Teaching is… • creative expression of shaping and reshaping the lessons, events and experiences of students in order to nurture

their potentials. • intellectual

pursuit for knowledge • intellectual endeavor and ethical enterprise

Realities of teaching:

RELATIONSHIP - The teacher’s and students' relationship should be non-threatening, inviting, and encouraging. It should also be one that is friendly, positive,
and fair.

EFFECTIVENESS AND COMPETENCE - It means that these characteristics are significant tools for a strong system of classroom instruction.

ASSESSMENT - the primary purpose of teaching is student learning. Assessment leads students to a greater understanding of things in this world.

LEARNING OUTCOMES - The objectives of certain courses consist of intended outcomes. In other words, teaching is facilitated through understanding and for
understanding.

IMMEDIACY OF TEACHING - The immediacy of teaching accounts for the proper orchestration of daunting tasks that encourage ownership of learning within a
friendly, cohesive, positive climate for learning.

TEACHER ATTITUDES - It goes beyond the ordinary way of doing things. As teachers, you model the appropriate attitudes towards the subject you teach.

INTEREST IN TEACHING - Teachers get satisfaction when they have been effective in promoting student learning.

EMPOWERMENT - When teachers feel they are empowered, they have the tendency to develop high morale.

STUDENT BEHAVIOR – At certain points, teachers try to influence students in making internal decisions to behave appropriately whether it is by accomplishing
their assignments, performing role plays or answering some exercises on the board.

Educational philosophy • a set of beliefs about what and how people learn in order to live harmoniously • a set of principles that guide your professional
decisions and actions • your guiding principle; it is your outlook about education; it is also your outlook about life

PHILOSOPHY OF LIFE serves as the "WINDOW" to the world. PHILOSOPHY OF EDUCATION serves as the "door" that opens challenges as well as opportunities
for growth.

Components of educational philosophy: 1. What will you be in the classroom? A subject-matter expert, a disciplinarian, or a facilitator of learning? 2. How can
you establish your locus of authority? 3. How can you create a positive learning environment? 4. Will you use the teacher-centered or student-centered
approach to teaching? 5. What assessment strategies will you use to measure student learning? 6. What classroom management techniques will you use to
foster effective learning?

types of beliefs about teaching and learning:

Beliefs about students • You create an image of how students look or simply how they appear in class. • Past experiences, observations about how children
learn, and knowledge about human growth and development.

Beliefs about knowledge • Your personal beliefs about knowledge account for the hierarchy of knowledge and habits of the mind. • Knowledge is a structure to
be taught • Knowledge as habits of the mind

Beliefs about what is worth teaching and learning. • Teachers come to grips with what they believe is worth learning for they have different ideas about what
should be taught.

Beliefs about how they learn it:• teachers have to be aware of the changing paradigms in education that bring about changes in learning. • New environment
for learning. • New content for learning • New process for learning • New types of learners • New spaces and dimensions of learning.

What are your Beliefs about Learning?

1. I believe that all students are unique.

2. I believe that all my students are capable of learning.

3. I believe that all my students will learn if I involve them in the learning tasks.

4. I believe that my students are not empty vessels; they too have their capacity to learn if they are properly motivated.

5. I believe that my students learn best when I provide them with a nonthreatening, inviting, safe, stimulating, and encouraging environment.

6. I believe that my students learn best when I connect the lessons to their real-life situations.

7. I believe that learning is a personal matter, so I have to deal with their authentic and personal experiences to elicit personal responses.

8. I believe that learning is social, so I have to provide them with various opportunities for exploration.

9. I believe that learning happens best when students construct their own meaning and have it negotiated with others.

10. I believe that learning is a lifelong process; it done only happen within the confines of the classroom.

TEDP( Teacher Education and Development Program)

TEDP - At the heart of the TEDP map is the Philippine National Competency-Based teacher Standards (NCBTS)

What is TEDP? TEDP conceptualizes a teacher’s career path as a continuum that starts with the entry to a teacher education program and concludes when a
teacher reaches retirement from formal service. Agencies working hand in hand for the good of the teaching profession are Department of Education (DepEd),
Commission on Higher Education (CHED), Professional Regulation Commission (PRC), Civil Service Commission (CSC) and Teacher Education Institutions (TEIs)
WHAT IS NCBTS

The National Competency Based Teacher Standards (NCBTS) is at the heart of the TEDP. It is the key element of the TEDP (Teacher Education and
Development Program)

What is a standard? NORM • CRITERION • BENCHMARK • YARDSTICK • MODEL • MEASURE • PARADIGM • TOUCHSTONE

NCBTS defines effective teaching as being able to help all types of students learn the different learning goals in the curriculum

An integrated theoretical framework that defines the different dimensions of effective teaching

It is based on the core values of Filipino teachers and on effective teaching and learning with seven (7) domains, 23 strands and 80 performance indicators.

