REPUBLIC OF THE PHILIPPINES

PASSI CITY COLLEGE

City of Pas s i
School of Teacher Education
MODULE 2

NATURE OF TEACHING AND TEACHER ROLES

MODULE OVERVIEW

Teaching, in its broadest meaning, is a method of facilitating learning. Teaching is the

specialized use of knowledge, abilities, and traits to give one-of-a-kind service to suit the individual
and societal, educational needs. The teaching profession is responsible for selecting learning
activities that help students achieve their educational goals in school. Teaching stresses the
development of values, leads students in their social relationships, and gives learning opportunities to
accomplish curriculum targets. Teachers use strategies to help pupils build a healthy self-image.
Although instructors' work is often done in a classroom setting, an essential aspect of teaching is the
direct relationship between teacher and student.
This module is in focused on the various roles of a teacher, different challenges of teaching
and the UNESCO’s 4 Pillars of Teaching.

MODULE OUTCOMES

At the end of the unit, the students must have:

1 described the various roles of a teacher;

2. identified the different challenges of teaching; and
3.differentiated UNESCO’s 4 Pillars of Teaching

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PASSI CITY COLLEGE
City of Pas s i
School of Teacher Education

MODULE CONTENT

A. The Roles of a Teacher

B. Challenges in Teaching
C. UNESCO’s 4 Pillars of Education

LET’S LEARN THIS

Let’s Review
A. What is Teaching?
What does the word” teaching” means as you have learned in Module One(1)?

B. The Teacher's Roles

A teacher's job is to inspire, motivate, encourage, and educate students. Learners of
any age and from any background are welcome. On the other hand, teachers are those who
educate school-aged children for this handbook (roughly 4-18). Teachers play a variety of roles
in the classroom.
I. As a person
1.Personal attributes pertain to a teacher's personality, interests, attitudes, and beliefs, as well
as his or her behavior and working relationships with his or her pupils and peers.
2. Professional attributes refer to a teacher's subject matter knowledge, grasp of psychological
and educational principles, and comprehension of the teaching profession.
A. Innate Characteristics
• Ability "Teachers are born," as the adage goes. This relates to an individual's inborn
features, such as aptitude, frequently defined as a strong preference for specific tasks
combined with the necessary abilities.

• Mental aptitude A teacher with above-average or more extraordinary mental abilities is

better equipped to handle her many responsibilities. She can quickly pursue a master's degree
after completing a four-year bachelor's degree. Teachers who are mentally gifted and brilliant
can demonstrate higher-order thinking skills.

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EDUC 102- THE TEACHING PROFESSION MODULE NO. 1
 REPUBLIC OF THE PHILIPPINES
PASSI CITY COLLEGE
City of Pas s i
B.
School of Teacher Education
Personal characteristics
In the chosen teaching profession, one's personality can either inspire or discourage the
students she promises to lead by the hand.
A teacher must fundamentally have the following characteristics:
1. A pleasant voice, decent manners, civility, and a presentable look.
2. Intelligence, emotional stability, and self-control are all essential factors.
3. Patience, empathy, kindness, and helpfulness
4. Integrity, dependability, honesty, and loyalty
5. Cooperation, kindness, and sociability
6. Adaptability, resourcefulness, and inventiveness
7. Tolerance, impartiality, and fairness
8. Enthusiasm, brightness, and a sense of humor

II. As a Professional

1.Mastery of the subject matter is one of the essential professional talents.

2.A grasp of the students' abilities. This refers to the teacher's understanding of the students
and the concepts of human growth and development.
3.Appreciating and appreciating students. A teacher who has a true and honest love for his or
her students might instill in them a desire to learn.
4.Understanding of teaching ideas and techniques. A teacher must understand the WHATS
and HOWS of teaching and the necessary skills and approaches.
5.A broad awareness of the various disciplines of knowledge, as well as their interconnections
and interdependencies, in order to address life's issues. Arts, languages, philosophy, math,
literature, physical scientific knowledge, and background studies are required. Teachers must
also be familiar with the information and
communications technology (ICT), such as computer use.
6. A respect for the profession of teaching.

III. As a Social Advocate and Community Leader

Teacher leadership roles are diverse. Whether certified and given a job title or simply
making a difference in their school or community, all teacher leaders help advance education.
In schools and the community, teacher leaders are in the best position to advocate for
instructors and students. They are also welcome to cooperate and exchange ideas with other
teachers to improve their practices and raise student accomplishment. After parents, teachers
provide fundamental education to children, teach them morality, and play a role in shaping
them into a good and noble person. Furthermore, the teacher is the one who teaches the
learners on how to behave appropriately in society.

