La Patria College

Santiago City

A Course Pack in Educ 102

(Teaching Profession)
 PHILOSOPHY

The La Patria College believes that its vital role is the development of persons: to
equip them with knowledge and skills, imbued with Christian values in a democratic
atmosphere to prepare them to be productive and active in the economic, socio – cultural and
technological growth of the country and the world.

VISION

A learning community that has a continuing passion for excellence that forms Patrians
as leaders and nation-builders.

MISSION

La Patria College is a family-oriented learning environment that develops students

with Godly character and competence in their chosen fields.
I. COURSE CODE: Educ 102 (Teaching Profession)

II. COURSE DESCRIPTION:

The course deals with the teacher as a person and as a professional within the context of national
and global teacher’s standards and educational philosophies. It will include professional ethics, core
values, awareness of professional rights, privileges and responsibilities as well as the teacher’s roles in
the society as a transformative agent of change.

III. COURSE OUTCOMES:

At the end of the course, the students shall be able to:

1. provide students with information on the trends, issues, and philosophical/legal grounds
surrounding the teaching profession;
2. cultivate the character of inquiry by offering venues for knowledge acquisition, generation and
development;
3. discuss issues and concerns with depth and analysis thereby building students logical and critical
thinking skills; and
4. Demonstrate positive attitudes towards teaching particularly in appreciating teaching as a
profession, commitment to his tasks, manifesting professionalism and appropriate work ethics
and capability to engage in collaborative efforts and teamwork.

IV. COURSE OUTLINE:

CHAPTER I. The Professional Teachers are Socially Responsible

A. Socially Responsible Teachers: Rich in Philosophical Heritage

1. Philosophical Roots of Education
2. Other Philosophies and Theories Related to Education
B. Socially Responsible Teachers: Active Members of Social Institutions
1. Personal Qualities of Professional Teachers
2. Criteria for Professional Teachers
C. Socially Responsible Teachers: Moral and Ethical
D. Code of Ethics for Professional Teachers

CHAPTER II. Professional Teachers are Competent

A. Competent Teachers: Effective Classroom Managers

1. Classroom Management Techniques
B. Competent Teachers: Good Community Link
C. Involvement of Teacher in the Community

CHAPTER III. Professional Teachers are Global

A. The Global Teachers: Knowledgeable of K to 12 Program of Various Countries

1. What is K to 12 Program?
2. How do K to 12 Program of Various Countries Differ?
B. Global Teachers: Multi-culturally Skilled
1. Teaching in Multicultural Classes
C. Global Teachers: Active Participants in Various Exchange Programs
D. Teacher Exchange Programs
E. Global Teachers: Technology and Digital Innovative
1. How Does Technology Work for the K to 12 and 21 st Century Teachers?
 CHAPTER IV. The Professional Teachers Strictly Observe Legal Practices of the Teaching
Profession

A. The Professional Teachers: Conformers of Legal and Constitutional Mandates

1. The Magna Carta for Public School Teachers
2. Republic Act No. 7836
3. Education Act of 1982
4. Republic Act No. 10627
5. Republic Act No. 7877

V. COURSE MATERIALS
1. Lim, Lourdes S. et.al. The Teaching Profession. Adriana Publishing Co., Inc, Manila, 2014
2. Bilbao, Purita, et. al. The Teaching Profession. Lorimar Publishing Co., Inc. Quezon City, 2006

VI. COURSE SCHEDULE AND STRUCTURE:

Below is the recommended study schedule for this course.

Week Topic T-L Activities Assessment

1-6 I. The Professional Teachers Brainstorming Short Response Quiz
are Socially Responsible
Discussion Method Slogan Making
A. Socially Responsible
Teachers: Rich in
Philosophical Heritage
1. Philosophical Roots of
Education
2. Other Philosophies
and Theories Related
to Education
B. Socially Responsible
Teachers: Active
Members of Social
Institutions
1. Personal Qualities of
Professional Teachers
2. Criteria for
Professional Teachers
C. Socially Responsible
Teachers: Moral and
Ethical
D. Code of Ethics for
Professional Teachers

PRELIMINARY EXAMINATION
7-9 II. Professional Teachers are Q and A Strategy Poster Making
Competent

A. Competent Teachers:
Effective Classroom
Managers
 1. Classroom Management
Techniques
B. Competent Teachers: Good
Community Link
C. Involvement of Teacher in
the Community

10-12 III. Professional Teachers are

Global Lecture Written Quiz
A. The Global Teachers: Discussion
Knowledgeable of K to 12
Program of Various Countries
1. What is K to 12 Program?
2. How do K to 12 Program
of Various Countries
Differ?
B. Global Teachers: Multi-
culturally Skilled
1. Teaching in Multicultural
Classes
C. Global Teachers: Active
Participants in Various
Exchange Programs
D. Teacher Exchange Programs
E. Global Teachers: Technology
and Digital Innovative
1. How Does Technology
Work for the K to 12 and 21st
Century Teachers?

