TEACHING PROF
successful and prepared with the nece
The Nature of Teaching
Teaching is an artistic process done by teachers
to facilitate learning. It is an application of
knowledge, skills, and attributes to deliver the
task of teachers among the learners. Teaching is
not a simple kind of work , it needs proper
training and content knowledge for a teacher to
execute his task to help realize the goals of
education. But Acc. To (Ramsden ,1992)
"The aim of teaching is simple: it is to
make student learning possible...To teach is to
make an assumption about what and how the
student learns; therefore, to teach well implies
learning about students' learning"
This challenging tasks of teachers cannot be
understood unless the would -be-teachers will
undergo professional training.
Teaching As A Mission
A mission is defined as an important assignment
carried out for social, political, religious, or
other noble purposes. Every teacher has its own
unique mission to accomplish. If teaching is the
profession that creates all other professions
then it is every teacher’s mission to share in the
creation of other professions thereby
contribute to the betterment of this world in
our unique way.
Each being in this universe has its purpose or mi
ssion and is aimed primarily at  term “profession” literally means a “public
making and preserving life. As teachers, with wh
at we teach and do with our learners we also  assumed that professionals profess or admit to
have goals. And just like missionaries teachers
do not stop working till they attain their goals.
How is this possible? Its simply because we are t
eachers with a goal to make each of our
students 
ssary knowledge and skills as well as to become 
a complete person for their community. 
We teachers teach not only how to provide stud
ents with bright minds, but also how 
to create people with hearts and souls for every
one. If our concern in teaching is success, it’s a
job; but If our concern is success plus
faithfulness, it’s a mission.
Teaching As A Vocation
Vocation is a strong feeling of suitability for a
particular career or occupation and all people
who would like to be teachers
are supposed to be somebody in their own field
s. I would say that it is easy to teach but it is not 
simple to teach moral things and to mold peopl
e in the future . For everyone, a teacher wants s
omeone with enthusiasm and dedication to teac
hing. Teachers were not made a teacher for luck 
or misfortune, but for being unique one with a
personal touch of doing his
craft. To be a teacher needs a lot to triumph an
d succeed in realizing the goals of education. As
a vocation, you consider teaching as a lifetime
commitment thus aim through the years
towards quality teaching.
Professionalism is defined as the “expertness
characteristic of a professional” or the “pursuit
of an activity as an occupation” It is an active
demonstration of a trait of a professional. The
avowal.” meaning swearing in public, which is
protect and foster “the benefit of the public.
A profession is an occupation that involves
specialized training and formal qualification
before one is allowed to practice or work.
Society and community place a great deal of
trust in the professions.
Teaching as a profession manifests the common
ATTRIBUTES OF A PROFESSION
1.Competence (to master and keep current the
knowledge and skills relevant to professional
practice)
2. Commitment (being obligated or emotionally
impelled to act in the best interest of the client)
3. Autonomy (freedom to make independent
decisions in the best interests of clients and for
the good of society)
10. Teamwork (the ability to recognize and
respect the expertise of others and work with
them in the clients best interest).”
If you decide to take teaching as your
profession. you must be willing to go through a
period of preparation and professional
development and a continuing education.
You should aim for excellence, adhere to social , 
ethical, religious and public service e ideals.
Prepare for a work that needs special training
for a particular skill, often one that is respected
and it involves a high level of education.

4. Altruism (the unselfish regard for, or devotion

to, the welfare of others; placing the needs of
the clients before one’s self-interest)

5. Integrity and Honesty (firm adherence to a

code of moral values; incorruptibility

6. Morality and Ethics (to act for the public

good; conformity to the ideals of right human
conduct in dealing with clients, colleagues, and
society)

7. Self-regulation (the privilege of setting the

standards; being accountable for one’s actions
and conduct in professional practices)

8. Responsibility to Society (the obligation to

use one’s expertise for, and to be accountable
to, society for those actions, both personal and
of the profession, which relate to the public
good)