IV. As a Model of Character

Teachers are role models for students. A role model motivates and inspires the learners
to achieve greatness, reach their most significant potential, and recognize the best in
themselves. Someone they respect and strive to be like is referred to as a role model.

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City of Pas s i
School of Teacher Education
Learners learn from them because of their dedication to perfection and their capacity to
help them accomplish their personal development. We teachers look to them for advice and
guidance. A role model can be anyone: a parent, a brother, a friend, but teachers are among
our most significant and life-changing role models.

C. Challenges in Teaching
What are the Obstacles to Becoming a Teacher?
Teachers, after parents, play the most significant role in a student's life. They are the
ones who shape their pupils' personalities and contribute to the development of educated,
sane, and responsible people in our country. This makes teaching professions essential since
they can influence students' lives and the country's destiny. At the same time, this makes
teaching a demanding and responsible profession. Regardless of their training or location, they
face various difficulties, barriers, and problems, as listed below.
• Incentives and Appreciation- Teachers are rarely thanked or rewarded for their difficult
work. The schools, as well as parents, do not adequately recognize their efforts. Parents, on
the other hand, are more likely to own their flaws and faults openly. Part-time teaching
employment, on the other hand, is available and pays well.
• Student Behavior- Each student comes from a different social class and hails from a
different household. As a result, sure students may engage in problematic behavior. It can be
tough and time-consuming to adapt to their demands, understand their challenges, and
provide appropriate guidance.
• Much paperwork- The instructor must keep track of reports, ledgers, exam papers, test
papers, assignments, projects, certificates, scoreboards, attendance sheets, and a variety of
other documents. It is a tedious and time-consuming operation.
• Number of students in each class-The number of students in the class can range from
40 to 80. Instead of educating, the majority of the time is spent disciplining the class.
• Using the same curriculum and teaching approaches for all pupils —Not all students are
the same. Each student has their own set of talents and shortcomings. They learn at different
rates and have different ways of learning and remembering information. Because of the high-
class size, it is impossible to tailor the teaching to each student's specific needs.

• Multiple Roles - Teachers serve in various capacities, including counselor, teacher,

career counselor, social worker, and so on. Despite having no prior experience in this
profession, they take on these responsibilities because they care about their pupils and future.
Teachers are true multitasking masters.
• Time Constraints- Teachers have many additional vital responsibilities besides teaching
the curriculum in a set amount of time. Organizing parent-teacher conferences, administering
tests and exams, reviewing notes, planning annual gatherings, sporting events, and picnics, as
well as a mountain of paperwork. They do not have enough time to prepare and plan before
carrying out the activities.
• Educating themselves- Teachers must continue to educate themselves with new syllabi,
more interesting teaching strategies, and effective communication methods. Apart from that,
they must be aware of each student's talents and shortcomings, their family histories,

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School of Teacher Education
academic progress, and so on. Given the many pupils, they serve, memorizing and processing
all of this information is nearly impossible.
• Health and Stress—Their physical and mental health may suffer due to their hectic work
schedules. Teachers frequently miss lunch and restroom breaks, and they are worried about
the quantity of work given.
• Collaboration - To ensure that schools run well, teachers must develop adequate
communication among themselves, students, and parents. Due to time restrictions and a
heavy workload, even a primary task like this might be challenging.

When compared to other careers, it is safe to state that a teacher's job is far more
complicated and fraught with several problems. Proper communication tools, equal workload
distribution, adequate resources, support from school administration and parents, and effective
classroom management can make teaching jobs easier.
1. Multicultural classrooms
When two or more students in one classroom have arrived from various countries or were
nurtured in distinct customs and traditions, the educational process is multicultural.
Its fundamental purpose is to enable kids of all genders, races, social classes, cultures, and
ethnic groups with equal opportunity to learn in school.
Multicultural education also has specific more particular goals:
• Improve academic accomplishment of all students;
• Develop skills, attitudes, and knowledge necessary for community functioning;
• Gain cultural competency, and so on.
These objectives are vital for all members of society, but with all of the problems that
teachers confront in multicultural classrooms, it is clear that achieving them will take years.
In contrast to traditional classrooms, multicultural education challenges make teaching and
learning significant for both teachers and students. All of this occurs as a result of a teacher's
difficulties in persuading students.
1. A linguistic obstacle - The most significant difference between multicultural and regular
classrooms is the language barrier. Children from other nations and even city districts may
speak the same language, but they will never comprehend one another. This could be due to
the impact of parents, the environment, dialects, and other factors. However, instances in
which students do not understand the language of study occur more frequently. Young people
are placed in an atmosphere where a teacher speaks a foreign language they do not
understand. They have to understand what the teacher says and learn new material - a task
that is twice as difficult as in traditional schools.
2. Predominance of various learning methods - Regardless of their color, religion, or family
history, kids can acquire information in various ways. They may be used to other teaching
methods, methods of presenting material, and it will take time for them to adjust to everything
new. For students to grasp the knowledge better, a teacher should provide various learning
methods (auditory, visual, tactile, and so on). Furthermore, cognitive styles of specific
significance, such as field-dependent and field-independent cognition, reflectivity and
impulsivity, and ambiguity tolerance and intolerance, must be considered.
3. The cultural difference can also be seen in the poorly constructed speaker- listener
connections and the various cooperative and competitive patterns . As a result, kids may not