MIDTERM EXAMINATION
16-18 IV. The Professional Teachers Lecture and Oral Quiz
Strictly Observe Legal Discussion
Practices of the Teaching
Socratic Method
Profession
Short Exercises
A. The Professional
Teachers: Conformers of
Group Presentation
Legal and Constitutional
Mandates
1. The Magna Carta for
Public School Teachers
2. Republic Act No. 7836
3. Education Act of 1982
4. Republic Act No. 10627
5. Republic Act No. 7877

FINAL EXAMINATION
VII. CLASSROOM POLICIES:

1. Policy on the Patrian Profile

Objective: To set a relationship of respect and create an orderly atmosphere to maximize learning in
the classroom.
1. All students must stand up when the Instructor enters the classroom and with a slight bow of the
head, greet the teacher “Good morning/Good Afternoon/Good Evening (Title) (Surname)."
2. The students will remain standing and on a prescribed signal from the teacher, recite together the
Verse of the Week.
3. After the verse recitation, the student scheduled to lead the class prayer will commence with his/her
part.
4. The teacher may ask the class to take their seats after the short prayer and start the lessons of the
day.
5. In officially closing the class, the teacher will declare, “Class is dismissed” to which the class will
respond, “Thank you, Teacher."
6. Cleanliness and orderliness will be the physical manifestations of an ideal classroom. This will be
determined by the practice of “Cleaned when you arrived, Clean as you go."

Dress code and Grooming

Objective: Appropriate dress code is a visual statement of the values and competencies of the True
Patrian, while good grooming even without the uniform, command respect for the person.

1. Hair. Students must wear the natural colour of their hair. For ADFAS who would like to avoid the
greying of their hair, they may revert their hair to their natural hair colour and must avoid
highlights and unbecoming accents.
2. Women must have hairstyles that will not create distraction or undue attention. Long hair in
women need to be properly pinned, braided in place or adequately coiffed.
3. Women are allowed a light make-up. Bright lipstick shall not be allowed.
4. Men are not permitted to wear make-up such as lipstick, eyeliner, and blush on, etc., or colored
nail polish.
5. Men must have a neatly cut hair that would not cover the ears or exceed the collar when let loose.
Men must be clean-shaven and no facial hair will be allowed.
6. Wearing strong perfume and scents is not allowed but mild scents such as cologne may be
permitted.
7. Men are not allowed to wear earrings or metal accents in their body piercing, if any.
8. Women will be limited to a pair of earrings but no other metal accents will be allowed in their body
piercing, if any.

We would like to emphasize the behaviour of a True Patrian who is a responsible person who
intelligently exercises his or her God-given gifts and talents while diligently moving with a sense
of direction towards productivity, fuelled by passion and creativity.
1. Self-Management - the ability to regulate one’s emotions, thoughts, and behaviors effectively in
different situations. This includes managing stress, delaying gratification, motivating oneself, and
setting and working toward personal and academic goals.
2. Honesty/Trustworthiness - is a facet of moral character that connotes positive and virtuous
attributes such as integrity, truthfulness, straightforwardness, including straightforwardness of
conduct, along with the absence of lying, cheating, theft, etc.
3. Respect – demonstrate kindness and courtesy to one-self, towards other students, teachers and
other members of the La Patria College Community.

2. Guidelines for Synchronous Videoconference

Many students are moving to online learning who may never before have attended an online meeting,
especially for the purposes of receiving instruction or carrying on an academic discussion with others.
Because of this, we’re providing this Etiquette Guide to help students know how to conduct themselves
appropriately in an online meeting. Students should follow the guidelines to ensure productive and respectful
class time through virtual/distance learning platforms, such as MS Teams.
 a. Be punctual. If teachers choose to hold a synchronous videoconference for class, it will take place
during the class period time designated. Students should log in to the platform during the class
period. They should be prepared with any needed materials and ready to learn. Attendance will be
checked during the videoconference.
b. Mute your microphone immediately. As soon as you log in to the platform, mute your
microphone. This will avoid any excess background noise. Release the mute button when it is your
turn to speak in the virtual class or once instructed by your teacher.
c. Maintain professionalism. Make sure you are looking presentable and professional for each other,
just like we do at school. While Students may not be required to wear the uniform they did to school
to online meetings, but it is our expectation that students dress in a way that is modest, clean, and
avoids any unnecessary distraction.
Names in the conference should be the same names in the class list. Unidentified names like
nicknames, phone models, etc. will not be allowed in the videoconference. These accounts will be
removed by the teacher.
d. Choose a good location. It will be important to think through an ideal location. The most important
thing is to have a clean and non-distracting background. If a student must work in their bedroom,
make sure the bed or decorations are not prominent in the background. If possible, set up a desk
with materials ready and a neutral background.
e. Focus and engage. It is easy to get distracted on your computer or your mobile phone. Remember
that you are attending a class. Keep your videoconference platform open and do not navigate other
tabs or webpages unless directed by your teacher. Make sure that the teacher is your main screen.
If needed, you can pin the teacher to be the main focal point to ensure that you do not get distracted
by your peers.
f. Practice courtesy. Do not interrupt the teacher or a classmate who is speaking. You may type your
question in the Chat area, or use the “raise hand” feature if available, and wait until you are allowed
to speak. Your teacher will orient the class regarding the guidelines for discussions, recitations, and
asking questions during online meetings.
g. Respect. Seeing yourself on a screen can bring up vulnerabilities. Do not take a screenshot, picture,
Snapchat, etc. of your teacher or fellow students. Do not make any unnecessary audio or video
recordings. Do not share or post screenshots, video, and audio recording of the session in your social
media or through other means. Remember also Republic Act No. 10173, otherwise known as the
Data Privacy Act.
h. Support one another. Students should not interfere with their teacher’s instruction and/or their
classmates’ learning. Remember that each student and the teacher are responsible for effective
learning just as you would be if we were together in school.

