

1. Use of computer skill with ease when I teach /

2. Beainstorm and seek out opportunities for learners /
to improve their ideas and on the waythey react to
situation
3. Make graphic organizers to illustrate difficult topics /
4. Provide learners with performance standards by /
which their work will be eveluated
5. Observe the learners while they are having the self- /
learning in the classroom
6. Ensure that a more comprehensive approach to /
inquiry that includes wonder and reflection must be
used in the classroom
7. Facilitate the learners in organizing, classifying, /
questioning or evaluating the work of their classmate
8. Manipulate models and stimulations for the /
learners to experiment and create ideas
9. Consider contexts or incorporate different /
perspectives to evaluate thoughts and actions
10. Bring together relevant information and /
perspectives to inform thoughts, actions or belief of
learners.

MODULE 8
SCHOOL AND COMMUNICATING RELATIONS

Learner’s experiences or Activities/Exercises:

1. Let us have youe decision regarding the following:

A. Will you request a dialogue with the parents? How will you do it?
 Yes, by formally ask them if they have a time to consume to talk to me personally regarding my
concern about their child.
B. Daily assignment are incomplete, often times not understood. What wii you do?
 Every individual nor studenrs have a personal problems the only thing that I can help is to ask
the stuent if what’s the problem and give advice if neede.
C. A student is observed to be negative or indiffirent to his classmates suggestions.
 I should give advice to him and says that if he keeps doing that he’ll got no friends in their class
and that he should try to socialize with the other students.
D. A student is always involved in cases of misbehavior.
 I should talk to him and ask what’s behind the reason that he keep doing it, and know if he
needs help. I’ll make sure to help him in anyway.
2. Describe how school and community officials work together in each of the following events:

A. Socio-cultural activities
 Socio and Cultural programs are indispensable for education.training and human growth.
Activities include, for example, the annual national camp for deafblind adults, weekend
activities, social activities and conference.

B. Peace and Order Situation

 In School - Teacher’s, administrator or orincipal should promote the knowledge, skills attitudes
and values needed to bring about behavior changes that will enable children, youth and adults to
prevent conflict and violenc, both overt and structural’ to resolve onflict peacefully; and to
create the conditions conducive to peace, whether at an intrapersonal, interpersonal,
intergroup, national level.
 Outside the School - Should not limited to activities that take place in schools. A number
activities can be formed after-school programmes and summer programmes with a peace
education focus.
 Projects - School have a PTA meeting or activities that includes their child or itself. Fundraising
that include canvassing, walk-a-thon.

MODULE 9
LINKAGES AND NETWORKING WITH ORGANIZATION

Learner’s Experiences or Activities/Exercises

Reflect on the following:

1. What advantages are obtained by the student populations brought about a consortium
attangement among universities and challenges?
 A consortium can also help diverse student populations on member campuses find allies in
associated colleges and thereby benefit from a larger community of student with shared
interests and backgrounds.
2. Do you recommend such networking projects among government school only? Why? Among
private school only? Why?
 Both government schools and private schools. I would recommend such networking projet to
both public and private schools because I believe that students will always matter with thisand
does not depends on the school.
3. How do schools network with the following?
a. Neighbor School
 There are various ways that a school can networkwith a neighbor school. This can be achieved
through various exchange programs on interests shared by the two school.
b. Civic Organizatio
 In school network provide on how they transfer, help the student to know better about the
school that they choose. High quality, school-based civic learning fostersbcivic knowledge, skills,
and attitudes; improves school eliminate; and lovers school drp-out rates. They offer
opportuities to the deserving students.

MODULE 10
GLOBAL EDUCATION AND GLOBAL TEACHER

Learner’s Experiences or Activities/Exercises

Answer AGREE or DISAGREE with the statement below

AGREE 1. A teacher has to earn a prestigious award to be labeled as a global teacher

DISAGREE 2. To become a global teaher, on should be fluent in Englisg and other languages
AGREE 3. A Filipino teacher cannot qualify to teach in other countries because of the difference in
curriculum
AGREE 4. To be globally ompetitive, teachers should develop competencies in the use of tehnology
AGREE 5. Global education provides the same standards for qualify education worldwide
AGREE 6. Teachers who embrace global education must have a good understanding of the different
cultures of the learners
DISAGREE 7. For Filipino, teachers, the PPST is a national standard that meets global competencies
DISAGREE 8. Teacher in far flung schools cannot be considered globalteachers
AGREE 9. Your curriculum in teacher education prepares you to be global teachers
AGREE 10. A global teacher has wider view of what education is all about.