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School of Teacher Education
know how to respond when a teacher speaks, are unfamiliar with group or pair work, and may
not comprehend the rules of newly introduced activities.
Another significant feature is the prominence of visual learning tools. Because pupils struggle
to understand the words, visuals can be more successful in helping them learn new
information.
4. Nonverbal communication - It is sometimes easier to understand a foreign language
than another ethnic group's body language. If a teacher is unaware of the nonverbal behaviors
expected in the community of his students, it can lead to a slew of problems and make proper
interpretation difficult. Raised hands, eye contact, and head nods, among other nonverbal
actions, can have a completely different meaning in another country, leave alone any other
body indicators.
5. Presenting a single issue from many angles - You may argue that every instructor in the
classroom should offer a topic from a variety of perspectives, regardless of the ethnicity of the
students. Of course, this would be ideal, but this is not always possible due to a limited number
of school courses.
6. Extracurricular activities are diverse.
Because students from different cultures have entered a different classroom, they must
adjust to new traditions, a way of life, and relationships in this new community. In most
circumstances, it is the teacher's responsibility to demonstrate and explain. It is commonly
practiced in a variety of extracurricular activities. Whether it is a holiday or a significant day,
youngsters should be informed.

7. Communication skills training

Apart from the difficulty of communicating in a foreign language, students may feel
hesitant or unwilling to express themselves due to the fear of being misunderstood. In some
Muslim cultures, boys avoid interacting with girls, whereas in a new environment, it is
widespread. Teachers should encourage students to explore various issues, express their
opinions on a variety of topics, and maintain a pleasant classroom environment.
8. Constant collaboration with parents
Every teacher should know how a learner feels in a completely new situation, and
communication with the student's parents can help. It is critical to comprehend how a child was
raised from childhood, what traditions shaped his worldview, and what is entirely unacceptable.
This knowledge will assist teachers in more efficiently planning classes and assisting students
in finding their place in the classroom.

2. Learner-Centered Teaching
It addresses the balance of power in teaching and learning, moves toward learners
actively developing their knowledge, and places responsibility for learning. Students gain
knowledge by systematically investigating the subject and critically evaluating the
circumstance. Students are involved in the learning process. A teaching method that requires
students to take on active learner roles and duties and passively listen to lectures and take
notes.

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EDUC 102- THE TEACHING PROFESSION MODULE NO. 1
 REPUBLIC OF THE PHILIPPINES
PASSI CITY COLLEGE
City of Pas s i
School of Teacher Education
Teaching Challenges with a Learner-Centered Approach

• Personalized learning understands that kids learn in a variety of methods and at various
locations.
• Anywhere, anytime learning allows students to learn outside of the traditional school
day and away from the campus.
• Ownership (Agency, Growth Mindset) develops as students understand and take
responsibility for their learning through frequent opportunities to choose topics to study, books
to read, projects to work on, and curricular pathways to follow to meet college and career
readiness standards

3. Multi -grade classes

A multigrade class is a single grade classroom with two or more different grade levels
staffed by one instructor for the whole school year. It is frequently applied in elementary
schools in rural and thinly populated areas. In today's culture, teachers perform a critical role.
For isolated barangays where the number of pupils registered did not meet the needed
amount to form a single grade class and assign the necessary instructor for each class,
multigrade courses were created as a matter of necessity: the barrio's distance the tiny number
of students in each lesson. Teachers and educational buildings are also in short supply.

