Objective 6: Steps to Make Classrooms More Culturally Responsive

How to promote a culture in which teachers facilitate lessons that are culturally
responsive is a challenge currently being faced by many school districts. The type of
institutionalized change that is needed to make lessons culturally sustaining cannot
occur through a single initiative or concrete practice. In truth, we must keep in mind
that equity is a foundation, mindset, and approach. There are however, steps that school
districts can encourage in order to make the learning environment in classrooms more
culturally responsive.

1. Assess your own personal biases

This is a hard ask, but there is a reason why it is first on the list of ways to make lessons
more culturally responsive. As educators, we must first acknowledge the institutional
inequities that exist, then each take a hard look at our own personal biases. The Conage
Continuum of Educational Equity (2016) outlines four steps toward systemic
educational equity and explains the importance of working to address our own bias so
we no longer perpetuate inequities toward marginalized groups and privilege toward
populations in the majority.

2. Get to know your students

Getting to know your students and the factors that make up the students’ personal and
family lives will help teachers make lessons more culturally responsive and build
relationships with their students. Taking factors such as socioeconomic status, family
make-up, the educational expectations and goals that a family has for the child, student
interests and experiences will enhance the teacher/student relationship and provide
opportunities to make the learning experiences more personalized and better meet the
students’ needs.

3. Adapt your teaching and curriculum

The process of adapting your teaching and curriculum begins by first responding to the
assessment of your own personal biases, by considering if your biases are reflected in
your current practices, then making strides to correct and to become more culturally
responsive. The next step is to consider what you have learned about your students and
making sure that your focus, standards, instructional approaches, and materials reflect
the cultures of your students and expose them to different cultures. Additionally,
authentic forms of assessment tools (e.g., observations, rubrics, conferring, performance
tasks) are a more culturally and linguistically responsive way to assess student
performance and progress than a more traditional classroom assessment.

4. Elevate the students’ culture and native language

There is truth in Menken’s (2017) assertion that “not only is English typically privileged
in school curricula, but also in ideology” in that schools operate from the assumption
that emergent bilinguals lack the resources to be successful in school. As emerging
bilingual students are learning English, we must do what Beeman (2019) refers to as
“elevating the status” of the language. It is likely that most collective experiences that
are a part of the school culture are conducted in English. As a result, we must make
efforts to assure emerging bilingual students that first language has value and will
benefit the student’s literacy life as they become more proficient in English.

5. Involve family and community

Make the learning environment in your classroom more culturally responsive means
engaging families and communities in the academic lives of students. By supporting
students’ bicultural and multicultural identity development, families will feel more
included and more comfortable, ultimately, making it more likely that they become
partners with their children’s school (WIDA Consortium, 2013).

Here are 5 ways you can create a culturally sensitive classroom for your
students.

Over my many years in the classroom, I have taught in a wide range of different schools.
Some have been homogeneous in culture, and others very diverse. I have learned that a
diverse school is a wonderful place for students to learn and grow.

Diverse student populations infuse schools with a wonderful range of life experiences.
Cultural variety provides all students with the opportunity to learn about ways of life
that differ from their own. In a multicultural environment, students learn to be more
culturally aware. This is a skill that is important in our increasingly global world.

With the obvious benefits of a diverse school come some challenges as well. Teachers
sometimes struggle to create a classroom that is culturally sensitive and responsive to
the needs of their students.

1. Get to know all your students as individuals.

I know that as good teachers, we all invest the time and effort to get to know our
students. Relationships are the bedrock of good teaching in any classroom. This
becomes even more important when teaching in a culturally diverse school.

Students have unique skills and experiences that can enrich your classroom culture.
Take the time to understand what students value as well as their strengths and needs.
Engage in conversations, give student surveys or ask questions on exit slips. Learn about
hobbies and interests you can tap into when planning your lessons. It is important to
make a strong effort to understand each student as a unique and complex individual,
beyond his or her cultural identity. This will help you to create engaging lessons that can
bridge cultural barriers.

2. Make sure your curriculum is culturally varied and relevant.

It is so common for art teachers to fall into the habit of focusing exclusively on western
artists. Although Picasso, Van Gogh, Monet, Degas, and Rembrandt are wonderful
artists, they are not the only group of artists students should be exposed to in art class.

After you have taken the time to get to know your students, it will be much easier to craft
projects that connect to their identities and unique personal interests. With deep
knowledge about your students, you will be able to present them with culturally
relevant, engaging lessons.

For example, I had a student many years ago who’s family had emigrated from
Afghanistan. When I taught my lesson about Mehndi designs that year, she was excited
to see something from her home culture represented in my class. I will never forget her
smile when she came to me after class to share her enthusiasm for the lesson. She felt so
much more connected to the rest of the students after that experience. The rest of the
class was able to understand her culture better as well.

In addition to providing your students with a range of experiences, make sure you do
not pigeonhole the study of African American art to February, or Hispanic art to
September. If you are committed to diversity and relevance, these lessons will naturally
be spread to other times of the year when they are most meaningful.

3. Be aware of your own cultural biases.

As teachers, we set the tone for our classroom. We are responsible for defining what is
embraced and encouraged. This is a big job and one that requires we be aware of any
biases we may carry into our art rooms.

Ask yourself where you feel you need to grow in terms of your cultural sensitivity.
Although this type of reflection is often uncomfortable, it is so important. Just as we
expect our students to be open to discomfort as they learn, we as teachers need to do the
same. Reflect openly and honestly, and make efforts to correct any cultural biases you
find.

4. Seek input and support from community members.

Look around your school and community. Are there teachers or parents/guardians who
would make great collaborators? Tap into the expertise of other members of your
learning community to help you meet the needs of your diverse student population.

For example, is there a parent who would make a great guest speaker? Do you know a
teacher who has lived in another country or has a deep understanding of a culture your
class is studying? Ask them to share what they know with your students. These
experiences will provide your students with deeper and more authentic learning than
you may be able to provide yourself.