VIII. COMPUTATION OF SCORES:

The grading system is based on the following criteria:
Class Standing (Quizzes, Assignments, Recitation, Activities, Seat Works)
= 60%
Examinations (Prelim, Midterm, Final) = 50%
100%
PRELIM: = (Class Standing X 60%) + (Prelim Exam X 50%)
MIDTERM: = (Midterm Average X 60%) + (Prelim Grade X 40%)
Where: Midterm Average = (Class Standing X 60%) + (Midterm Exam X 50%)
FINAL: = (Final Average X 60%) + (Midterm Grade X 40%)
Where: Final Average = (Class Standing X 60%) + (Final Exam X 50%)

IX. CONTACT INFORMATION:

For queries and information related to this course, you may contact
your course instructor using the given details below during your
consultation time.

MS Teams : Gilbert Bersola

Corporate Email: gilbert.bersola@lpc.edu.ph
Contact Number: 09479590569
Facebook/Messenger: Jee En Bee
 MODULE 1: CHAPTER 1: PHILOSOPHICAL HERITAGE
A. Philosophical Roots of Education
B. Other Philosophies and Theories Related to Education

WEEK NUMBER: 1

TIME ALLOTMENT: 3 Hours

OBJECTIVES:

By the end of this module, the students shall be able to:

1. Differentiate critically the various Philosophical Roots of Education; and
2. Formulate a personal educational philosophy that would guide teachers in their exercise of the
teaching profession.

LEARNING CONTENT:
CHAPTER I: PHILOSOPHICAL HERITAGE
Socially Responsible Teachers: Rich with Philosophical Heritage

Introduction

What is Philosophy?
Philosophy can be defined as a set of ideas that answer question about the nature of reality and
about the meaning of life. Some important questions that are commonly asked are…What is knowledge?
What is worth striving for? What is just, good, right or beautiful? These are philosophical questions that
maybe important in teachers’ lives.

Philosophy originated with the Greek word Philo which means love and Sophie which means
wisdom. Philosophy is therefore the love of wisdom.

What is Philosophy of Education?

Philosophy of Education is a set of related beliefs that influence what and how students are taught.
Teacher’s philosophy of education guides their behavior or performance in the classroom. The philosophy
statements reflect their personality and values.

A. Philosophical Roots of Education

1. Idealism – contends that reality lies in our consciousness or our intellect.

Idealists believe that perfect knowledge of the ideal resided outside human as an Absolute or
as God. They believe that the spiritual essence or soul is the permanent element of human nature
that gives them the power to think and feel. They believe that the ideas that make-up reality have
already existed in the mind of the Absolute or God so that we know something, it means we have
reached our conscious understanding of these things.
Idealism envisions schools that are intellectual centers of teaching and learning, where
teachers guide the students to realize their intellectual potential and appreciate the finest and
enduring achievements of culture.

Idealist Teachers:
 Believe that the school are the repositories of eternal truth which have organized the
hierarchical curriculum in education.
  Believe that on top of this hierarchy are the most important subjects that cultivate abstract
thinking – Philosophy, Theology and Mathematics.
 Believe in the use of Socratic Method – asking probing questions to stimulate consciousness
of students in discovering knowledge.
 Believe that thinking and learning are the processes of bringing latent ideas to consciousness
and logic is encouraged in organizing their lessons.
 Believe that teachers should lead exemplary live and be models for students to imitate.
 Believe that the Internet can make the great book accessible to all, but they insist that
technology should be the means rather than the end in transmitting knowledge.

2. Realism – advocates that reality is outside of our minds. They are not eternal to our minds as
idealists claim.

Realists believe that the objects we perceived exist independently of the mind; that whether
or not we perceive these objects. They really exist in the world. Realists assert that the human mind
can know about the real world and that knowledge is a reliable guide to our behaviour.

