EDUC 101 THE TEACHING PROFESSION
First Semester, AY 2022 - 2023
LESSON 3 – Qualities of a Teacher
(Continuation)
THE TEACHER
“Teachers open the door. You
enter by yourself.”
- Chinese Proverb –
“If your plan is for one year…. plant rice; if your plan is
for ten years…. plant a tree; but if your plan is for
eternity…. then, EDUCATE children.
What are the Qualities of a
Teacher?
Two distinct characteristics of an
Effective and efficient teacher:
1. Personal Qualities – refer to
the qualities that stem from the teacher’s personality,
interests, attitude, and beliefs, and his/ her behavior and
working relationships with his/ her students and
2. Professional Qualities –
refer to the teacher’s knowledge of the subject
matter, his/ her understanding of the
psychological and educational principles, and his/ her
understanding of the teaching profession.
AS A PERSON:
1. Innate Qualities
a) Aptitude
A saying goes “teachers are born”. This refers to the
inborn characteristics of individuals such as aptitude,
often defined as a strong inclination for some tasks
together with corresponding skills.
b) Mental Ability
A mental ability that is above average and higher equips
a teacher to carry on his/ her multiple tasks. After
hurdling a four-year bachelor’s degree, he/ she can
easily continue to a master’s degree. Mentally gifted and
bright teachers are capable of demonstrating higher
order thinking skills (HOTS).
2. Personal Qualities
In the chosen career of teaching, personality
Could serve as an otherwise to whom he/ she
the hand. Inspiration or the students pledges to lead.
A teacher must essentially possess these
Personal qualities:
1. Presentable appearance, good manners, courtesy, and
pleasant voice.
2. Intelligence, emotional stability, and self-control
3. Sympathy, kindness, helpfulness, and patience
4. Integrity, trustworthiness, honesty, and loyalty
5. Sociability, friendliness, and cooperativeness
6. Flexibility, creativity, and resourcefulness
7. Fairness, impartiality, and tolerance
8. Sense of humor, cheerfulness, and enthusiasm
AS A PROFESSIONAL:
Professional Qualities include:
1) A mastery of the subject matter
2) An understanding of the learners. This pertains to the
teacher’s knowledge about the learners and the
principles of human growth and development.
3) Liking and loving learners. A teacher who has
genuine and sincere love for learners can
imbue them with love for learning.
4) Knowledge of the teaching principles and skills. A
teacher must know the
“What’s” and the “How’s” of teaching including the
needed skills and teaching methods.
5) General understanding of the different
branches of knowledge along with their interrelationship
and interdependence to solve life’s problems.
Knowledge and background study of arts, languages,
philosophy, math, literature, and physical science are
deemed necessary. A teacher must also be
knowledgeable of information and communications
technology (ICT) as in the use of computers.
6) An appreciation of the Teaching profession.
LESSON 4 – PHILOSOPHICAL philosophies focus heavily on WHAT, WHY, and
HOW we should teach our students.
HERITAGE
What is Philosophy?
The Eight Philosophies of Education:
“Education without philosophy is blind and philosophy
without education is invalid”
1. ESSENTIALISM
PHILOSOPHICAL HERITAGE contends that teachers teach for learners to acquire basic
knowledge, skills and values.
What is Philosophy?
aims “not to radically reshape the society but rather “to
- The term Philosophy has been derived from two
transmit the traditional moral values and
Greek words, “Philos”, means love, and
“Sophia”, means wisdom.
- Philosophy means love for knowledge or
intellectual knowledge that students need to become
passion for learning.
model citizens.” school is a preparation for life;
programs/ curriculum is academically rigorous
Philosophy and Teacher Professionalism
 All professions have philosophical underpinnings. subject – matter centered/ teacher – centered; learners
are passive absorbers of information and authority.
 Educational philosophy is one important aspect of
teacher’s professional knowledge. traditional approach to teaching; authoritarian
 Theories attempt to describe phenomena in the
physical world; philosophies, by contrast, involve the
considers man as a rational animal/ being
study of knowledge, truth, existence, and morality.
mastery of the fundamentals/ basics/ 4 R’s (reading,
 The philosophies that we embrace is influenced by the
writing, ‘arithmetic, right conduct)
cultures we live in.
 Western Philosophy
–emphasizes individualism and rational thought Reading Writing