5. Make sure students have choice to create authentic work.

When students have choice, they feel validated and empowered to create. Allow students
to use their own stories and experiences to make work that expresses their uniqueness.
This will create the opportunity for your lessons to transcend cultural barriers.

As art teachers, we can play a key role in teaching our students cultural tolerance and
understanding. When students are given the freedom to share their own perspectives,
cultural barriers are broken and lines of communication are opened. Students have a lot
to share and will be willing to if they are given a voice. Make sure your lessons allow
space for students to be different from one another, and you will be amazed what will
come out in their work.

When it comes to personalized learning, there’s one topic that tends to get swept
under the rug whether we realize it or not, and that area is cultural background.
Despite the fact that many students are constantly engaged in a complex
transformation of culturally influenced identity—which in many cases can have a major
impact on academic performance—instructors oftentimes don’t anticipate and address
cultural needs as urgently as they do intellectual, behavioral, or social needs.
If you don’t know the term “culturally responsive instruction,” you should add it to your
repertoire. Gay (2000) defines it as the process of using the cultural knowledge, prior
experiences, and performance styles of diverse students to make learning more
appropriate and effective for them. By this definition, culturally responsive instruction
also has the following characteristics:
 1. It helps students understand that individuals’ experiences, values, and perspectives
influence how they construct knowledge in any field or discipline.
2. It acknowledges the cultural heritages of different ethnic groups, both as legacies
that affect students’ dispositions, attitudes, and approaches to learning and as
worthy content to be taught in the formal curriculum.
3. It builds bridges of meaningfulness between home and school experiences as well
as between academic abstractions and reality.
4. It uses a wide variety of instructional strategies that are connected to different
learning styles.
5. It teaches students to know and praise their own and each others’ cultural
heritages.
6. It teaches the whole child by recognizing not only the importance of academic
achievement, but also the maintaining of cultural identity and heritage.
7. It approaches individual growth as an active, cooperative, and social process
intended to develop strong skills, academic knowledge, habits of inquiry, and critical
curiosity about society, power, inequality, and change.
8. It guides students in understanding that no single version of “truth” is total and
permanent by making authentic knowledge about different ethnic groups accessible
to all.
9. It aims not to incorporate traditional educational practices with respect to
nontraditional students but to use the cultures and experiences of these students
as resources for teaching and learning.
10. It empowers marginalized groups and transforms individuals by helping them
develop the knowledge, skills, and values needed to become effective social critics.
There are a number of multicultural issues that should be taken into account during
the planning process for any class. Becoming comfortable with your lack of knowledge
about certain groups and seeking ways to inform yourself are absolutely essential in
maintaining your professional development as an instructor.

Common Assumptions Placed On

Students From Other Cultures
An important first step in developing this competency is to raise your awareness of
issues that are multicultural and how they might manifest themselves in class. Start by
considering assumptions that you may hold about the learning behaviors and
capacities of your students. Below are a few common misconceptions held by
instructors, identified by researchers Shari Saunders and Diana Kardia of the Center for
Research on Teaching and Learning at the University of Michigan:

1. Students will seek help when they are struggling with a class.
2. Students from certain groups are not intellectual, are irresponsible, are satisfied
with below average grades, lack ability, have high ability in particular subject areas,
etc.
 3. Students from certain backgrounds (e.g. students from urban or rural areas,
students who speak with an accent, students from specific racial or ethnic groups)
are poor writers.
4. Poor writing suggests limited intellectual ability.
5. Older students or students with physical disabilities are slower learners and require
more attention from the instructor.
6. Students whose cultural affiliation is tied to non-English speaking groups are not
native English speakers or are bilingual.
7. Students who are affiliated with a particular group (gender, race, ethnic, etc.) are
experts on issues related to that group and feel comfortable being seen as
information sources to the rest of the class and the instructor who are not members
of that group.
8. European American students do not have opinions about issues of race or ethnicity
and members of other groups do have opinions about these issues.
9. All students from a particular group share the same view on an issue, and their
perspective will necessarily be different from the majority of the class who are not
from that group.
10. In their reading, students will relate only to characters who resemble them.
11. Students from certain groups are more likely to: be argumentative or conflictual
during class discussions, not participate in class discussions, or bring a more radical
agenda to class discussions.

Instructional Strategies
The cultural inclusiveness of a learning environment will depend upon the kinds of
interactions that occur among you and your students. These interactions are
influenced by course content; prior assumptions and awareness of potential
multicultural issues in educational situations; planning of class sessions, including the
ways students are grouped for learning; your knowledge about the diverse
backgrounds of your students; and your decisions, comments, and behaviors during
the process of teaching.

Below are recommendations for instructional delevopment in this regard:

1. Anticipate possible responses to controversial topics. Students should be

encouraged to openly share their views during discussions, but be prepared to
correct stereotypes and challenge students’ assumptions when comments are
exchanged. It can be a difficult task to reconcile the tension between challenging
offensive speech and not suppressing free speech. You should also consider your
own response to emotion in the classroom and use this awareness to inform the
planning process.
2. Establish agreed upon guidelines early in the class. This will help keep discussion
etiquette in check and save time during class. If guidelines are established early,
though, students will need to be reminded periodically of the rules throughout the
semester, especially if their behavior suggests that they are ignoring them.
3. Use a variety of methods to create learning groups. Group composition can have
a significant impact on group functioning, which is why it’s always wise to have a
variety of methods on hand. Try assigning students heterogeneously across race,
gender, or class, or mix them up randomly and see what happens.
4. Be ready to challenge assumptions that groups will either be aided or
hindered by having certain kinds of students in their group. Men in math or
science classes may feel they have to help the women along; white students working
on a project on “rap music” may be eager to have an African American student as
part of their group. Spend some time informing the class that each individual brings
a different combination of strengths and weaknesses into the group work context.
Group exercises that identify the specific resources that each group member brings
can be useful in the early stages of group formation. It is also important to inform
students of your availability to discuss problems that the groups themselves have
been unable to successfully address.
5. Get to know your students by having them write mini autobiographies. The
autobiography can be as short as two pages, and can be framed in ways that are
relevant to the course content. For example, if you are responsible for math or
science courses, you can ask students to share their early experiences (formal and
informal) with math and science. This kind of assignment could help you to explore,
early on, some of the assumptions you might hold about your students and their
experiences. It may also help students feel that real interest is being taken in them.
6. Examine course content for inaccurate information and the absence of
relevant perspectives. Prepare for each class session by reading upcoming
assignments in order to identify omissions, misleading interpretations, and
intentional or inadvertent expressions of personal opinion by the author. You may
then alert students to problems with the text and encourage students to read
critically themselves.
7. Be careful about the comments made during class lectures, discussions,
recitation sessions, etc. Be aware of the fact that comments that are not fully
explained may inadvertently invoke stereotypes or promote inaccurate conclusions.
Similarly, skewed examples of religious, historical, or other events have the potential
to lead students to believe that inaccuracies are truths.
8. Create a classroom climate that encourages and expects questions about and
critiques of course content. Such a climate will help to create a norm of critical
thinking that will facilitate the learning process for all students. As students share
their critiques with the class, other students will benefit by being exposed to
different interpretations, perspectives, and concerns regarding course material. This
climate can also provide an opportunity for students to add to the course content
by correcting inaccuracies or misrepresentations related to the history or
experience of their own groups.
9. Make decisions about when to devote unanticipated time to class discussions to
deal with issues raised by students that pertain to content or process. These issues,
which may deal with the history or culture of a group with which you are unfamiliar,
are an equally important part of the course content. It is best to be honest about
your lack of knowledge, acknowledge the students’ point, and make efforts to
secure information about the students’ point to share with the class in a future
session.
10. Be open to students’ reactions to course material, even when you feel
uncomfortable with the manner in which they are expressed. Be prepared for
students to publicly challenge inaccurate information about particular groups that
 appears in class readings, films, etc. Students may react strongly upon hearing what
they perceive to be inaccurate and negative information about their group. Giving
serious consideration to students’ views that are in the “minority” will encourage
students to respond honestly about issues while also encouraging students to think
more broadly about issues.
11. Give serious consideration to students’ requests for alternative
materials when materials currently used inaccurately represent aspects of
students’ social identity groups or cultures. Changes should be made when justified.
If you receive criticisms about materials, you should make clear to students that the
criticism can be accompanied by specific recommendations of alternative materials.
12. Invite all students to contribute to class discussion, even if you assume that the
discussion is more relevant to some students than others. Students (irrespective of
background) do not like being forced to serve as the spokesperson for their group.
Students also do not appreciate being expected to know everything about issues
relating to their group or the assumption that all students from their group feel the
same way about an issue.
13. Be sensitive to the experiences of visibly underrepresented students in your
class. Students with identities that are underrepresented and visible or known may
face certain challenges that unfairly compromise their learning environment.
Students from underrepresented groups may feel a self-imposed pressure always
to portray themselves in a good light so they do not reinforce stereotypes about
their group. Whereas “majority students” can slack off from time to time when
working within groups, occasionally show up late to class, or be absent without
peers attributing their behavior to membership in a particular group, students from
underrepresented groups often sense that their behavior is interpreted as a
reflection on their group.
14. Be aware of gender dynamics in classroom discussions. Even when women are
in the majority, men may sometimes consciously or unconsciously dominate class
discussions or interrupt women. Monitor the occurrence of this behavior and
encourage women to speak up.
15. Be careful not to respond to comments in ways that students might interpret
as dismissals. You should give sufficient attention to (a) students’ comments that
differ from the majority of students’ views or your own views, (b) students’ views
that are based on experiential knowledge, and (c) women’s views in predominately
male classes or traditionally male fields. Be aware of differential feedback given to
students who differ on some aspect of their social identity (gender, ethnicity,
disability, sexual orientation, etc.). For example, you should attend to whether you
speak down to women or “brush off” their questions, yet give men responses that
are informative and detailed.
16. Respond to classroom conflict in a manner that helps students become aware
of the “learning moment” this conflict provides.Students appreciate tensions
between groups in the class being recognized and effectively addressed.
17. Recognize student fears and concerns about conflict. Students enter a class with
different levels of experience and comfort with conflict. It is important to normalize
the experience of conflict in the classroom, particularly in classes that focus on
controversial topics. This can be accomplished through explicit discussion of
student experiences with conflict and the use of structured discussion exercises.
18. Maintain the role of facilitator. One of the challenges of teaching is maintaining
the role of instructor under a variety of conditions. Examine your typical responses
 to conflict and find ways that you may admit your limits with respect to content
areas while maintaining responsibility for the group process.
19. Include multiple perspectives on each topic of the course rather than focusing
solely on a single perspective. For example, if the topic is “The Great Depression in
the USA” the content should not focus solely on the experiences of European
Americans. Americans of African and Asian descent, American Indians, Mexicans,
etc. had experiences and views that should be acknowledged. It would also be
important to include the experiences and views of people with different socio-
economic statuses in this example.
20. Include, as much as possible, materials written or created by people of
different backgrounds and/or perspectives. If all the authors or creators of
materials in a course are male (or female), white (or another group), liberal (or
conservative), etc., instructors will be sending a message about the voices that are
valued and will be devaluing the scholarship of others who have written or created
materials on the topic. On a related note, it is important to include works authored
by members of the group that the class is discussing. For example, if the course
deals with topics related to Muslims or Islam and the syllabus does not include
materials written by Muslim authors, the message sent to students may be that you
devalue the contributions of and scholarship produced by Muslims.
21. Include materials (readings, videotapes, etc.) that address underrepresented
groups’ experiences in ways that do not trivialize or marginalize these groups’
experiences. Books that include a section on some aspect of diversity at the end of
the text or books that highlight women, people of color, people with disabilities, gay
men, lesbians, etc., in boxes and not in the body of the text can be seen as examples
of the marginalization of these topics, groups, and group members’ contributions.
When it is important to use such books for other reasons, instructors have a
responsibility to make students aware of the texts’ limitations at the beginning of
the course and to facilitate students’ ability to read critically with these issues in
mind.
22. Be aware of and responsive to the portrayal of certain groups in course
content. For example, if an Asian country’s policies are being used to contrast
Australian policies, the policy of the Asian country should not always be used as a
negative example or always used as a positive example. You need to address the
role of culture in foreign policies and not present policies as either wholly good or
bad. Such treatment ignores the complexity of other cultures’ policies or practices.
23. Avoid dichotomizing issues of race into black and white. It is essential to
recognize and acknowledge that there are other groups for whom racial issues are
relevant (Arab Americans, Asians Americans, Latinos/as, Native Americans, etc.).
Whenever possible, perspectives on racial issues from other groups should be
included in course materials. If you have difficulty finding such materials, you should
bring other perspectives into course lectures and discussions.
24. Customize your attendence policy. At the beginning of the semester, ask your
students to let you know if their attendance, their participation in class, or their
ability to complete an assignment on time will be affected by their observance of
religious holidays or practices, or because of a disability.
25. Use the same grading standards for all students. When you use different criteria
to evaluate the performance of students from certain groups, this can create
tensions in the class because students tend to share their grades. Ask all students
about their prior experiences with the course content and should inform students
 of the criteria by which their performance will be assessed along with the rationale
for differential evaluations if such a practice will be used.
26. Use examples from a variety of cultural reference points.Instructors who use
examples drawn only from their own experience may fail to reach all students in the
class. Given that examples are designed to clarify key points, you should collect
examples from a variety of cultural reference points. For example, in 1995/1996
“Friends” was a sitcom that received high ratings in the U.S. However, this show was
less popular among many African American people than shows like “Living Single”
and “Martin.”
27. Be aware of different discourses. Not all students speak Standard Formal English
at home, and the adoption of it may challenge aspects of their identity. Be clear and
open about the reasons you are teaching SFE and at the same time recognize the
legitimacy of other discourses and habits of language.
28. Adapt content to fit student lifestyles. If you teach literature, choose content that
reflects multiple ethnic perspectives and literary genres. If you teach math,
incorporate everyday-life concepts–such as economics, employment, consumer
habits–of various ethnic groups into your lessons.
29. Intervene when necessary. A safe learning environment is not only fostered at the
start of the course but maintained during the course of the semester. In many
classes, there are critical moments that can confirm in students’ minds how safe the
classroom is, how committed is the teacher to equitable participation and student
learning. This may happen the first time one student harshly criticizes another, or
the first time a loaded question is directed to the teacher. If the instructor
intervenes or responds in a way that is effective, this can set the stage for more and
more honest student interaction.
30. Share your own learning journey. Mark Kiselica, a psychologist who conducts
multicultural training, stresses the importance of teachers self-disclosing their own
journey in becoming more culturally sensitive and knowledgeable. Kiselica states
that “the process of developing multicultural awareness and sensitivity is a journey
marked by fears, painful self-reflection, and joyful growth,” and students can learn
from an instructors who share their mistakes, incidents that led to their learning,
and what they have gained from the process.
Objective 7: How
do you develop your teaching
practice in accordance with the existing laws
that apply to teaching and the responsibilities
specified in the Code of Ethics for Professional
Teachers? How do you develop your teaching
practice in accordance with existing
regulations?
As a teacher, I make sure to regularly review the existing laws
and regulations that apply to the teaching profession, as well
as the responsibilities specified in the Code of Ethics for
Professional Teachers. This helps me to ensure that my
teaching practice is in compliance with the relevant legal and
ethical standards.
To develop my teaching practice in accordance with these
laws and regulations, I stay informed about any updates or
changes that may occur. This includes attending professional
development seminars and workshops, reading educational
journals and publications, and participating in online forums
and discussions related to the teaching profession.
In addition, I am proactive in seeking feedback from my
students, colleagues, and supervisors to continuously improve
my teaching practice. I reflect on my teaching methods and
strategies, and consider ways to adapt them to meet the
changing needs of my students and the requirements of the
curriculum.
Overall, I am committed to upholding the highest ethical and
professional standards in my teaching practice, and I make
sure to stay informed and updated on any changes or
developments in the field.