9. Responsibility to the Profession (the

commitment to maintain the integrity of the
moral and collegial nature of the profession and
to be accountable for one’s conduct to the
profession)
THE ROLES OF A TEACHER
1. THE TEACHER AS A PERSON- Many
factors comprise the making of a
teacher. Before they
become teachers they are persons with
distinct personalities.
2. Stunning Qualities (IQ, EQ, Good
manners, self control, sociability,
Flexibility, impartially and sense of
humor)
INNATE QUALITIES
1. Aptitude- inborn characteristics defined
as a strong inclination for some task
together with corresponding skill
2. Mental Ability- the power to learn and
retain knowledge
PERSONAL QUALITIES
1. Presentable appearance, good
manners, courtesy and pleasant voice
2. Intelligence, Self control
3. Sympathy, kindness
4. Integrity, Honesty
5. Friendlyness, cooperativeness
6. Flexibility, creativity
7. Fairness, tolerance
8. Enthusiasm, cheerfulness
3. Dispositions and skills to approach all
aspects of his/her work in reflective,
collegial and problem-solving manner .
4. View of learning to teach as a lifelong
learning process and dispositions teaching
methods.and skills for working towards
improving his/her
TEACHERS AS ROLE MODELS- The Teacher ,
armed with good personality and well-
earned education and teaching experience
becomes a very influential figure to the
students.
THE TEACHER AS COMMUNITY LEADER
AND SOCIAL ADVOCATE- Teachers are the
people who educate the youth of society
who in turn become the leaders of the next
generation of people.
Three characteristics of an expert teacher
1. Expert teachers have similarly detailed
mental models,
2. Experts recognize patterns
3. Experts think rapidly and accurately

THE TEACHER AS A PROFESSIONAL

Professional Teachers possess the

following attributes:

1. Control of knowledge base of teaching

and learning and use of knowledge to guide
the science of art of his teaching practice.

2. Repertoire of best teaching practice and

can use these to instruct in classrooms and
to work with adults in the school setting.
MULTIPLE INTELLIGENCES
WHAT IS INTELLIGENCE
1. Intelligence is the ability to think, reason, and
understand instead of doing things
automatically or by instinct.( Collins English
Dictionary)
2. It is ‘the ability to understand and think
about things, and to gain and use knowledge’.(
Macmillan Dictionary)
3.It is the ability to solve problems or fashion
products that are valuable in one or more
cultural settings. Each person may have
different multiple intelligences. Even everyone
can possess more than one of it and termed it
as Multiple Intelligences. (Howard Gardner )
Multiple intelligences is a theory first posited
by Harvard developmental psychologist
Howard Gardner in 1983 that suggests human
intelligence can be differentiated into eight
modalities: visual-spatial, verbal-linguistic,
musical-rhythmic, logical-mathematical,
interpersonal, intrapersonal, naturalistic and
bodily-kinesthetic. Eschewing previously
narrow, preconceived notions of learning
capabilities (for example, the concept of a single
IQ), the idea behind the theory of multiple
intelligences is that people learn in a variety of
different ways.
Intra-personal- understanding yourself,
Understand their inner feelings, dreams and
relationship with others, strength and
weaknesses.
Ways of Knowing: Establishing personal goals
Working alone
Naturalist- understanding nature,
Ways of Knowing: Relating environmental issues
and topics, Observing natural phenomenon
Spatial- seeing the world in 3d, Think in pictures
and need vivid mental images to create
information, enjoy looking at maps, pictures
and videos, Studying pictures Watching movies
Using visual tangible Aids Doing mazes puzzles
Making predictions
Musical- capacity to recognize on music, Think
in sounds, rhythm and patterns, respond to
music either to appreciate or criticize what they
hear, extremely sensitive to environmental
sounds like crickets, bells, dripping taps.
Ways of Knowing: Listening to recordings’
talking to self reading aloud recording a song
mentally repeating information changing tempo
Logical Reasoning- skilled at deductive
reasoning, Think conceptually in logical and
numerical patterns making connections
between pieces of information, asks lots of
questions and like to do experiment
Ways of Knowing: Recording information
systematically, Playing strategy games (Chess,
checkers) Analyzing Data Asking logical
questions
Interpersonal- communicating on other, See
things from other people point of view, uncanny
ability to sense feelings, intentions and
motivations, great organizer, maintain peace in
group settings.
Ways of Knowing: Studying with groups,
Comparing information with others Doing
cooperative work Relating personal experiences
Bodily Kinesthetic- using one’s body, Express
themselves through movements, with good
sense of balance and eye- hand coordination, removed.
remember and process information through 7. Girls who are often
space., expected to stay
home or at least
Ways of Knowing: Doing role play, Exercising close to home to
while Reviewing Visiting museums,parks Asking take care younger
siblings or the
logical questions
household will have
Linguistic- master of spoken language, Have more chances to go
to school since
highly developed auditory skills and are
schools are located
generally elegant speakers, they think in words within the
rather than pictures, community.
8. Evidence suggests
Ways of Knowing: Reading Memorizing Playing that multigrade
word games (scrabble,anagrams,password students can attain
Using the internet higher achievement
levels especially in
LEARNERS math, science and
language.
Advantages Challenges
1. Maximum social 1. Requires more
interaction discipline, greater
between/among concentration and
peers. more focus in order
2. Cooperative to
learning is benefit from
predominant. effective strategies
3. Will learn to be e.g peer
independent, self- teaching, group
directed learners can work, self directed
learn to be more learning.
resourceful. 2. Less reliance on
4. Prepared for real direct supervision by
life – situations teacher.
where there is
constant interaction
between people of
different ages, varied TEACHERS
skills and abilities.
5. Can learn to
assume leading or
supporting role as
needed in different
work situations.
6. Stigma associated
with failure and
repetition is
Advantages Challenges Advantages Challenges
1. Can make the most 1. Requires more 1. Efficient means of 1. Student
of inter- preparation of providing achievement may be
age, multi- level curriculum learning educational services poor if programs do
situation to facilitate materials. to thinly populated not have the
learning processes. 2. Requires more areas and remote required resources
2. Can get to know careful study of communities. and teachers are not
students more learner’s 2. Efficient means of properly trained.
and carefully asses developmental using limited 2. Requires
their needs characteristics across educational investment in
and adopt the resources such as training of teachers,
appropriate teaching age levels involved in trained teachers, supervisors and
strategies the class, classrooms, and administrative
3. Can innovate and approaches and materials. personnel to prepare
experiment strategies that are 3. Maintaining small them for the
with different age effective and viable barrio schools help to demands of
groups and within a multigrade build and sustain the mulltigrade teaching
deal with curriculum class. identity of the and administration of
content across 3. More investment community and the multigrade schools.
subject areas. in organization of the cultural life of the
4. Shares classroom as learning people in the
responsibility for environment. community.
facilitating learning 4. More meticulous
with pupils, and systematic
parents, other record How Does the Teacher Adapt Classes to
community keeping to keep track Multiple Intelligences?
members of student progress,
5. More curriculum Keep in mind that the multiple intelligences
opportunities for are problem-solving capabilities. Allow
activity – students to use all the intelligences to solve a
centered, experience
problem — read about it, analyze it, draw it, act
– based
it out, work to a rhythm, relate it to nature, talk
approaches rather
than whole about it, or reflect on it.
group,
lecture/drill/rote Planning With Intelligence
methods
The Variation Approach- When you first begin
instruction using strategies compatible with the
multiple intelligences, your students will need
to participate in a wide variety of experiences to
learn about their preferences. The teacher’s
lessons rotate among the intelligences. All
students complete the activities.