WHO SHOULD USE THE NCBTS

Teacher Education Institutions (TEIs) shall use it to design and implement effective pre-service teacher education curricula.

Professional Regulation Commission (PRC) shall refer to it to design the LET.

Institutions and agencies that provide Professional Development or INSET shall refer to it to develop the intervention they desire • Award-giving bodies

DepEd shall use the NCBTS to formulate its hiring, promotion, supervision and other policies related to the teaching profession.

Most of all, individual teachers in all public elementary and high schools shall use it for their professional development activities

THE 7 DOMAINS OF NCBTS

Domain 1: Social Regard for Learning - focuses on the ideal that teachers serve as positive & powerful role models of the values of the pursuit of learning & of
the effort to learn, & that the teachers actions, statements, & different types of social interactions with students exemplify this ideal

Domain 2: Learning Environment – the focus on the importance of providing for a social and physical environment within which all students, regardless of their
individual differences in learning, can engage the different learning activities and work towards attaining high standards of learning.

Domain 3: Diversity of Learners - emphasizes the idea that teachers can facilitate the learning process in diverse types of learners, by first recognizing and
respecting individual differences, then using knowledge about students’ differences to design diverse sets of learning activities to ensure that all students can
attain appropriate learning goals.

Domain 4: Curriculum - refers to all elements of the teaching-learning process that work in convergence to help students attain high standards of learning and
understanding of the curricular goals and objectives. These elements include the teacher’s knowledge of the subject matter, teaching-learning approaches and
activities, instructional materials and learning resources including ICT.

Domain 5: Planning, Assessing, and Reporting - refers to the aligned use of assessment and planning activities to ensure that the teaching-learning activities are
maximally appropriate to the student’s current knowledge and learning levels. In particular, the domain focuses on the use of assessment data to plan & revise
teaching-learning plans, as well as the integration of formative assessment procedures in the plan and implementation of teaching-learning activities.

Domain 5: Planning, Assessing and Reporting - refers to the aligned use of assessment and planning activities to ensure that the teaching-learning activities are
maximally appropriate to the students’ current knowledge and learning levels. In particular, the domain focuses on the use of assessment data to plan & revise
teaching-learning plans, as well as the integration of formative assessment procedures in the plan and implementation of teaching-learning activities.

Domain 7: Personal Growth and Professional Development - emphasizes the idea that teachers value having high personal regard, concern for professional
development, and continuous improvement as teachers.

Classroom Management Models

1954 B. F. Skinner popularized Applying Reinforcement Theory in Teaching. As a behavioral psychologist, Skinner explains how behavior can be shaped through
the process of reinforcement. He set forth principles of reinforcement through rewards, constant and then intermittent reinforcement that produces the best
results, and the use of verbal comments to modify behaviors.

1961 Fritz Red and William Wattenberg proposed Understanding Group Dynamics. In their book, Mental Hygiene in Teaching, they explain forces that cause
students to behave differently in groups than they do when by themselves. Included in the explanation are the roles students assume and the roles they expect
of teachers. Important concepts include group manipulation and rapport, curtailing group behavior at early stages, student control, and self-discipline.

Additional concepts include the following: 1. People in groups behave differently than they do individually. Group expectations influence individual behavior,
and individual behavior affects the group. 2. Groups create their own psychological forces that influence individual behavior. 3. Group behavior in the classroom
is influenced by how students perceive the teacher.

1969 William Glasser. He proposed Choice Theory in the late 70s to more fully explain his work but later changed its name to choice theory in the late 90s.
Choice theory is now at the heart of what Glasser is attempting to do. Understanding Behavior as Student Choice. Glasser published a book on Schools without
Failure in which he stressed these principles: 1. Student success and achievement 2. Reasonable rules with reasonable consequences 3. Student responsibility
and self-direction 4. Good choices result in good behavior 5. Teacher support, fairness, and warmth

1971 Haim Ginott is known for Using Congruent Communication. As a teacher and psychologist, he wrote a book titled Teacher and Child. In this book, he
emphasized the importance of teacher communication that is consistent with student perceptions and emotions. His greatest contribution and continuing legacy
may be teaching the communication skills that help parents relate to their children in a caring and understanding way without diminishing parental authority.