Explanation:
However, I can provide tips on how teachers can develop their
teaching practice in accordance with existing laws and
regulations and the Code of Ethics for Professional Teachers:
1. Keep yourself updated with the latest laws and regulations
related to teaching. This can be done by attending professional
development opportunities and reading educational journals
and publications.
2. Familiarize yourself with the Code of Ethics for Professional
Teachers and make sure to adhere to its standards and
responsibilities.
3. Develop a reflective teaching practice by regularly
reviewing your teaching strategies and assessing their
effectiveness. This can be done through self-reflection, peer
observations, and student feedback.
4. Implement data-driven decision-making in your teaching
practice. Use assessments and data to monitor student
progress and adjust your teaching strategies accordingly.
5. Collaborate with other teachers and educators to share best
practices and learn from each other's experiences.
6. Attend professional development opportunities and
participate in professional organizations to keep yourself
informed and up-to-date with the latest advancements in
pedagogy and teaching techniques.
7. Use technology as a tool to enhance your teaching practices
and make learning more engaging and interactive for your
students.
By following these tips, teachers can develop their teaching
practice in accordance with existing laws, regulations, and the
Code of Ethics for Professional Teachers, thus ensuring that
they provide high-quality education and ethical standards to
their students. Regularly reviewing and reflecting on their
teaching practice can lead to continuous improvement and
growth as a professional educator.

Whether online or in the classroom, teachers help students learn the course material. But besides
going over subjects like math or science or reading, educators also help students by teaching
them valuable life lessons by setting a positive example. As role models for students, teachers
must follow a professional Code of ethics.
 This code ensures that students receive a fair, honest, and uncompromising education. A
professional code of ethics outlines teachers’ primary responsibilities to their students and
defines their role in a student’s life. Educators must demonstrate impartiality, integrity, and
ethical behavior in the classroom, whether virtual or in-person and in their conduct with parents
and coworkers.
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Putting Students First

Teachers must model strong character traits, including perseverance, honesty, respect,
lawfulness, fairness, patience, and unity. As an educator, teachers must treat every student with
kindness and respect without showing any favoritism, prejudice or partiality. Teachers must
maintain confidentiality unless a scenario warrants involvement from parents, school
administration, or law enforcement, and never use relationships with students for personal gain.