MODULE 10
A CLOSER LOOK AT THE EDUCATIONAL SYSTEM OF SELECTED
COUNTRIES OF THE WORLD

Learner’s Experiences or Activities/Exercises:

A. Make a matrix using the example below

Title: Educational System of Selected countries of the world

Name of Country Levels of Education Description of Each Special Features

Level
1. Australia A. Basic Education Primary school is for six Primary education is
years, high school is for provided by
six years. government and non-
government primary
schools. The length of
program is for six years
for 6 years old to 12
years old children. A
senior secondary level
provided for two years
after the junior
secondary level.
Students are from 16
to 18 years old.

B. Higher Education College or University Australian Higher

three to six years Education are: 1.) to
enable individuals to
develop their
capabilities for rffective
participation in the
workforce, for
constructive
contribution to society
and for personal
fulfillment to advance
knowledge and
understanding 2) to
aide application of
knowledge and
understanding for the
benefit of the based
economy and the
 society.
2. China A. Basic educarion Six years of primary The most populous
education. Three years country of the world is
of junior middle China. With over 200
school, three years of million students
senior middle school. attenting public
schools taught by over
9 million teachers in
the elementary, junior
and senior high
schools, it is the largest
educational system of
the world.

The course syllabi are

B. Higher Education Six years University written by scientist and
professors hired by the
National Educational
Commission. The
subject matter and the
instructional contents
are uniform for all.
3. Japan A. Basic Education Kindergarten, There are
elementary school for alsopreschools
six years (yochien) with mainly
female teachers. These
are not official part of
the educational
system.

B. Higher Education University (usually Japanese education

around four years) relies heavily upon
examinations to
schools determine
which schools the
student will go to next,
resulting in a push by
srudents and parents
(usually mothers) for
their children to study
very hard for the test
so that he or she can
get into the best
schools.
4. South Africa A. Basic Education Pre-primary, primary Formal education in
and secondary South Afria is
categorized into
sectors or levels. These
sectors are closely
linked to particular
levels; namely public
ordinary school
education,
independent school
education, special
school education,
technical college
 education, teacher
training, technikon and
university training.

B. Higher Education Tertiary in higher Institutions of higher

education correspond education include
to level 5-8 of the collegees, technikons
National Qualification and universities. Most
Framework (NQF) colleges of education
offer a three-year
programme leading to
the Diploma in
Education (fouryears
for higher diplomas)
5. Enland A. Basic Education Foundation stage, key The core subjects of
stage one, key stage the national curriculum
two, key stage three, include English,
key stage four and Post Mathematics, and
16 education. Science. Each key level
has define emphasis
that gradually becomes
more advanced as the
level progresses.

B. Higher Education UK University is usually Higher education in the

3 years courses UK needs include
reference to the Open
University as major
provider of the under-
graduate and post-
graduate degrees for
adults. Then Open
University pioneered
the way for opening
access by offering
greater flexbility for
adult learners through
distance learning
programs.
6. United States of A. Basic Education Pre-primary education Pre-primary education-
America primary type of school
education/elementary providing this
school, midde school education are
and Secondary kindergarten, nursery
education or high schools, preschool
school programmes, child day
cate centers. Age level
is 4-6 years old, and
the duration is 2 years.
7. New Zealand A. Basic Education Primary school aged 6 Children are eligible for
years and over to be in free education if they
schools. For the first are New Zealand
time three years in citizens or residents, or
primary education, one if they qualify as
grade level each year domestic student.
children are moved to
another five, more
 years before going to
secondary school.