 Other world cultures place greater relative emphasis

on the wisdom of elders, feelings and personal ‘arithmetic Right Conduct
relationships, and harmony.
PHILOSOPHIES OF EDUCATION
curriculum includes the traditional disciplines like Math,
We are heirs to a rich philosophical heritage. Passed on natural sciences, history, foreign languages, and
to us are a number of philosophies of various thinkers literature.
who lived before us.
teachers teach the subject matter even if the students are
not
These thinkers reflected on life in this planet. They
occupied themselves searching for answers to questions
about human existence. Within the epistemological Interested prefers long academic calendar, less emphasis
frame that focuses on the nature of knowledge and how on vocational and recreational activities
we come to know, the following educational
teachers are seen as the “fountain” of information and
philosophies are considered influential and are still used as
in classrooms the world over. These seven/ eight
“Paragon of virtue”; they should observe “core
requirements”; however, they accept the idea
that this core curriculum may change teaches
students in preparation for
adult life and become valuable members of the society.
Teachings are focused on facts, the objective
reality students are taught hard work, respect for
authority, and discipline
there is a heavy stress on drill method, lecture method,
memorization and discipline, and the use of textbooks
famous proponents are: James D. Koerner (1959), H.G.
Rickover (1959), Paul Copperman (1978), and
Theodore Sizer (1985)
2) PROGRESSIVISM
accepts the impermanence of life and the inevitability of
change
need – based & relevant curriculum teaches learners the
skills to cope with change
“Education is life not a preparation for life”. – John
Dewey
non- authoritarian approach to teaching
student – centered; hence, considers students’ interests
and needs
one learns by doing, for John Dewey, book learning is
no substitute for actual experience
that man is a social animal who learns well through an
active interplay with others
strives to stimulate in the classroom the life in the
outside world; hence, the use of simulation and problem
– solving
teaching is more focused on the teaching of skills or
processes in gathering and evaluating information and in
the use of problem – solving and experiential methods;
also use
field trip
emphasis on natural science and social sciences
3)PERENNIALISM (Similar to Essentialism
more concern with the study of the Great Books, of the
teachings of the ancient, medieval and the modern times
that man has a rational and moral powers
curriculum is not specialist but heavy on humanities
and geared towards general/ liberal education; less
emphasis on vocational and technical education
subject – centered, subject matter is important
that man has the same essential nature with others (just
like essentialism)
authoritarian approach to teaching (also essentialism)
classrooms are centered around teachers; they do not
allow the students’ interests or experiences
to substantially dictate what they teach.
Students engaged in Socratic dialogues, or mutual
inquiry sessions to develop understanding of history’s
most timely concepts
4) BEHAVIORISM
a person is a product of his environment
a person has no choice, has no free-will; he is
determined by his environment
a person is a complex combination of matter that
responds to physical stimuli
concerned with the modification of student’s behavior
teachers spend time teaching their students on how to
respond favorably to various environmental stimuli
use of rewards and incentives “Man is nothing else but what he makes of himself.”
– Sartre –

teachers believe they have control over some variables

that affect learning; they ought to make the stimuli clear Life is what you make it.”
and interesting to capture and hold the learner’s attention
– William Thackeray –

“Give me a dozen healthy infants, well-informed, and

my own specified world to bring them up in and I’ll
guarantee to take anyone at random and train him

to become any type of specialist I might select –

doctor, lawyer, artist, etc.…
- John Watson –

5) EXISTENTIALISM
more concern in helping students appreciate themselves
as unique individuals who accept responsibility over
their thoughts, actions and life
6. LINGUISTIC PHILOSOPHY
linguistic philosophers promote the study of language;
use language that is correct, precise, grammatical,
coherent, accurate so that they are able to
communicate clearly and precisely their thoughts and
feelings

learners should be taught to communicate clearly – to

encourages individual creativity and imagination more
send and to receive messages in verbal, nonverbal and
than copying and imitating established models
paraverbal
learning is self – paced, self – directed

students are urged to expand their vocabularies to

concerned with the education of the whole person, not
just the mind
students are given the chance to develop their interests
and potentials
that man first exists, then defines himself
that man has no universal nature; that man can choose
what he can become
Teacher’s role is to help students define their own
essence
enhance their communication skills; teach them to speak
as many languages as you can to communicate with the
world
experiential method is used
that a person is a communicating being
“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 nonverbally…”–John Powell -

“Existence precedes essence.”