Showing Commitment on the Job

Educators must commit wholly to the teaching profession itself. A classroom should promote
safety, security, and acceptance, and should always avoid bullying, hostility, neglect, dishonesty
or offensive conduct. Teachers must accurately describe their qualifications, licenses, and
credentials to education boards or administration offices that look to hire them.

Teachers must also fulfill all contracts, obey school policies, and account for all funds and
resources at their disposal. It’s up to the teacher to design lesson plans to meet specific state
standards and create a well-rounded education plan that appeals to learners of all backgrounds
and abilities.

Promote and Uphold Healthy Relationships

On top of fostering healthy relationships with students, educators must build strong relationships
with school staff, parents, guidance counselors, coworkers, and administrators. Teachers must
keep from discussing private information about colleagues and students unless disclosure is
required under the law.

Teachers should always avoid gossip of any kind, including false comments about coworkers or
students. Part of the code of ethics requires teachers to cooperate with fellow teachers, parents,
and administrators to create an atmosphere that fosters learning and growth. Educators might be
called upon to train student teachers who wish to serve as educators, so having the right mindset
and attitude can make a positive difference.

Never Stop Learning

An educator’s code of conduct demands attentiveness to continuing education requirements and
career development. Teachers must spend time researching new teaching methods, attend classes
to maintain their certifications, consult colleagues for professional advice, stay informed on
technical advancements for the classroom, and participate in curriculum improvements. A
teacher must ensure that their teaching methods are relevant and comprehensive for all students.
Teachers must engage in educational research to continuously improve their strategies in the
classroom.

Glossary of Terms
Terms Definition

Code of a guide of principles designed to help professionals act with honesty and integrity. A written set of rules
Ethics and management to help them conduct their actions in accordance with its primary values and standards.
Terms Definition

(Oxford English Dictionary)

Teacher a person who facilitate learners to gain knowledge, skills, and values that enhance development. A person
who has the knowledge, skills, attitude, and special trainings in teaching, explaining, and educating. (R.A.
9155)

Professional a person who characterized by or conforming to the technical or ethical standards of a profession. A
person who exhibits courtesy, conscientiousness, and generally manners that are acceptable resulting
improvement of the organization he belongs.

Behavior the way in which one acts or conducts oneself, especially toward others and to the organization he or she
is serving.

School is an educational institution, private, and public, understating operation with a specific age group of pupils
or students pursuing defined studies at defined level, receiving instruction from teachers, usually located in
a building or a group of buildings in a particular physical site. (R.A. 9155)

Learner any individual seeking basic literacy skills and functional life skills or support services for the improvement
of the quality of his/her life (R.A. 9155)

Code of Ethics for Professional

Teachers
Pursuant to the provisions of paragraph (e). Article 11, of R. A.. No. 7836.
otherwise known as the Philippines Professionalization Act of 1994 and
Paragraph (a), section 6. P.D. No. 223. as amended, the Board for Professional
Teachers hereby adopt the Code of Ethics for Professional Teachers.

PREAMBLE
Teachers are duly licensed professionals who possesses dignity and reputation
with high moral values as well as technical and professional competence in the
practice of their noble profession, they strictly adhere to. observe, and practice
this set of ethical and moral principles, standards, and values.

ARTICLE I – SCOPE AND LIMITATIONS

Section 1. The Philippine Constitution provides that all educational institution
shall offer quality education for all competent teachers committed of it’s full
realization The provision of this Code shall apply, therefore, to all teachers in
schools in the Philippines.

Section 2. This Code covers all public and private school teachers in all
educational institutions at the preschool, primary, elementary. and secondary
levels whether academic, vocational, special, technical, or non-formal. The term
“teacher” shall include industrial arts or vocational teachers and all other persons
performing supervisory and /or administrative functions in all school at the
aforesaid levels, whether on full time or part-time basis.

ARTICLE II – THE TEACHER AND THE STATE

Section 1. The schools are the nurseries of the future citizens of the state: each
teacher is a trustee of the cultural and educational heritage of the nation and is
under obligation to transmit to learners such heritage as well as to elevate
national morality, promote national pride, cultivate love of country, instill
allegiance to the constitution and for all duly constituted authorities, and
promote obedience to the laws of the state.

Section 2. Every teacher or school official shall actively help carryout the declared
policies of the state, and shall take an oath to this effect.

Section 3. In the interest of the State and of the Filipino people as much as of his
own. every teacher shall be physically, mentally and morally fit.

Section 4. Every teacher shall possess and actualize a full commitment and
devotion to duty.

Section 5. A teacher shall not engage in the promotion of any political, religious,
or other partisan interest, and shall not. directly or indirectly, solicit, require,
collect, or receive any money or service or other valuable material from any
person or entity for such purposes

Section 6. Every teacher shall vote and shall exercise all other constitutional
rights and responsibility.

Section 7. A teacher shall not use his position or facial authority or influence to
coerce any other person to follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have privilege of
expounding the product of his researches and investigations: provided that, if the
results are inimical to the declared policies of the State, they shall be brought to
the proper authorities for appropriate remedial action.

ARTICLE III – THE TEACHER AND THE

COMMUNITY
Section 1. A teacher is a facilitator of learning and of the development of the
youth: he shall, therefore, render the best service by providing an environment
conducive to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively
participate in community movements for moral, social, educational, economic
and civic betterment.

Section 3. Every teacher shall merit reasonable social recognition for which
purpose he shall behave with honor and dignity at all times and refrain for such
activities as gambling, smoking, drunkenness, and other excesses, much less illicit
relations.

Section 4. Every teacher shall live for and with the community and shall,
therefore, study and understand local customs and traditions in order to have
sympathetic attitude, therefore, refrain from disparaging the community.