Realist teacher:
 Believe that teachers should be equipped with a wide repertoire of methods in teaching to
achieve their goals.
 Believe that their primary responsibility is to bring students’ ideas about world into reality.
 Believe that deductive and inductive logic, and the scientific method are reliable mean to
discover knowledge.
 Believe that the inclusion of non-academic activities interfere with the school’s primary
purpose as a center of disciplined academic inquiry.
 Believe in the use of technology as an aid in learning; they recommend computer program to
be “realistic” and effective as possible.

3. Pragmatism – evaluates the truth and meaning of ideas according to their physical consequences
and practical value. It emphasizes the need to test the validity of those ideas by acting on them. The
best way to validate empirically is by using the scientific method. For pragmatists, something works,
it is true.

John Dewey, a pragmatist, related education as preparation for life. He believe that the
function of education a to enhance human potential to be able to adapt to a constantly changing
world. Students should be trained to construct knowledge as they interact in the world. Pragmatists
believe that students should be encouraged to do research and apply them to the solution of a
problem.

Pragmatist Teachers:
 Believe that education is experimental process- a method of solving problems that challenges
people as they interact with the world.
 Believe that children should learn how to make difficult decisions by considering the
consequences of their actions on others.
 Believe that education should focus in real life problems to be prepared to live fully and
effectively in society.
 Believe that students should learn to process of problem solving rather than by being passive
learners as knowledge is being transmitted to them.
 Believe in collaborative learning where students share their interests and problems.
 Believe that interdisciplinary education is better that departmentalized curriculum in
education.
  Believe in taking risk in education to achieve their goal.
 Believe in value clarification rather than blindly accepting inherited values.
 Believe that communication technologies such as e-mail and internet provide opportunities to
share ideas, insights, and experiences.

4. Perennialism - perennialists assert that the primary purpose of education is to bring students in
contract with the truth by cultivating their intellect and sense of rationality or reasoning power. They
contend that there principles that students need to learn like the university of truth, the importance
of rationality and the power of aesthetics.

Perennialists urge that students read the Great Books – works by history’s finest thinkers and
writer and develop their understanding of the concepts about human knowledge. They oppose the
inclusion of non-academic subject in the curriculum because they defeat the primary purpose of the
school which is to develop students intellectually. They endorse subject-matter curriculum loaded
with cognitive subjects that develop rationality and morality.

Perennialist Teachers:
 Believe that teachers are the intellectual mentors and models for their students.
 Believe that fundamental skills such as reading, writing, computation and research be
developed starting the elementary grades to prepare them for lifelong learning.
 Believe that subjects with human concern like history, literature, drama, and art should be
included in the secondary school curriculum.
 Believe that their role is to sharpen the students’ intellectual powers and enhance their moral
qualities.
 Believe that electronic version of great books and other classics maybe viewed by larger
audience but this could not be a substitute for reading the classics.

a. Why teach?
- we are all rational animals
- develop the students’ rational and moral powers
b. What to teach?
- curriculum is universal or general
- heavy on the humanities, general education
- less emphasis on vocational and technical education
- what the perennialist teachers teach are lifted from the Great Books
c. How to teach?
- centered around teachers
- students engaged in Socratic dialogues or mutual inquiry sessions to develop
an understanding of history’s most timeless concepts.

5. Essentialism – is a teacher-centered philosophy that adheres to the belief that the basic skills of
literacy (reading and writing) and numeracy (arithmetic) as well as subject-matter knowledge should
be developed in schools. Subjects such as history, mathematics, science, languages, and literature
as essential subjects for secondary education. They believe that these basic essential subject-matter
need to be mastered to be able to function effectively in society. These skills will prepare them to be
competent and skilled individuals for the competitive global village.

Essentialists argue that schools and teachers must be committed to their primary academic
function – to teach students with knowledge and skills that will prepare them to function effectively
in a democratic society.
 Essentialists favor a subject-matter curriculum which should be cumulative and sequentially
arranged, starting with low order thinking skills to more complex higher order level.
Essentialists do not favor innovative or process – learning approaches like constructivism,
which allows students to construct knowledge based on past knowledge/experiences. They adhere
more on teacher-directed instruction because they believe teachers are trained professionals who
should guide and direct the learning of students.