1971 Jacob Kounin proposed Managing Students during Lessons. He emphasized how teachers could manage students, lessons, and classrooms to reduce the
incidence of bad behavior. Kounin identified specific teaching techniques that help, and hinder, classroom discipline. According to Kounin, the technique used,
not the teacher's personality, is the most crucial aspect in classroom management of student behavior. His book, Discipline and Group Management in
Classrooms, focuses on preventive discipline. According to Kounin likewise emphasized that a good classroom management depends on effective lesson
management.

1972 Rudolf Dreikurs is a psychiatrist and family counselor. He wrote a book title: Discipline without Tears. He emphasized the following principles: 1.
Acceptance of and belonging to a group. 2. Student recognition and praise 3. Routines and limitations 4. Firmness and friendliness 5. Teacher leadership,
corrective action by teachers

Dreikurs identified three types of teachers:

1. Autocratic teachers are teachers that exhibit the following traits: they are bossy, use a sharp tone of voice, command, exercise power, dominate, exert
pressure, demand cooperation, tell you what you should do, impose ideas, criticize, find fault, punish and unilaterally establish all procedures, rules and,
consequences.

2. Permissive teachers do not indicate any limits on student's behavior, nor do they invoke logical consequences when misbehavior disrupts the class. Their
demeanor is wishy-washy and they tend to make excuses for students who misbehave.

3. Democratic teachers exhibit leadership, friendliness, inviting nature, stimulation traits of ideas, cooperation, guidance, encouragement, acknowledgement,
helpfulness and shared responsibilities. Dreikurs believed that democratic teachers in contrast to autocratic and permissive teachers are more likely to help
students become self-disciplined.

1976 Lee Canter and his wife Marlene Canter are special education teachers who developed Assertive Discipline training to empower teachers with "the skills
and confidence to manage student behavior, given the new realities of the time."

Assertive Discipline has the following assumptions: 1. Students must be forced to comply with rules. 2. Students cannot be expected to determine appropriate
classroom rules and follow them. 3. Punishment will cause students to avoid bad behavior and engage in good classroom behavior. 4. Good behavior can also be
encouraged by positive reinforcement. 5. For proper classroom management, parents and school administrators must help to enforce rules.

There are five steps to assertive discipline: 1. Recognize and remove obstacles to assertive discipline 2. Practice use of assertive discipline response style. 3. Set
clear limits 4. Follow through firmly, 5. Employ a system of positive assertion.

1987 Fred Jones, he found that instruction can occur only in a well-controlled classroom and that teachers with poor classroom control can lose up to 50
percent of instructional time. According to Jones, the most common classroom discipline problem is not hostile defiance by some students, but the massive
amount of time wasted by the majority of students. Some practical ways to apply his approach include: • Giving praise • Providing visual instructional plans •
Setting rules and standards for students to follow

1988 Richard Kurwin proposed Discipline with Dignity. focuses on long-term behavioral change, rather than quick fixes. Instead of basing the model on
obedience, it is base the model on responsibility. Consequently. Discipline with Dignity is not founded on rewards and punishments but on values --- the idea of
learning right from wrong in any setting, not just school.

Discipline with Dignity in the classroom: 1. Let the students know what you expect. 2. Provide instruction at levels that match student ability. 3. Listen to what
the students are thinking and feeling. 4. Use humor. 5. Vary your style of presentation. 6. Provide choices. Make it seem like the student has some say in what
happens. 7. Refuse to accept excuses. 8. Legitimize behavior that you cannot stop. 9. Use hugs and touching to communicate with kids of all ages. (This must be
used with caution because of sexual misunderstanding). 10. Be responsible for yourself and allow kids to take responsibility for themselves. 11. Realize and
accept that you cannot reach every kid. Some of them choose to fail and this is not your decision. 12. Start fresh every day. What happened yesterday is finished.

Additionally, Discipline with Dignity has five goals: 1) effective communication, 2) Defusing Potentially Explosive Situations, 3) Reducing Violence, 4) Preparing
Children for their Future, and 5) Valuing and Protecting Opportunities for Learning.