Section 5. Every teacher shall help the school keep the people in the community
informed about the school’s work and accomplishments as well as its needs and
problems.

Section 6. Every teacher is intellectual leader in the community, especially in the

barangay. and shall welcome the opportunity to provide such leadership when
needed, to extend counseling services, as appropriate, and to actively be involved
in matters affecting the welfare of the people.

Section 7. Every teacher shall maintain harmonious and pleasant personal and
official relations with other professionals, with government officials, and with the
people, individually or collectively.

Section 8. A teacher posses freedom to attend church and worships as

appropriate, but shall not use his positions and influence to proselyte others.

ARTICLE IV – A TEACHER AND THE

PROFESSION
Section 1. Every teacher shall actively insure that teaching is the noblest
profession, and shall manifest genuine enthusiasm and pride in teaching as a
noble calling.

Section 2. Every teacher shall uphold the highest possible standards of quality
education, shall make the best preparations for the career of teaching, and shall
be at his best at all times and in the practice of his profession.

Section 3. Every teacher shall participate in the Continuing Professional

Education (CPE) program of the Professional Regulation Commission, and shall
pursue such other studies as will improve his efficiency, enhance the prestige of
the profession, and strengthen his competence, virtues, and productivity in order
to be nationally and internationally competitive.

Section 4. Every teacher shall help, if duly authorized, to seek support from the
school, but shall not make improper misrepresentations through personal
advertisements and other questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that
makes it dignified means for earning a descent living.

ARTICLE V – THE TEACHERS AND THE

PROFESSION
Section 1. Teacher shall, at all times, be imbued with the spirit of professional
loyalty, mutual confidence, and faith in one another, self sacrifice for the common
good, and full cooperation with colleagues. When the best interest of the
learners, the school, or the profession is at stake in any controversy, teacher shall
support one another.

Section 2. A teacher is not entitled to claim credit or work not of his own. and
shall give due credit for the work of others which he may use.

Section 3. Before leaving his position, a teacher shall organize for whoever
assumes the position such records and other data as are necessary to carry on
the work.

Section 4. A teacher shall hold inviolate all confidential information concerning

associates and the school, and shall not divulge to anyone documents which has
not been officially released, or remove records from the files without permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for

what he may appear to be an unprofessional and unethical conduct of any
associates. However, this may be done only if there is incontrovertible evidence
for such conduct.

Section 6. A teacher may submit to the proper authorities any justifiable criticism
against an associate, preferably in writing, without violating the right of the
individual concerned.

Section 7. A teacher may apply for a vacant position for which he is qualified:
provided that he respects the system of selection on the basis of merit and
competence: provided, further, that all qualified candidates are given the
opportunity to be considered.
 ARTICLE VI – THE TEACHER AND HIGHER
AUTHORITIES IN THE PROFESSIONS
Section 1. Every teacher shall make it his duties to make an honest effort to
understand and support the legitimate policies of the school and the
administration regardless of personal feeling or private opinion and shall
faithfully carry them out.

Section 2. A teacher shall not make any false accusations or charges against
superiors, especially under anonymity. However, if there are valid charges, he
should present such under oath to competent authority.

Section 3. A teacher shall transact all official business through channels except
when special conditions warrant a different procedure, such as when special
conditions are advocated but are opposed by immediate superiors, in which case,
the teacher shall appeal directly to the appropriate higher authority..

Section 4. Every teacher, individually or as part of a group, has a right to seek

redress against injustice to the administration and to extent possible, shall raise
grievances within acceptable democratic possesses. In doing so. they shall avoid
jeopardizing the interest and the welfare of learners whose right to learn must be
respected.

Section 5. Every teacher has a right to invoke the principle that appointments,
promotions, and transfer of teachers are made only on the basis of merit and
needed in the interest of the service.

Section 6. A teacher who accepts a position assumes a contractual obligation to

live up to his contract, assuming full knowledge of employment terms and
conditions.

ARTICLE VII – SCHOOL OFFICIALS TEACHERS

AND OTHER PERSONNEL
Section 1. All school officials shall at all times show professional courtesy,
helpfulness and sympathy towards teachers and other personnel, such practices
being standards of effective school supervision, dignified administration,
responsible leadership and enlighten directions.

Section 2. School officials, teachers, and other school personnel shall consider it
their cooperative responsibility to formulate policies or introduce important
changes in the system at all levels.
Section 3. School officials shall encourage and attend the professional growth of
all teachers under them such as recommending them for promotion, giving them
due recognition for meritorious performance, and allowing them to participate in
conferences in training programs.

Section 4. No school officials shall dismiss or recommend for dismissal a teacher

or other subordinates except for cause.

Section 5. School authorities concern shall ensure that public school teachers are
employed in accordance with pertinent civil service rules, and private school
teachers are issued contracts specifying the terms and conditions of their work:
provided that they are given, if qualified, subsequent permanent tenure, in
accordance with existing laws.

ARTICLE VIII – THE TEACHERS AND

LEARNERS
Section 1. A teacher has a right and duty to determine the academic marks and
the promotions of learners in the subject or grades he handles, such
determination shall be in accordance with generally accepted procedures of
evaluation and measurement. In case of any complaint, teachers concerned shall
immediately take appropriate actions, of serving due process.

Section 2. A teacher shall recognize that the interest and welfare of learners are
of first and foremost concerns, and shall deal justifiably and impartially with each
of them.

Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated

against by the learner.

Section 4. A teacher shall not accept favors or gifts from learners, their parents or
others in their behalf in exchange for requested concessions, especially if
undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration

from tutorials other what is authorized for such service.

Section 6. A teacher shall base the evaluation of the learner’s work only in merit
and quality of academic performance.

Section 7. In a situation where mutual attraction and subsequent love develop

between teacher and learner, the teacher shall exercise utmost professional
discretion to avoid scandal, gossip and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners
nor make deductions from their scholastic ratings as a punishment for acts which
are clearly not manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions contribute to the maximum

development of learners are adequate, and shall extend needed assistance in
preventing or solving learner’s problems and difficulties.