Essentialist Teachers:
 Believe that teachers have authority to discipline students.
 Believe the teachers should have mastery of the knowledge and skills they teach
 Believe in the use of deductive method of teaching.
 Believe that students should learn the “essentials”
 Believe that only when the students have mastered the required competencies can they be
promoted to the higher level.
 Believe that test scores are the basis for evaluating student’ progress.

a. Why teach?
- learners to acquire basic knowledge, skills and values.
- to transmit the traditional moral values and intellectual knowledge that
students need to become model citizens
b. What to teach?
- programs are academically rigorous
- the basic skill or the fundamental r’s – reading, ‘riting, ‘rithmetic, right conduct
needed in preparation for adult life.
- traditional discipline – Math, natural Science, History, Foreign Languages and
Literature
- frown upon vocational courses
-what is most important and place little emphasis on students interest
c. How to teach?
- emphasize mastery of subject matter
- teachers fountain of information and paragon of virtue
- teachers observe “core requirements, longer school days and a longer
academic year”
- rely heavily on the use of prescribed textbooks
- heavy stress on memorization and discipline
Summary

It is important that teachers and students understand one another’s philosophy to better understand
their behavior in class which is crucial to a healthy learning environment.

REFERENCES:

1. Lim, L. et al. (2014). The Teaching Profession. Quezon City, Philippines: Adriana Publishing Co.
2. Pawilen, G. (2019). Teaching Profession: Passion and Mission. Manila, Philippines: Rex Bookstore.
 LA PATRIA COLLEGE
Santiago City

INSTRUCTIONAL MODULE IN EDUC 8

Teaching Profession

TOPIC/S: CHAPTER 1: PHILOSOPHICAL HERITAGE

A. Philosophical Roots of Education
B. Other Philosophies and Theories Related to Education
WEEK: 1

TIME ALLOTMENT: 3 Hours

OBJECTIVES:

By the end of this module, the students shall be able to:

1. Differentiate critically the various Philosophical Roots of Education;
2. Formulate a personal educational philosophy that would guide teachers in their exercise of the
teaching profession.

LEARNING CONTENT:

CHAPTER I: PHILOSOPHICAL HERITAGE

Socially Responsible Teachers: Rich with Philosophical Heritage

INTRODUCTION

Behind a successful teacher is his/her philosophy of education – a set of beliefs about “what and
how” education and teaching should be. This determines whether or not he/she will enjoy and succeed in
his/her teacher career or leave for another profession.
Teachers needed to be guided by a sound philosophy in the practice of their profession. It
is a way of thinking about the meaning of life and their profession. It is a statement that outlines their view
on education and how it is supposed to be delivered to the learners.
Teachers plan lessons, interact with their students and evaluate their performance
according to their personal view on of teaching and learning. This depends on how they take their
role as teachers. This depends in their philosophy of education. Their personality and values are reflected
in their philosophy of education. Their personality and values are reflected in their philosophy and set their
behaviour in classroom. Their philosophy of education guides them in reflecting on the meaning of what
they are doing as teachers – why they are teaching it and how they are teaching it.

DISCUSSION

What is Philosophy?
Philosophy can be defined as a set of ideas that answer question about the nature of reality and
about the meaning of life. Some important questions that are commonly asked are…What is knowledge?
What is worth striving for? What is just, good, right or beautiful? These are philosophical questions that
maybe important in teachers’ lives.

Philosophy originated with the Greek word Philo which means love and Sophie which means
wisdom. Philosophy is therefore the love of wisdom.

What is Philosophy of Education?

 Philosophy of Education is a set of related beliefs that influence what and how students are taught.
Teacher’s philosophy of education guides their behavior or performance in the classroom. The philosophy
statements reflect their personality and values.

PHILOSOPHICAL ROOTS OF EDUCATION

6. Idealism – contends that reality lies in our consciousness or our intellect.

Idealists believe that perfect knowledge of the ideal resided outside human as an Absolute or
as God. They believe that the spiritual essence or soul is the permanent element of human nature
that gives them the power to think and feel. They believe that the ideas that make-up reality have
already existed in the mind of the Absolute or God so that we know something, it means we have
reached our conscious understanding of these things.
Idealism envisions schools that are intellectual centers of teaching and learning, where
teachers guide the students to realize their intellectual potential and appreciate the finest and
enduring achievements of culture.

Idealist Teachers:
 Believe that the school are the repositories of eternal truth which have organized the
hierarchical curriculum in education.
 Believe that on top of this hierarchy are the most important subjects that cultivate abstract
thinking – Philosophy, Theology and Mathematics.
 Believe in the use of Socratic Method – asking probing questions to stimulate consciousness
of students in discovering knowledge.
 Believe that thinking and learning are the processes of bringing latent ideas to consciousness
and logic is encouraged in organizing their lessons.
 Believe that teachers should lead exemplary live and be models for students to imitate.
 Believe that the Internet can make the great book accessible to all, but they insist that
technology should be the means rather than the end in transmitting knowledge.

7. Realism – advocates that reality is outside of our minds. They are not eternal to our minds as
idealists claim.

Realists believe that the objects we perceived exist independently of the mind; that whether
or not we perceive these objects. They really exist in the world. Realists assert that the human mind
can know about the real world and that knowledge is a reliable guide to our behaviour.