Challenges for LEARNERS:

•Requires more discipline, concentration, and focus in order to profit from effective tactics
•Less reliance on direct instructor supervision
•Requires more initiative and resourcefulness to perform well
•Less individual attention from a less experienced teacher
Teachers' Challenges
•Requires a more thorough examination of student developmental features across the age
levels participating in the class and practical and variable techniques and strategies within a
multigrade class.
•More attention to classroom organization as a learning environment is required.
•More precise and systematic record-keeping is required to maintain student achievement,
curriculum development, and implementation.
Challenges for the COMMUNITY and SCHOOL SYSTEM
•Student achievement may be low in programs that lack the necessary resources and teachers
who are not adequately trained.
•Teachers, supervisors, and administrative personnel must be trained to meet
multigrade teaching and administration demands.

4. ICT integration
ICT use to introduce, reinforce, augment, and expand skills is known as ICT integration
(Pisapia, 1994). Researchers in professional development groups and human-computer
interaction circles have been very interested in ICT integration.
Students' engagement in ICT-based learning environments and shared learning
resources leads to a radically new pedagogy; a shift from the traditional instruction model of

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EDUC 102- THE TEACHING PROFESSION MODULE NO. 1
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PASSI CITY COLLEGE
City of Pas s i
School of Teacher Education
knowledge transmission to autonomous, active, and collaborative learning through ICT-
based learning environments and shared learning resources.

Integration of ICT Challenges

1. Change aversion: The easy way out is to maintain the status quo. Educators are
accustomed to and comfortable with the old way of instruction and hence reject change and
stepping outside their comfort zones. According to the researchers, technological
experimentation is typically outside the purview of teachers and school administrators' job
descriptions.
2. Lack of hardware and instruction on using it : Schools are still unsure of which
computers and other technological equipment to employ. Institutions must comprehend their
needs and work under them. The availability of gadgets is critical for efficient and trouble-free
operation.
Institutions and teachers must prepare themselves to have students work collaboratively
on a single device and separately on a single device. There is also a need for instructors to
receive sufficient and timely guidance on using technology effectively.
3. Children will know more than I do attitude: Today's children are more engaged
and knowledgeable regarding technical matters. Teachers are terrified of the potential of
technology and the power of knowledge it may provide to kids. This mindset that children may
know more than I do makes educators feel uneasy and defend themselves.

5. Multiple Intelligence Challenges

• Encourages teachers to differentiate their teachings to fit the requirements of

varied students
• Provides eight distinct learning routes if a student is struggling with the
traditional approach.

6. Children with special needs

Special needs is an umbrella phrase covering many conditions, ranging from those that
resolve quickly to those that will be a lifelong burden and from moderate to severe.
Developmental delays, medical issues, psychiatric conditions, and congenital conditions can
all affect children with special needs. These children's unique requirements necessitate
adjustments in order for them to realize their full potential.
Triumphs and Challenges
• Milestones are frequently missed, foods are forbidden, activities are shunned, and
experiences are denied to children with special needs. These obstacles can be particularly
difficult for families, making special needs feel like a sad label.
• Their child's unrealized potential will always sadden some parents, and some conditions
worsen over time. Other families may discover that their child's trials
sweeten victories and that incredible strengths frequently complement deficits.

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EDUC 102- THE TEACHING PROFESSION MODULE NO. 1
 REPUBLIC OF THE PHILIPPINES
PASSI CITY COLLEGE
City of Pas s i
IV. School of Teacher Education
Four Pillars of Learning
There is a great need to develop a broader vision of educational goals, to facilitate
holistic approaches to reorganizing educational contents, and to build national capacity in
developing critical competencies required of all learners through curriculum renewal in
emerging knowledge-based societies of the twenty-first century in order to achieve the goals of
quality education for all (EFA).
Education must respond to demands in two directions in an information-intensive age:
on the one hand, it must transmit an increasing amount of constantly evolving knowledge and
know-how adapted to a knowledge-driven civilization; on the other hand, it must enable
learners not to be overwhelmed by information flows while keeping personal and social
development as its end goal. As a result, 'education must...provide maps of a complicated
world in perpetual turmoil as well as the compass that will enable people to navigate it'. (p85,
Delors et al.)
Curriculum evolution is becoming more significant. It is critical that what students learn
be relevant to them as individuals and members of society in their current and future settings.
It is at the heart of educational processes, allowing students to become responsible citizens,
effective workers, caring community members, and life-long learners in an increasingly
interdependent society.
The purpose of the four pillars of learning proposed by the International Commission for
the Twenty-First Century in its report (Delors et al.) to UNESCO, Learning: The Treasure
Within, and to consider their implications for curricular change as guiding principles and cross-
cutting themes. One primary argument is that, in order for education to achieve its goals, the
curriculum should be reorganized or repacked around the four pillars of learning: learning to
know, learning to do, learning to live together, and learning to be.
Apply the four pillars of learning-learning to know, learning to do, learning to live
together, learning to be- in responding to the aspirations of the learner and the community.