ARTICLE IX – THE TEACHERS AND PARENTS

Section 1. Every teacher shall establish and maintain cordial relations with
parents, and shall conduct himself to merit their confidence and respect.

Section 2. Every teacher shall inform parents, through proper authorities, of the
progress and deficiencies of learner under him. exercising utmost candor and tact
in pointing out learners deficiencies and in seeking parent’s cooperation for the
proper guidance and improvement of the learners.

Section 3. A teacher shall hear parent’s complaints with sympathy and

understanding, and shall discourage unfair criticism.

ARTICLE X – THE TEACHER AND BUSINESS

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate
income generation: provided that it does not relate to or adversely affect his
work as a teacher.

Section 2. 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. any commercial venture which furnish textbooks and other school
commodities in the purchase and disposal of which he can exercise official
influence, except only when his assignment is inherently, related to such purchase
and disposal: provided they shall be in accordance with the existing regulations:
provided, further, that members of duly recognized teachers cooperatives may
participate in the distribution and sale of such commodities.
 ARTICLE XI – THE TEACHER AS A PERSON
Section 1. A teacher is, above all. a human being endowed with life for which it is
the highest obligation to live with dignity at all times whether in school, in the
home, or elsewhere.

Section 2. A teacher shall place premium upon self-discipline as the primary

principles of personal behavior in all relationships with others and in all
situations.

Section 3. A teacher shall maintain at all times a dignified personality which

could serve as a model worthy of emulation by learners, peers and all others.

Section 4. A teacher shall always recognize the Almighty God as guide of his own
destiny and of the destinies of men and nations.

ARTICLE XII – DISCIPLINARY ACTIONS

Section 1. Any violation of any provisions of this code shall be sufficient ground
for the imposition against the erring teacher of the disciplinary action consisting
of revocation of his Certification of Registration and License as a Professional
Teacher, suspension from the practice of teaching profession, reprimand or
cancellation of his temporary/special permit under causes specified in Sec. 23.
Article HI or R.A. No. 7836. and under Rule 31. Article VIII. of the Rules and
Regulations Implementing R.A. 7836.

ARTICLE XIII – EFFECTIVITY

Section 1. This Code shall take effect upon approval by the Professional
Regulation Commission and after sixty (60) days following it’s publication in the
official Gazette or any newspaper of general circulation, whichever is earlier.

The Code of Ethics for Professional

Teachers Activities and Assessments
Activity 1.
After reading the key concepts, work on the following:

Self-Reflection
I realized that …

Teacher as role model

Teacher’s personality

Teacher’s social adjustment

Teacher’s professional growth and development

Teacher’s accountability

Activity 2.
Study the following cases. Guided by your understanding of the Code of Ethics
for Professional Teachers, identify the article and the provision that can guide the
teacher to come up with his best action. Write your answers on the space
provided in each number.

Case 1
Mr. Antonio B. Baguio received a complaint from the guardian of one of his
students regarding the grade of his daughter in English. Mr. Baguio listened to
the complaint of the guardian with sympathy and referred it to the teacher
concerned for clarification.

Article in the Code of Ethics Provision statement Is Mr. Baguio right in his action
(Explain based on the provision of the article)

Your Answer Your Answer Your Answer

Case 2
During barangay fiesta, Mr. Ben Y. Maya, a public school teacher, was designated
as the fiesta directorate chairman. Because of his talent, he accepted the task
willingly even without any honorarium. He facilitated the culture-based activities
that resulted to a very organized celebration of their barrio fiesta. Is it alright for
Mr. Maya not to receive payment for the services he rendered during the barrio
fiesta?

Article in the Code of Ethics Provision statement Is Mr. Baguio right in his action
(Explain based on the provision of the article)

Your Answer Your Answer Your Answer

Case 3
Mrs. Jenny San Jose is a new teacher in Malaban National High School. The
school is scheduled to hold its Reading Camp on a Saturday. Relative to this
activity, Mrs. Josie Rivera, the school principal, advised the faculty to attend and
help the organizers to facilitate the event.

Mrs. San Jose who is enrolled in a master’s degree program informed the
principal that she could not make it for she needs to attend her Saturday class.

Is it correct not to render service on a Saturday because of her studies?

Article in the Code of Ethics Provision statement Is Mr. Baguio right in his action
(Explain based on the provision of the article)

Your Answer Your Answer Your Answer

Case 4
Mrs. Anna Lee A. Amores does not want her student named Joel to be the
highest honor awardee but she prefers Leonard, another student to get the
recognition. In order to ensure that Leonard will get the highest honor award, she
gave Joel low grades in recitation and in performance tasks. Is it right to give Joel
low grades just to make Leonard the awardee?

Article in the Code of Ethics Provision statement Is Mr. Baguio right in his action
(Explain based on the provision of the article)

Your Answer Your Answer Your Answer

Case 5
Mr. Mario B. Reyes has been teaching for the last 15 years. Every time his
principal would ask him to attend training, he would always decline and would
ask another teacher to attend the said training. Is this proper?

Article in the Code of Ethics Provision statement Is Mr. Baguio right in his action
(Explain based on the provision of the article)

Your Answer Your Answer Your Answer

ACTIVITY 3.
Now that you are done reading and analyzing the different provisions and articles
specified in the Code of Ethics for Professional Teachers, you are requested to
share your insights focusing on the learning that you gained from this session
and at the same time, other information that you think are necessary to
understand about the Code of Ethics.

What are my significant learnings? How will these learnings be of help to you as a
teacher?

- -

Other information relative to Code of Ethics that I want to know How will these learnings be of help to you as a teacher?

- -

MY PLEDGE OF COMMITMENT
I,______, teacher__________of__________

commit myself to adhere to the Code of Ethics, which will serve as my guide in
everything I do in the service of my profession.

It is my goal to establish maximum services to my clientele, being a public

servant.

I vow to utilize government resources effectively and efficiently for the

betterment of everyone.

Name and Signature of Teacher

The Code of Ethics for Professional

Teachers Reflection
Study the following situations. Choose the best option by putting a check on the
space provided for each choice. Explain your answer.