The Choice Approach- If the students are widely

COMMUNITY AND SCHOOL SYSTEM varied in their preferred intelligence or unsure
of their preferences, the teacher offers a choice between people of in a multigrade class.
in each intelligence to the students. Students different ages, varied 4. May receive less
complete one or more activities. skills and abilities. individual attention
5. Can learn to from a less
The Bridge Approach- If the intelligence assume leading or experienced teacher
demand is primarily in one intelligence, the supporting role as or one who is not
needed in different well-trained in
activity is focused on that intelligence. All
work situations. multigrade teaching.
students do the activity together, and the 6. Stigma associated
teacher offer bridging techniques to help with failure and
students deal with the intelligence and the repetition is
content in a successful manner. removed.
7. Girls who are often
Why Multigrade classes exist? expected to stay
home or at least
1. Multigrade classes were organized as a close to home to take
matter of necessity for remote barangays where care younger siblings
the number of children enrolled could not meet or the household will
the required number to organize a single grade have more chances
to go to school since
class and assign the necessary teacher for each
schools are located
class.
within the
community.
2. Distance of the barrio and small number of
8. Evidence suggests
students for each class. that multigrade
students can attain
3. Shortage of funds teachers and school
higher achievement
buildings. levels especially in
math, science and
LEARNERS
language.
Advantages Challenges
1. Maximum social 1. Requires more
interaction discipline, greater
between/among concentration and TEACHERS
peers. more focus in order
2. Cooperative to benefit from
learning is effective strategies
predominant. e.g peer teaching,
3. Will learn to be group work, self
independent, self- directed learning.
directed learners can 2. Less reliance on
learn to be more direct supervision by
resourceful. teacher.
4. Prepared for real 3. Requires more
life – situations initiative and
where there is resourceful to
constant interaction function effectively
 Advantages Challenges 1. Systematic, well-organized and
1. Can make the 1. Requires more planned instructional delivery and
most of inter-age, preparation of grouping.
multi- level curriculum
situation to learning materials.
2. A well – managed classroom that is
facilitate learning 2. Requires more
processes. careful study of conducive to learning because the
2. Can get to know learner’s necessary resources are available and
students more developmental the necessary discipline among the
and carefully asses characteristics students has been developed so that
their needs across the age they can focus on learning.
and adopt levels involved in
appropriate the class,
teaching approaches and 3. A cooperative learning environment
strategies strategies that are where self-directed learning is balanced
3. Can innovate and effective and with teacher – directed activities, peer
experiment with viable within a teaching and group work.
different age multigrade class.
groups and deal 3. More
with curriculum investment in
4. A teacher who is well – prepared to
content across organization of the
subject areas. classroom as actually serve as a FACILITATOR of
4. Shares learning learning rather than as the only source
responsibility for environment. of knowledge in the classroom and who
facilitating learning 4. More is well – prepared to apply a variety of
with pupils, meticulous and instructional strategies and techniques
parents, other systematic record to suit the varied needs of learners.
community keeping to keep
members track of student
5. More progress, 5. A well – designed curriculum that
opportunities for curriculum allows for and encourages
activity – integration of subject matter areas
centered, and a variety of activities as learning
experience – based experiences for the students.
approaches rather
than whole
Basic Principles of Multigrade Teaching
group,
lecture/drill/rote
methods 1. Children are unique.