– Sartre –
“When a relationship is working, the act of
communicating seems to flow relatively
effortlessly…”
– Chip Rose –
7) CONSTRUCTIVISM
believes that students can construct knowledge, a maker
of meaning
learners are taught how to learn; 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
learners are taught 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
in the constructivist classroom, teacher provides students
with data or experiences that allow them to
hypothesize, predict, manipulate objects, research,
investigate, imagine, and invent
classroom is interactive; promotes dialogical exchange
of ideas among learners and between teachers and
learners
the teacher’s role is to facilitate the 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 the learners through an
active process of mental development
the learners’ minds are not empty; they are full of ideas
waiting to be “midwifed” by the teacher with his/ her
skillful facilitating skills.
8. RECONSTRUCTIVISM
Reconstructionist educators focus on a curriculum that
highlights social reform as the aim of education.
Society is in need of constant reconstruction or change;
such social change involves a reconstruction of
education in reconstructing the society
man to a significant degree, plan and control his society
man has the intellectual, technological, and moral
potential to create a world civilization of abundance,
health, and human capacity
Role of teachers:
lead the learners in designing programs for social,
educational, practical, and economic change
Primary agent of social change
Initiates lively discussions on controversial issues,
political and educational
enables the learners to critically examine their cultural
heritage
Models and Strategies:
community – based projects
problem – oriented method
Educational Aim:
education is based on the quest for better society
education enlivens the students’ awareness of different
societal problems
Curriculum Emphasis:
stresses learning that enables the individual to live in a
global milieu
controversial national and international issues
emphasis on social sciences and social research
methods; examination of social, economic, and political
problems
focuses on present and future trends
Philosophies of Education
1. Essentialism
2. Perennialism
3. Progressivism
4. Existentialism
5. Behaviorism
6. Constructivism
7. Reconstructionism

1. ESSENTIALISM
- Training the mind with what are essential

Why Teach?
- To instill students with essentials of academic
knowledge, enacting a back-to-basic approach.

What to teach?
- Basic skills or the fundamental R’s such as
reading, writing, arithmetic and right
conduct.

How to teach?
- Emphasis on mastery of subject matter
- Observance of core requirements and longer
academic year.
2. PERENNIALISM
- Teaching ideas that are everlasting.

Why Teach? / Goal

- To teach students to think rationally and develop
minds that can think critically.

What to teach?
- Lessons are lifted from classic and great books.
How to teach?
- Classrooms are teacher-centered.
- Students engage in Socratic dialogue.
Or mutual inquiry sessions to develop an
understanding of history’s most timeless
concepts
3. PROGRESSIVISM
- Education comes from the experience of the
child.
Why Teach?
- To learners into becoming enlightened and
intelligent citizens
What To Teach?
- Curriculum that responds to students’ needs and
that relates to their personal lives and
experience.
How to teach?
- Teachers employ experiential methods
- They believe that one learns by doing.
4. EXISTENTIALISM
- Focuses on individual’s freedom to choose their
own purpose in life.
Why teach?
- To help students understand and appreciate
themselves as unique individuals.
What to teach?
- Students are given a wide variety of options
from which to choose. Humanities are given
emphasis.
How to teach?
- Methods focus on the individual
- Learning is self-placed and self-directed
5. BEHAVIORISM
- The acquisition of new behavior based on
environmental conditions.
Why Teach?
- To modify and shape students’ behavior
What to teach?
- Teachers teach students to respond favorably to
various stimuli in the environment.
6. CONSTRUCTIVISM
- People construct their own understanding and
knowledge of the world.
Why teach?
- To develop intrinsically motivated and
independent learners equipped with learning
skills.
What to teach?
- Students are taught how to learn
How to teach?
- Teacher provides students with data or
experiences that allow them hypothesize,
predict, manipulate, pose questions research and
invent.
7. RECONSTRUCTIONISM
- Emphasizes the addressing of social questions
and a quest to create a better society.
Why teach?
- To attain reform
What to teach?
- Curriculum focuses on students taking social
action in solving real problems.
How to teach?
- Social issues are dealt through inquiry, dialogue,
and multiple perspectives.
- Community-based learning is utilized.