Situation no. 1
Being a person known for his integrity and credibility, Mr. Elbert R. Tolentino has
been serving as part of the Board of Election Canvassers for the past 10 years.
However, in the coming elections, his mother will be running as barangay captain.
Because of this, he is asked to campaign for her. Is it alright for him to campaign
for his mother’s candidacy? Explain your answer.
Situation no. 2
Mr. Mario Ocampo, who has been teaching for the last 25 years, refused to
attend an important conference in Mindanao. Every time he is asked by the
principal to attend such an activity, he always requests a new teacher to attend.
As a professional teacher, is it right to express refusal in attending conferences.

Situation no. 3
Ms. Rose Q. Reyes posted two-piece swimwear picture of herself in her Facebook
page. She received negative comments from the community and stakeholders.
Ms. Reyes justified that she has the right to post anything on her Facebook
account since it was her personal account. Is it right for Mrs. Reyes to do such?

Situation no. 4
During barangay fiesta, Mr. Ben Y. Maya was designated as the fiesta directorate
chairman. Because of his talent, he accepted the task willingly even without any
honorarium. He facilitated culture-based activities that made their barangay fiesta
a significant one. Is it alright for Mr. Maya not to receive any compensation for
his services rendered since this will be a precedent for the succeeding activity
coordinator?

Situation no. 5
Mrs. Dae P. Habalo, of Sibulan National High School refused to admit a student
for not being a resident of the said barangay where the school is located. Is it
right for her to do so?

Situation no. 6
Traditionally, a civic parade is held with school participating during Independence
Day. All teachers and students are required to attend. All of Mrs. Katherine Y.
Sedillo’s students are excited to join the said parade but she did not join them
due to personal reason and only asked the president of the class to check the
attendants of his classmates. Is the decision of Mrs. Sedillo not answerable for
any untoward incident to happen to the students?

Situation no. 7
Madam Estelita Ramos, a teacher III at Malunta Elementary School has a
takehome pay of P 7,500.00 every month. She decided to borrow money from
Provincial Savings Bank with a monthly deduction of P3,500. In the same month
she also borrowed money to First Diamond Lending Company with a monthly
deduction of P 3,500.00. In the first 2 months she enjoyed a take home pay of
P7,500.00 because the 2 lending institutions will deduct on the 3rd month from
the date she borrowed. Is it alright for Mrs. Ramos to borrow the amount
considering that she don’t have enough take home pay when the deduction will
take effect?

Situation no. 8
Mr. Ricky dela Cruz is one of the youngest teacher in Silab Community High
School. Due to his young age he has lots of friends and barkadas. After school
hours, he is always seen with his friends in an internet cafe playing Dota, in
gambling dens, and in beerhouses. He also frequently seen in discos during
weekends. Is Mr. Cruz acting as a good model to his students?
Objective 8: In which practices do you show care respect and integrity to learners,
colleagues, parents, and other education stakeholders? How do these practices
uphold the dignity of the teaching profession?

Your professional integrity is one of the most important parts of your teaching
career. Integrity and professionalism is the glue that holds competent, strong
schools together. There’s no doubt that you will encounter situations that make
you question what you think you know about being a professional and a learning
leader but maintaining your integrity will make you a respected teacher, valued
by colleagues, students, and their parents alike.

1. Do the right thing

As an educator, you will often be caught in a situation that challenges your

patience, your good will, or your belief in what you are doing as a teacher.
We all want to do the right thing, but sadly, many teachers fall victim to a power
complex with the lure of climbing the leadership ladder on the horizon. Prevent
yourself by getting caught up with the power and political issues within your
school, and check that you are doing the right thing. Critically explore the new
strategies and fads that come around, remembering the impact this could have
on your students. Remove yourself from situations where colleagues are being
‘thrown under the bus’, and do the right thing for them rather than being sucked
into lies, deception and misinterpretations.

2. Believe in all your students

It might be a challenge facing that group of Year 9’s on a wet Wednesday

afternoon, but each student in that space is unique, gifted, and (despite what
they are displaying) wanting to succeed. They all have their own little quirks and
characteristics, so look for the good nature in each and every one of them. By
being genuine and enthusiastic about your subject, and being genuine to them
will gain their respect along with engaging in your teaching as you guide them to
achieve to their potential.

3. Take responsibility

Being trustworthy, being honest, and being authentic are key traits of true
professional integrity, but also accepting your own mistakes without passing the
blame to others takes courage within itself. It’s not always easy to take
responsibility for things that happen, but it is the right thing to do. People with
strong professional integrity choose to do the right thing, even when it’s
hard. Taking responsibility is not a cue to beat yourself up when things don’t go
right, but should be viewed as an opportunity to learn from the experience to
allow personal growth.
Practices for dignified teaching
I can provide general information on how educators can
demonstrate care, respect, and integrity towards learners,
colleagues, parents, and other education stakeholders.

1. Create a welcoming and inclusive learning environment: A

positive learning environment promotes a sense of
belonging and supports student learning. Teachers should
create a safe and respectful classroom environment that
values diversity and fosters a sense of community among
students.
2. Communicate effectively: Teachers should communicate
with students, colleagues, and parents in an open and
honest manner. Clear communication can help build trust
and strengthen relationships.
3. Show empathy: Teachers should understand the unique
needs and experiences of their students and show
empathy when addressing their concerns or struggles.
This can help students feel valued and supported.
4. Foster collaboration and teamwork: Teachers should
encourage students to work together and create
opportunities for collaborative learning. Teachers should
also work collaboratively with their colleagues to improve
teaching practices and enhance student learning.
5. Demonstrate ethical behavior: Teachers should model
ethical behavior and uphold professional standards. This
includes respecting the confidentiality of student
information and avoiding conflicts of interest.

By exhibiting these practices, teachers can uphold the dignity

of the teaching profession. It demonstrates a commitment to
creating a positive learning environment and supporting the
needs of learners, colleagues, parents, and other education
stakeholders. It also reinforces the importance of
professionalism, which is essential to maintaining the
credibility and integrity of the teaching profession.