1994 Barbara Coloroso, she developed the classroom management model known as Inner Discipline which is based on the belief that adults should believe that
children and adolescents are worth the effort and time required to teach them responsible behavior.

In order for Inner Discipline to be effective, teachers should hold the suggested philosophical stances: 1. Trust that teaching students to self-discipline is better
than the teacher disciplining the students. 2. Believe that it is the teacher's responsibility to teach students to accept the ownership of their problems. 3. Use
natural consequences or real world consequences as much as possible; when those do not work, reasonable consequences should be used 4. Avoid harsh,
physical, punishments and overbearing

Coloroso further classified teachers according to being: 1. Brick wall - known as the "boss" or most powerful person in the classroom; Restricting and
controlling; Views students as subordinates; Accepts responsibility for students' behavior rather than teaching Inner Discipline. 2. Jellyfish - Inconsistent in
classroom management; Lacks structure and rules; Uses threats and bribes; Allows emotion to rule students and their behaviors; Does not see the need for
students to develop Inner Discipline or fear students might be unreceptive to their insistence upon proper behavior. 3. Backbone - Emphasizes democracy;
Advocates creative, constructive, and responsible activity; Has simply and clearly defined rules; Uses natural consequences or real world consequences; Helps
students develop Inner Discipline.

the three Rs of Inner Discipline: Restitution, Resolution, and Reconciliation

Harry and Rosemary Wong; they remind teachers that the effectiveness of the teacher is the single most important variable in determining student
achievement. The Wongs believe that an effective teaching is identifiable, teachable, and implementable. They further believe that "the more effective the
teacher, the greater the student gains. The more effective the principal, the greater the achievement levels at the school." They also believe that effectiveness in
education is defined by how well students perform. The Wongs presented the theory of the Pragmatic Classroom in their book The First Days of School. The
theory emphasizes the importance of preparation and procedure in managing the classroom. Their theory adheres to the idea that student achievement is a
direct reflection of a teacher's implementation of procedure and advance preparation.

2000 Ronald Morrish proposed Real Discipline theory which simply refers to all the techniques that great parents and teachers use to teach children to be
respectful, responsible and cooperative. Real discipline does more than simply encourage good choices; it ensures that children are well-prepared for the
choices that they are given. It gives adults the authority to make choices until their children are ready to make them on their own.
There are three parts of this theory: 1. Training children are taught to comply with rules and limits and do what they are told to do by people in a legitimate
position of authority. 2. Teaching component-where children learn the skills and attitudes for being responsible and cooperative. 3. Managing-children are
provided with more and more choices as they get older so they learn how to handle independence.

The following are some of his principles: 1. Never give a choice when it comes to limits. 2. If you bargain for compliance now, you'll beg for it later. 3. When
children are well trained, it is habit forming. 4. Rules worth having are rules worth enforcing. 5. Behavior that needs to be learned needs to be taught. 6. Today's
practice is tomorrow's performance. 7. Independence isn't 'doing your own thing'; it's doing what's right on your own. 8. Keep responsible decisions in
responsible hands. 9. Discipline comes best from the heart. 10. Beware of self-indulgence disguised as self-esteem 11. Prevention is the best solution. 12. There
is no great discipline without great commitment.

Michele Borba; she is very famous for her practical, solution-based strategies in order to strengthen child's behavior, self-esteem, character, and social
development, and to build strong families, she has proposed Moral Intelligence; moral intelligence is one's capacity to understand right from wrong.

Building Moral Intelligence is composed of seven essential virtues: 1. Empathy, 3. Self-control, 4. Respect, 5. Kindness, 6. Tolerance, 7. Fairness

2001 Alfie Kohn. His ideas can be described as progressive and probably have been influenced by the works of John Dewey and Jean Piaget. He likewise believes
in a constructivist account of learning in which the learner is seen as actively making meaning rather than absorbing information. He believes that learning
should be organized around problems, projects, and questions instead of around lists of facts, skills, and separate disciplines. According to Alfie Kohn, the ideal
classroom is one in which curiosity and cooperation are emphasized. Kohn also believes that the students' curiosity should govern what is taught inside the
classroom. Kohn believes that most traditional methods of classroom management foster extrinsic motivation rather than intrinsic. Moreover, Kohn believes
that if the classroom is run with cooperation in mind, and if the students' curiosity is being nurtured, than students will act appropriately and neither rewards
nor punishments will be necessary.