Realist teacher:
 Believe that teachers should be equipped with a wide repertoire of methods in teaching to
achieve their goals.
 Believe that their primary responsibility is to bring students’ ideas about world into reality.
 Believe that deductive and inductive logic, and the scientific method are reliable mean to
discover knowledge.
 Believe that the inclusion of non-academic activities interfere with the school’s primary
purpose as a center of disciplined academic inquiry.
 Believe in the use of technology as an aid in learning; they recommend computer program to
be “realistic” and effective as possible.

8. Pragmatism – evaluates the truth and meaning of ideas according to their physical consequences
and practical value. It emphasizes the need to test the validity of those ideas by acting on them. The
 best way to validate empirically is by using the scientific method. For pragmatists, something works,
it is true.

John Dewey, a pragmatist, related education as preparation for life. He believe that the
function of education a to enhance human potential to be able to adapt to a constantly changing
world. Students should be trained to construct knowledge as they interact in the world. Pragmatists
believe that students should be encouraged to do research and apply them to the solution of a
problem.

Pragmatist Teachers:
 Believe that education is experimental process- a method of solving problems that challenges
people as they interact with the world.
 Believe that children should learn how to make difficult decisions by considering the
consequences of their actions on others.
 Believe that education should focus in real life problems to be prepared to live fully and
effectively in society.
 Believe that students should learn to process of problem solving rather than by being passive
learners as knowledge is being transmitted to them.
 Believe in collaborative learning where students share their interests and problems.
 Believe that interdisciplinary education is better that departmentalized curriculum in
education.
 Believe in taking risk in education to achieve their goal.
 Believe in value clarification rather than blindly accepting inherited values.
 Believe that communication technologies such as e-mail and internet provide opportunities to
share ideas, insights, and experiences.

9. Perennialism - perennialists assert that the primary purpose of education is to bring students in
contract with the truth by cultivating their intellect and sense of rationality or reasoning power. They
contend that there principles that students need to learn like the university of truth, the importance
of rationality and the power of aesthetics.

Perennialists urge that students read the Great Books – works by history’s finest thinkers and
writer and develop their understanding of the concepts about human knowledge. They oppose the
inclusion of non-academic subject in the curriculum because they defeat the primary purpose of the
school which is to develop students intellectually. They endorse subject-matter curriculum loaded
with cognitive subjects that develop rationality and morality.

Perennialist Teachers:
 Believe that teachers are the intellectual mentors and models for their students.
 Believe that fundamental skills such as reading, writing, computation and research be
developed starting the elementary grades to prepare them for lifelong learning.
 Believe that subjects with human concern like history, literature, drama, and art should be
included in the secondary school curriculum.
 Believe that their role is to sharpen the students’ intellectual powers and enhance their moral
qualities.
 Believe that electronic version of great books and other classics maybe viewed by larger
audience but this could not be a substitute for reading the classics.

a. Why teach?
- we are all rational animals
 - develop the students’ rational and moral powers
b. What to teach?
- curriculum is universal or general
- heavy on the humanities, general education
- less emphasis on vocational and technical education
- what the perennialist teachers teach are lifted from the Great Books
c. How to teach?
- centered around teachers
- students engaged in Socratic dialogues or mutual inquiry sessions to develop
an understanding of history’s most timeless concepts.

10.Essentialism – is a teacher-centered philosophy that adheres to the belief that the basic skills of
literacy (reading and writing) and numeracy (arithmetic) as well as subject-matter knowledge should
be developed in schools. Subjects such as history, mathematics, science, languages, and literature
as essential subjects for secondary education. They believe that these basic essential subject-matter
need to be mastered to be able to function effectively in society. These skills will prepare them to be
competent and skilled individuals for the competitive global village.

Essentialists argue that schools and teachers must be committed to their primary academic
function – to teach students with knowledge and skills that will prepare them to function effectively
in a democratic society.
Essentialists favor a subject-matter curriculum which should be cumulative and sequentially
arranged, starting with low order thinking skills to more complex higher order level.
Essentialists do not favor innovative or process – learning approaches like constructivism,
which allows students to construct knowledge based on past knowledge/experiences. They adhere
more on teacher-directed instruction because they believe teachers are trained professionals who
should guide and direct the learning of students.

Essentialist Teachers:
 Believe that teachers have authority to discipline students.
 Believe the teachers should have mastery of the knowledge and skills they teach
 Believe in the use of deductive method of teaching.
 Believe that students should learn the “essentials”
 Believe that only when the students have mastered the required competencies can they be
promoted to the higher level.
 Believe that test scores are the basis for evaluating student’ progress.

a. Why teach?
- learners to acquire basic knowledge, skills and values.
- to transmit the traditional moral values and intellectual knowledge that
students need to become model citizens
b. What to teach?
- programs are academically rigorous
- the basic skill or the fundamental r’s – reading, ‘riting, ‘rithmetic, right conduct
needed in preparation for adult life.
- traditional discipline – Math, natural Science, History, Foreign Languages and
Literature
- frown upon vocational courses
-what is most important and place little emphasis on students interest
c. How to teach?
- emphasize mastery of subject matter
 - teachers fountain of information and paragon of virtue
- teachers observe “core requirements, longer school days and a longer
academic year”
- rely heavily on the use of prescribed textbooks
- heavy stress on memorization and discipline
SUMMARY

It is important that teachers and students understand one another’s philosophy to better understand
their behavior in class which is crucial to a healthy learning environment.