B. Higher Education In New Zealand tertiary There are eight

education covers all government funded
education after universities in New
secondary school, so it Zealand and all have
includes both higher internationally
education and respected academic
vocational training. and research
standards.
8. Philippines A. Basic Education There are 14 years of Elementary education
in basic education; 6 is concerned with
years in elementary, 6 learners mastery of
years in high school basic skills and
and 2 years in senior competencies.
high school. Secondary education is
geared towaeds the
consolidation of these
knowledge and skills
mastered at the
elementary level and is
focused on equipping
the learner with
employable gainful
skills or preparing
him/her for middle
level skills
development or higher
education.

B. Higher Education Most college degree Most college degree

progrmas are four progrmas are four
years for baccalauteate years for baccalauteate
degrees. Otherhigly degrees. Otherhigly
specialized field like specialized field like
medicine and law take medicine and law take
atound eight years to atound eight years to
complete complete. For technical
vocation education or
post-secondary
education, these are
two-year courses.

Make a reflection:
1. Based on your matrix of the various educational systems of other countries, how would you
compare our Philippine educational system?
 A similaraspect seen with the other country is having a parents that can teach their children
early before the classes started. Filipinos are known to be competitive in any term of
competition.
2. If given an opportunity to experience teaching in another country listed above, where would you
like to teach? Why?
 England, because I want to see personally on how advanced the students and universities in that
country.

C. Self-Check Questions
Choose the correct answer from the choices given?
C 1. For the majority of sample countries given in this lesson, at what level is free-compulsory
education provided?
A. Primary level c. Both primary and secondary levels
B. Primary up to certain level in secondary level d. Post-secondary level only.

A 2. From what education system does Australia pattern its own?

A. England c. United States of America

B. Japan d. United Nations

B 3. Based on the curriculum requirements provided by the selected countries, the language which is
seemingly universal _____.
A. Spanish c. Chinese
B. English d. French

B 4.Higher education in all countries presented can be described as ____.

A. Selective not compulsory c. Voluntary and very affordable
B. Compulsory but selective d. Accessible and democratic for all

C 5. All of the example countries have basic education for ____.

A. Six years c. Twelve years
B. Ten years d. Fourteen years

B 6. The unique feature of the current K to 12 is that the Filipino learner will become _____
A. Monolingual c. English speaking only
B. Multilingual d. Tagalog speaking only

A 7. Philippine education now has become comparable on other countries, by

A. Using English as a medium of instruction
B. Adding two more years in basic education
C. Using a spiral curriculum
D. Returning back to the basics

MODULE 12
MULTICULTURAL DIVERSITY: A CHALLENGE TO GLOBAL TEACHER

Learner’s Expriences or Activities/Ecercises

A, Make a Reflection

Situation 1:

Mrs. Rosa Rose a teacher born and raised in the Visayas married a Tausog in Jolo, Sulu. The
marriage necessitated her to transfer teaching in the place of her husband who is also a teacher.
Coming from a differently family background in terms of religion, ethnic origin and social background,
Mrs. Rose has to adjust to her present relocated residence. She was accepted to teach in one of the
elementary schools in the area where a mixture of different ethnic groups are enrolled. Reflect on the
situation given.

Reflection:

1. What teaching challenges will Mrs. Rose encounter with her diverse students?
 the challenges of Mrs. Rose with her diverse students the communication, the behavior, and the
community. The most important for a teacher is to be able to communicate with the students,
since she came from Visayas. The behavior of the students since students is diverse and have
 their different behavior, The community, because since she raised in Visayas she doesn't know
the rules in sulu.
2. Ho would she address these challenges as a multicultural teacher?
3. What personal dilemmas will she encounter? If you were in her place, what would you do?

Situation 2:

You are to teach in an international school in Indonesia. You graduated from one pf the
teacher education institutions in the Philippines. The school curriculum is American-based, but your
students come from different countries but majority are Indonesian nationals.

Reflection:

1. What challenges are seen in your classroom?

 Since it was American based, I think the challenges is the lack of knowledge about the curriculum
aside from is the language as I said the communication is the important thing in teaching. The
lack of information about the students would also be a challenge to a teacher.

2. How would you prepare to meet these challenges?

 Yes, I would prepare to meet thses challenge because it can enhance my skills to be globally
competitive and also try to attend different course's that can improve and introduce me to a
new learning to master my subject matter.

