ARTICLE III THE TEACHER

SECTION 1
AND THE COMMUNITY
T EACH ERS LIN K
T O G ET H ER
ST UDENTS, OT HER
T EACHERS,
SCHOOL
AD M IN IS T RAT O RS ,
TEACHERS TRULY ARE F AM IL IES , AN D
THE B ACKB ONE OF CO M M UN IT Y
SOCIETY. THEY ARE ROLE MEMBERS TO
MODELS TO CHILDREN, FOST ER THE
OF F ER GUIDANCE AND LEARN IN G
DEDICATION AND GIVE SUCCESS AND
YOUNG PEOPLE THE HEALT HY
P O WE R O F E D U C A T I O N . DEVELOPMENT OF
B ECAUSE OF TEACHERS, T H EIR S T U D ENT S.
C O U N T R I ES A R E AB L E T O T HE NAT URE OF
F URTHER DEVELOP THESE
SOCIALLY AND IN T ERACT IO N S
ECONOMICALLY. AMONG
D IF F EREN T
ST AKEHOLDERS
VARIES
D EP EN D IN G ON
SECTION 3 T HE T EACHERS'
IN T EN T AN D TH E
Every teacher shall provide leadership N EED S O F T H EIR
and initiative to actively participate in ST UDENTS.
community movements for moral, social,
educational, economic and civic
betterment.

SECTION 2
SECTION 4 Teachers educate the
next generation and
One way teachers can honor cultural therefore impact society
differences is by letting students from as a whole. They also,
different cultures be the expert. through safeguarding
Teaching other students about and pastoral care, help
traditions, explaining the history and the next generation
geography of countries and regions, develop into well
and sharing cultural experiences are rounded, caring, ethical,
some ways to let these students know young adults. Young
they are valued and welcome. adults who, themselves
influence those around
them.
 SECTION 7
A teacher shall maintain a good
reputation with respect to the financial
matters such as in the settlement of his
debts and loans in arranging
satisfactorily his private financial
affairs. Section 3. No teacher shall act,
directly or indirectly, as agent of, or
be financially interested in.

SECTION 8
Every teacher shall enjoy academic
freedom and shall have privilege of
expounding the product of his
researches and investigations.
Provided that, this right shall include
freedom to have a religion or
whatever belief of his/her religion or
belief in worship, observance, practice
and teaching.
 SECTION 5

Family-school-community
partnerships are a shared
responsibility and reciprocal
process whereby schools and
other community agencies
and organizations engage
families in meaningful and
culturally appropriate ways,
and families take initiative to
actively supporting their
children's development and
learning.

SECTION 6

When students ask questions

and find the answers for
themselves, they get
involved in their own
learning. Teachers reap
benefits when they see how
excited their students are
about applying their
knowledge to solve a
problem. Second, facilitative
learning requires that
students do the work.
TITLE GOES HERE
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as endus que esti ut omnien-

FINISH READING ON PG. 2

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