REFERENCES:

1. Lim, L. et al. (2014). The Teaching Profession. Quezon City, Philippines: Adriana Publishing Co.
2. Pawilen, G. (2019). Teaching Profession: Passion and Mission. Manila, Philippines: Rex Bookstore.
 MODULE 3. CHAPTER 1: PHILOSOPHICAL HERITAGE (Continuation)
Socially Responsible Teachers: Active Members of Social Institutions
A. Personal Qualities of Professional Teachers
B. The Teacher as a Professional
WEEK: 3

TIME ALLOTMENT: 3 Hours

OBJECTIVE:
By the end of this module, the students shall be able to point out clearly the personal and professional
qualities of a teacher.

LEARNING CONTENT:

Socially Responsible Teachers: Active Members of Social Institutions

Introduction

What is a professional teacher? Let us use the metaphor of the mountain and the teacher to identify the
salient qualities of a professional teacher.

The mountain is a huge creation that stands towering over all other structures in the land. It stands majestic and
impressive providing a soothing effect when viewed from a distance. Its stature is a symbol of strength and stability.

Because of its elevated position, the mountain receives the first rays of the sun at dawn. The radiance of the sun's
rays on the summit creates a beautiful panorama to behold. It is a spectacular scene to lay the eyes on.

The mountain provides shelter to animals and other creatures living in it. At times when the rain comes, the soil in
the mountain is eroded and water flows freely to the land and rivers below. The rainwater from the mountain
fertilizes the land at the foot of the mountain. The plants grow and produce abundant harvest for the people living
in the area.

Discussion

A. PERSONAL QUALITIES AND ATTITUDES OF A TEACHER

 Good Personality
Personality refers to the character and appeal the teachers exude as they walk and relate with others.
Good personality serves as inspiration to the students. They are motivated to learn and get involved
in the learning process under teachers who have pleasing personality.
 Honest
Honest teachers possess good sense of value. They are trustworthy and viable to manifest integrity
as professionals.
 Enthusiastic
Enthusiastic teachers have pleasant outlook, optimism and sense of humour.
 Caring
Includes being compassionate and interested in others. It is expressed through understanding how
other people feel and react.
 Role Model
Models good behaviour and sets a good example for others to emulate
 Fair
Fairness denotes impartiality, open-mindedness and objective judgment and decision-making
 Friendly
Friendly teachers demonstrate pleasant, warm-hearted and loving relation with their students.
 Respectful
 Being respectful means being well-behaved. Teachers show politeness and courtesy in dealing with
their students and the public.
 Dedicated
The teachers are devoted, loyal and committed to the profession
 Creative
Creative teachers do things in their own way. They have the ability to create new and original ideas.
They are able to influence their students to be creative themselves.
 Flexibility
Flexibility is the ability to adapt to situations. They do not easily get disturbed or upset when
unexpected situations and problems arise.

Attitude of Professional Teachers are Manifested in Terms of:

 Empathy towards students
 Commitment and dedication to the profession
 Reflective practitioner
 Passion for teaching

B. THE TEACHER AS A PROFESSIONAL

What is profession?

 A profession is an occupation that claims exclusive technical competence, service, ideals and ethics of
professional conduct.
 A profession is the application of intellectual technique to the ordinary business of life acquired as a result
of prolonged and specialized training.

Criteria of Professional Teachers

 Professional Academic Preparation

Teachers have finished a four-year degree course in education.

 Licensure and Commitment to the Service

Teachers are licensed professional as certified by the Professional Regulation Commission (PRC). They
possess extensive knowledge in their own field and are committed to the service of the youth.

 Public Service and Altruism

Teachers are aware that teaching is service. They entered the profession in the hope that they could
help influence the students to become better persons and live more meaningful life.
 Legal Practice of the Profession
The teaching profession is recognized by the government as its partner in educating the youth. Society
views the teachers as the second parents of their children.

 Adherence to Professional Ethics

Teachers are governed by the Code of Ethics of Professional Teachers. The code provides for ethical
behaviour expected of the teachers for discipline purposes.

 Membership to Professional Organizations

Professional organizations have been organized for teachers to take care of their welfare.
Ex: National Organization of Professional Teachers Inc (NOPTI), Manila Public School Teachers
Association (MPSTA), Mathematics Teachers Association of the Philippines (MTAP)
Summary

Teaching is such an important and noble profession, but there are some characteristics that can really help
you to be an effective teacher. Every teacher is different, and that’s a good thing. Different teachers can reach
different students in unique ways, which is valuable for their success.