MODULE 13
BROADENING TEACHING
PROSPECTIVES: TEACHER EXCHANGE PROGRAMS

Learner’s Experiences or Activities/Exercises

A. Make a Reflection

1. What are the purposes of the Teacher Exchange Programs?

 The purpose of the Teacher Exchange Programs is to enroll Exchange Visitors to teach full-time in
primary and secondary accredited educational institutions. Technology is changing the role,
benefits, ease, and simplicity of finding and taking part in teacher exchange programs today.
Teacher exchange programs serves as a cultural learning experience for teachers and as a means
for expanding and enriching an educator’s pedagogical expertise.

2. As a prospective Filipino teacher, what benefits or personal gains will you derive from these
programs? How will you transfer these professional gains to actual teaching?
 I think the possible benefits I will gain from this programs is having a better understanding of
other cultures, enhanced language skills, and bringing international perspectives to classrooms
and schools. Trough effective teaching it will help me to possess the qualities of a good teacher,
by including skills in communication, listening, collaboration, adaptability, empathy and
patience.

3. How will the teacher exchange programs develop you as a global teacher?
 Exchange programs it will help me to learn, to grow, and to work with other educators abroad.
Teacher exchange programs trained future teachers who instinctively appreciate the essence of
international collaboration, global, and empathy.

MODULE 14
BRINGING THE WORLD INTO THE CLASSROOM
 THROUGH EDUCATIONAL TECHNOLOGY

A. Make a self-reflection to the following questions.

1. Do you like using technology?

 Yes, Because technology help Online learning opportunities and the use of open educational
resources and other technologies can increase educational productivity by accelerating the rate
of learning; reducing costs associated with instructional materials or program delivery; and
better utilizing teacher time.

2. What do you like to do most with the help of technology?

 Technology has evolved and shaped our workplaces in many ways, through the adoption of tools
like the internet and email for communications, word processing, spreadsheets and
presentations for office productivity, electronic databases for record keeping, and robots and
artificial intelligence for automation.

3. What kinds of technology would you like to have in the class that you do not have now?
 Social Media And Digital Learning Tools
Websites and social media allow students to research and teachers to share–not only lesson plans,
but digital resources, assessment data, and even whole-group, away-from-school communication,
also projector and laptop sometimes it may help the teacher to teach the students.
4. Does the technology make you learn? In what ways?
 help me by making learning more engaging and collaborative. Rather than memorizing facts, we
learn by doing and through critical thinking. This could be as simple as taking an interactive quiz
in class or participating in tech-enabled group discussions.
5. What are your suggestions if you are the one teaching with the use of technology?
 I suggest is to keep it in control of using the technology and create a new knowledge about
technologies that I using and would be helpful to the future and I can assist them to how to use
it properly.

MODULE 15
BASIC LAWS ON THE PROFESSIONALIZATION OF TEACHING

A . What amendments to RA 7836 were by RA 9293 on the following:

1.a. Number of units in professional education required for non-education graduates

 A graduate of a school, college or university recognized by the government andpossesses the
minimum educational qualifications, as follows:(1) For teachers in preschool, a bachelor’s degree
in early childhood education(BECED) or its equivalent
;(2) For teachers in the elementary grades, a bachelor’s degree in elementary education(BSEED) or its
equivalent;
(3) For teachers in the secondary grades, a bachelor’s degree in education or itsequivalent with a
major and minor, or a bachelor degree in arts and sciences with atleast eighteen (18) units in
professional education; and
(4) For teachers of vocational and two-year technical courses, a bachelor’s degree inthe field of
specialization or its equivalent, with at least eighteen (18) units inprofessional education.

1.b. Registration of those engage in teaching without examination

 Upon approval of the application and payment of the prescribed fees, the certificate of
registration and professional license as a professional teacher shall be issued without
examination as required in this Act to a qualified applicant, who at the time of the approval of
this Act, is:

(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and the
Department of Education, Culture and Sports; or
(b) A registered professional teacher with the National Board for Teachers under the Department of
Education, Culture and Sports (DECS) pursuant to Presidential Decree No. 1006; or

(c) Not qualified under paragraphs one and two but with any of the following qualifications. to wit:

(1) An elementary or secondary teacher for five (5) years in good standing and a holder of Bachelor of
Science in Education or its equivalent; or