2001 Marvin Marshall. Discipline without Stress, Punishments or Rewards. His publications and presentations about reducing stress have become effective,
improved relationships, and promoted responsible behavior. His approach is proactive instead of reactive and totally noncoercive - but not permissive.

Classroom management is the teacher's responsibility and is enhanced when procedures are: 1. Explained to students, 2. Practiced by students, and
periodically (when necessary) 3. Reinforced by practicing again.

2001 Ruby Payne has been famous for a Framework for Understanding Poverty. For her, it is a powerful tool for educators to use when dealing with children
from poverty. Payne's principal message is that poverty is not simply at monetary condition. Additionally, she considers poverty as a culture with particular rules,
values, and knowledge transmitted from one generation to the next that inform people how to live their lives successfully how to build.

2002 Spencer Kagan is the foremost provider of teacher training. He proposed his model about cooperative learning. In his model, he emphasized two basic
principles. He first stated that the world is pretty much competitive while in some fields it is not that much. However, people have to be fully equipped with
knowledge in the fields they are going to face. With regard to the second principle, he simply wanted to have a learning method which was competitive and
individualistic, a mixture between with cooperative classroom organization so that it could help students for the completion of social situations. According to
Kagan, there are advantages and disadvantages of cooperative learning.

2002 P. M. Forni; co-founder of the Johns Hopkins Civility Project and a leading authority on the significance of civility and manners; he explores what it means
to be civil in today's society, how it can improve one’s quality life, and why it should be focus at home, at work and in our schools. He emphasized dependency
on modern technology and its associated problems but primarily focused on the greater value of thinking.

According to Forni, there are 25 Rules of Considerate Conduct: 1. Pay attention. 2. Acknowledge others. 3. Think the best. 4. Listen. 5. Be inclusive. 6. Speak
kindly. 7. Don't speak ill. 8. Accept and give praise. 9. Respect even a subtle "no". 10. Respect others' opinions. 11. Mind your body. 12. Be agreeable. 13. Keep it
down (and rediscover silence). 14. Respect other people's time. 15. Respect other people's space. 16. Apologize earnestly and thoughtfully. 17. Assert yourself.
18. Avoid personal questions. 19. Care for your guests. 20. Be a considerate guest. 21. Think twice before asking for favors. 22. Refrain from idle complaints. 23.
Give constructive criticism. 24. Respect the environment and be gentle to animals. 25. Don't shift responsibility and blame.

2003 Ed Ford popularized the concepts of Perceptual Control Theory (PCT), Reality Therapy (RT), and the Responsible Thinking Process (RTP), he emphasized a
non-controlling discipline system that enables students to meet their needs. without infringing on the rights or comforts of others. In his Responsible Thinking
Process (RTP) for schools, Ed Ford tries to apply principles from a unique science of behavior, perceptual control theory (PCT), developed by William T. Powers.
When they first hear about RTP, many people think that it is the same as one of the various school discipline programs developed by William Glasser, and they
think PCT is identical to some ideas that Glasser used to call Control Theory (CT).

2004 Diane Chelsom Gossen has committed herself to helping teachers learn more effective and healthy ways to discipline their students. For her, discipline
should be continually one of teachers' greatest concerns. For this reason, she has created the Restitution Self Discipline program, which teaches educators new
skills and strategies to manage students without fear and coercion, and to create a need-satisfying environment.

As a teacher at all levels, she emphasized seven important concepts: 1. Learning the causes of student misbehavior and low achievement. 2. Discovering how
to establish rules that students will enforce. 3. Learning how to guide students as they develop responsibility for their own actions. 4. Exploring questions that
help students determine what they want and how to achieve it. 5. Learning the causes of student misbehavior and low achievement. 6. Discovering how to
establish rules that students will enforce. 7. Learning how to guide students as they develop responsibility for their own actions.

2008 Craig Seganti, he developed a system that can get the most notorious classes disciplined, regardless of the circumstances. According to Seganti, there are
at least five mistakes teachers make: 1. Trying to discipline the whole class at once 2. Asking questions instead of giving statements. 3. Giving warnings 4. Not
addressing nonverbal communication 5. Not having a lesson plan which keeps students on task from bell to bell

2009 Eileen Kalberg VanWie focuses on democratic learning communities that encompass the environments that are well equipped with digital technology.