2. Children can learn best from

experience.
What does effective multigrade
teaching involve? 3. Children can and do learn well from
one another.
4. The role of teacher in a classroom
involves setting – up and managing a
learning environment that will be
conducive to learning and teaching
5. The implementation of the school
curriculum must take into consideration
the varied abilities, levels and interests
within particular group.
6. The value of any educational program
will be judged according to how well it
is able to achieve the goals of the
program – whether the children actually
learn what they are expected to learn
and how well they have learned.
7. Inter – aging or the combination
of children of different ages is
more respectful of individual
needs of learners and reflects
real – life.
The component of a multigrade
classroom
1. Learner – the center of the
educational process.
2. Teachers – a critical figure in the
teaching – learning environment.
Classroom Management Practices
as Best Strategies for an Effective
Multigrade Teaching
A. Instructions
1. Provides different lesson in
every subject for the two grade
level
2. Plans learning activities to
suit pupils’ ability and interest.
3. Divide class into small group
and individual group within a
day.
4. Time management is shown
by alternating whole group
periods with small group
activities and individual work
within a day.
5. Prepares different sets of test
by grade.
6. Provides pupils with necessary
materials to work independently
after whole group or small group
instruction.
7. Allows one grade to work or read
independently or in group while
discussing lessons to other grade
level.
8. Treats two grade level as one in the
class with different activities suited
to their level.
B.Pupil Management
1. Assign seats for individual whole group
activity.
2. Schedules classroom routine such as flag
ceremony, attendance taking, and classroom
maintenance activity.
3. Provides attendance chart to be filled up by
pupils as soon as they arrive in class.
4. Prepares daily/weekly job chart for the
children to accomplish.
5. Establish clear class routines such as passing
of papers, falling in line and doing
individual/group works.
6. Provide an access to all pupils.
3. Desks/chairs are lighter capable to be moved
and can be moved freely for group activities.
4. Furniture and equipments are in movable
type capable for arranging and rearranging.

7. Involve children in classroom maintenance by 5. Learning materials are properly arranged and
using the “Job Chart”. prepared by teachers.

8. Allows pupils to sit by grade level facing to 6. Provides a variety of arrangements

their own blackboard. throughout the year.

9. Schedules daily routines and activities.
C. Discipline
1. Sets classroom rules and regulations for the
children to follow.
2. Talks privately to the disruptive pupils.
3. Explains classroom rules clearly.
4. Imposes rules in passing or checking papers,
quizzes and assignments.
5. Treats pupils with justice and fairness.
7. Arranges furniture in such a way it provide
for convenient flow.
8. Labels the areas of the classrooms and
containers of materials for the children
to easily learn its usage and function.
9. Classroom is attractively and neatly arranged.
10. Maintain cleanliness and orderliness inside
the classroom.
11. All parts of the room are well ventilated.

6. Assign pupil secretary to monitor class

behavior.

7. Requires pupils to fall in line before entering

and leaving the classroom.

8. Checks then accomplishments for daily

routinary activities.

9. Treats pupil with justice and fairness.

D. Classroom Atmosphere

1. Blackboards are in opposite walls of the

classroom.

2. Classroom lay out is flexible to cater indoor

game.