(2) An elementary or secondary teacher for three (3) years in good standing and a holder of a
master's degree in education or its equivalent. Provided, That they shall be given two (2) years from
the organization of the Board for professional teachers within which to register and be included in the
roster of professional teachers: Provided, further, That those incumbent teachers who are not
qualified to register without examination under this Act or who, albeit qualified, were unable to
register within the two-year period shall be issued a five-year temporary or special permit from the
time the Board is organized within which to register after passing the examination and complying with
the requirements provided this Act and be included in the roster of professional teachers: Provided,
furthermore, That those who have failed the licensure examination for professional teachers shall be
eligible as para-teachers and as such, shall be issued by the Board a special or temporary permit, and
shall be assigned by the Department of Education, Culture and Sports (DECS) to schools as it may
determine under the circumstances.

1.c. Required ratings for para-teachers

 Not lower than five percentage points from the passing general average rating. (The para-
teachers shall be assigned to areas where there is a shortage or absence of a professional
teacher). who have failed the licensure examination for professional teachers, with a rating of
not lower than five percentage points from the passing general average rating, shall be eligible
as para-teachers upon issuance by the Board of a two-year special permit, renewable for a non-
extendible period of two (2) years.
2. Other than para-teachers who else are entitled to a special permit?
 A person who has excelled and gained international recognition and is a widely acknowledged
expert in his or her respective field of specialization.

3. What is required of teachers covered by Sec. 26 of RA 9293 who have not practiced their profession
for the past five years?
 Professional teacher's who have note practiced their profession for the past five (5) years shall
take at least twelve (12) units of education courses, consisting of at least six(6) units pedagogy
and six(6) units of context course's of the equivalent training and number of hours to be chosen
from a list of course's to be provided by the board and the department of education before they
can be allowed to practice their profession in the country.

4. Who can be issued license without examination?

 (a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and
the Department of Education, Culture and Sports; or
(b) A registered professional teacher with the National Board for Teachers under the
Department of Education, Culture and Sports (DECS) pursuant to Presidential Decree No. 1006.

MODULE 16
THE CODE OF ETHICS FOR PROFESSIONAL TEACHER'S

A. Choose one article of the Code of Ethics for Professional Teacher. Present the characteristics of
the professional teacher given in the article which you have chosen in a song, symbol or poem.
 ARTICLE III THE TEACHER AND THE COMMUNITY
SECTION 2. Every teacher shall provide leadership and initiative to actively participate in a
community movements for moral, social, educational, economic and civic betterment.
B. Based on your observation, list down at least two (2) teacher behaviors that are not in keeping with
the provision given you.

1. Not Communicating Expectations Clearly

 Teachers should convey their expectations for students on the first day of school. The
expectations for any routines that help facilitate learning—the handling of science equipment or
art supplies, for example—should be clearly articulated.

2. Not Creating an Action Plan

 Students who demonstrate poor behavior are often unsure of how to improve it. Teachers
should create action plans that clearly describe expectations and delineate steps a student can
take to be successful.

MODULE 17
REPUBLIC ACT NO. 4670- THE MAGNA CARTA
FOR PUBLIC SCHOOL TEACHERS

Learner’s Experiences or Activities/Exercises

1. Who are reffered to as “teaher” in RA 4670? Who are not included although they are school
personnel/employee>
 As used in this Act, the term “teacher” shall mean all persons engaged in classrom teaching, in
any level of instruction, on full time basis, icluding guidance counselors, school librarians,
industrial arts or vocational instructors, and all other persons performing supervisoty.
2. Explain the meaning of “exigenies of the service” referred to in Sec 6 of the Magna Carta as regards
transfer of a teaher from one station to another.
 It means of the demand or in need of service that upon attempt of transfer of a teacher from
one station to another, such transfer may be effected by the shool sperintendent who shall
previously notify the teacher concerned of the transfer as well reasons.
3. Actual classroom teaching a day should not exceed six hours. Whar can be some reasons behind
this limit in teaching hours?
 Any teacher engaged in actual classroom instruction shall not be required to render more than
six hours of actual classroom teaching a day, for which shall be scheduled as to give time for the
preparation and correction of exercises and other work incidental to his normal teaching duties.