✓ Learning to KNOW is Learning to learn

➢ LET Essential:
Metacognitive skills, curiosity, scientific research, memory concentration, art of
discourse, competence in collecting, selecting, processing and managing information,
competence in mastering instruments of knowing and understanding.

LEARNING TO DO
✓ Learning to DO refers to the acquisition of practical skills, but also of social and
psychological skills
✓ It refers to an aptitude for teamwork and initiative, and readiness to take risks
✓ It is about personal initiative and the ambition to innovate, and a readiness to
take risks.
✓ It is about competence of putting what was learned into practice so as to act
creatively to the environment
✓ Learning to DO enables us to turn knowledge into effective innovations
✓ From skill and practical know-how to competence

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EDUC 102- THE TEACHING PROFESSION MODULE NO. 1
 REPUBLIC OF THE PHILIPPINES
PASSI CITY COLLEGE
City of Pas s i
School of Teacher Education
LEARNING TO LIVE TOGETHER

✓ Learning to live TOGETHER is the pillar that the UNESCO Commission

emphasizes more than any other.
✓ It refers to developing an understanding of others thru dialogue – leading to
empathy, respect and appreciation.
✓ And, if we are to understand others, we must first know ourselves.
✓ It is about recognizing our growing interdependence, about experiencing shared
purposes, and about implementing common projects and a joint future (peace, education for
all, environment…)
✓ Appreciate the diversity of human race

LEARNING TO BE

✓ Learning to be is founded on the fundamental principles that education needs

✓ It deals with the freedom of thought, feeling and imagination that we need to act
more independently, with more insight, critically and responsibly.
✓ The end of education is to discover and open the talents which are hidden like a
treasure within a person.

SUMMARY OF THE FOUR PILLARS OF EDUCATION

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EDUC 102- THE TEACHING PROFESSION MODULE NO. 1
 REPUBLIC OF THE PHILIPPINES
PASSI CITY COLLEGE
City of Pas s i
School of Teacher Education
APPLICATION

Activity 1:
Let’s Create
Create a Concept mapping on images or symbols related to the roles of a “professional
teacher”.

Activity 2: Make an acrostic reflecting the various roles of a teacher.

Activity 3. Formulate your own Oath of Commitment for the challenges of

teaching.

Activity 4. Interview a SPED Teacher. Ask the following questions.

1. What difficulties are they experiencing in teaching the SPED learners?

2. Is teaching learners with special needs a fulfilling one? Why?

Activity 5. Make a Reflective Writing on UNESCO’s 4 Pillars of Teaching

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EDUC 102- THE TEACHING PROFESSION MODULE NO. 1
 REPUBLIC OF THE PHILIPPINES
PASSI CITY COLLEGE
City of Pas s i
School of Teacher Education
Activity 6. Directions: Complete the acronym TEACHER as to what society expect of
teachers as professionals.
T- eaches with competence
E-
A-
C-
H-
E-
R-
Activity 7. Please answer these questions:

1. What does your list tell about society’s expectations from teachers?
2. How do you feel? Are you overwhelmed by the litany of expectations?

3. Are you changing your “YES” to the call to teach? If yes, why, if No, why?

Activity 8. Discuss your answer to this question. An LPT pin is worn by Licensed Professional
Teacher (LPT) and the letters LPT are attached to the name of every professional teacher in
the Philippines in the same way that M.D., Doctor of Medicine, is attached to the name of a
medical doctor, R.N. for a registered Nurse and CPA for a Certified Public Accountant. When
you wear that pin and write LPT after your name, you are announcing to the world you are a
professional teacher. Professional teacher, what does this mean?

REFERENCES

Bauzon, Prisciliano T. (2012). Handbook in Legal Bases of Education 2e. National Book
Store, Inc., Mandaluyong City, Philippines.
Bilbao, P.P. Corpuz, B.B., Llagas, A.T., & Salandanan, G.G. (2018). The Teaching
Profession. Lorimar Publishing Inc., Quezon City, Philippines.
De Belen, Rustico T. (2011). Education Laws and Jurisprudence: A Developmental
http://malacanang.gov.ph/813-the true decalogue-by-apolinario-
mabini/Retrieved,June22,2018

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