REFERENCES:

1. Lim, L. et al. (2014). The Teaching Profession. Quezon City, Philippines: Adriana Publishing Co.
2. Pawilen, G. (2019). Teaching Profession: Passion and Mission. Manila, Philippines: Rex Bookstore.

CONGRATULATIONS! YOU HAVE SUCCESSFULLY COMPLETED WEEK THREE MODULE!

KEEP UP THE GOOD WORK!
 MODULE 4. CHAPTER 1: PHILOSOPHICAL HERITAGE (Continuation)
Socially Responsible Teachers: Active Members of Social Institutions
C. Personal Qualities of Professional Teachers
D. The Teacher as a Professional
WEEK: 4

TIME ALLOTMENT: 3 Hours

OBJECTIVE:
By the end of this module, the students shall be able to develop a web of teacher’s roles and
responsibilities in society.

LEARNING CONTENT:

SOCIALLY RESPONSIBLE TEACHERS: ACTIVE MEMBERS OF SOCIAL INSTITUTIONS

Introduction

What are Social Institutions?

Social institutions are special structures which are organized to meet the basic needs of society.

Discussion

1. Family

It is a group of people who are related by marriage, blood, or adoption and who often live together sharing
a common residence and common economic resources. The Family is the universal social institution.

Its functions are: (1) provides for physical and emotional needs of its members develops socialization skills;
(2) develops valuing, sense of right or wrong, proper behaviour and religious practice.

PARENTS are regarded as their first TEACHERS.

2. Education

Refers to the process in which knowledge, skills, values and pattern of behaviour are transmitted from an
individual or group to another.

Schooling is formal education which involves instruction based on a curriculum by professional teachers.
School acts as agent of socialization.

Society's expectation from the 21st century teachers:

1. Help the students succeed in the knowledge society
 Academic Achievement
 Communication Skills
 Creative and critical thinking
 Social problem-solving
 Workplace skills
2. Prepare students to be functioning members of society
3. Teach virtues such as punctually, truth, hard work, honesty, hygiene, patriotism, love and
sincerity, obedience, etc. Society needs these values to be propagated. Theodore Roosevelt –
“To educate a person in mind and not in morals is to educate a menace to society.”
 4. Act as the bridge between the school and the community.
5. Identify pressing issues and provide enlightenment to society.

The 21st century education demands opportunities for the students to develop intellectually, ethically and
aesthetically. They also expect the school to develop skills to prepare the students to meet challenges of
the new era.

 Academic

The school provides for the development of a brand array of knowledge and intellectual skills. The school
develops problem-solving and critical thinking skills among the students.

 Vocational

The school prepares the individual for the world of work and his economic responsibilities. The school
develops skills and work habits that will enable them to work in teams. It also provides opportunities for
developing survival skills of the students that they may be able to function in society.

 Social and Civic

The school acts as an agent of socialization. Students learn how to get along well with others through the
various activities they engage in. The school prepares the students to become worthy members of society
and models behaviour that would prepare the students to participate in a complex democratic society. Social
ethics are discussed in schools to make students aware of their moral and ethical obligation as a person and
as a member of society.

 Personal

This pertains to the development of individual talent and self-expression. The school provides the total
development of the individual including creativity and authenticity.

3. Religion (Church)

Religion is a system of roles and norms that involves faith which binds people together in social groups. The
church is an institutionalized organization of religious believers following a body of doctrine or dogma.

Function of religion

Social cohesion

Religious beliefs encourage strengthening of bonds among people and cultivate social solidarity and
collective conscience among the believers.

Social Control

Religion guides people to conform to the norms and values of society. Specific religious norms of conduct
and values control the behaviour of the members. They become the standards to follow. The church has an
intense influence over the beliefs, principles and practices of its believers.

Emotional support

Religion provides meaning of life. It fosters closeness, love, cooperation and helpfulness among its members.
4. Government

It is an institution that holds the power to make and enforce the rules and laws of society. The ruling body
must be recognized by its people to enforce the laws or rules and govern them. In democratic type of
government, the citizens elect their official periodically to govern them for the period.

Summary

It is a teacher's responsibility to provide a nurturing and welcoming learning environment for all
her students, and to take seriously the position of influence that she is in. A teacher can influence what
her students talk about, how they think and what they become. Social responsibility demands that a
teacher not only cares about her students; she must understand how she fits into her community.

REFERENCES:

1. Lim, L. et al. (2014). The Teaching Profession. Quezon City, Philippines: Adriana Publishing Co.
2. Pawilen, G. (2019). Teaching Profession: Passion and Mission. Manila, Philippines: Rex Bookstore.
 MODULE 5: CHAPTER 1: PHILOSOPHICAL HERITAGE (Continuation)
C. Socially Responsible Teachers: Moral and Ethical
 Code of Ethics for Professional Teachers
WEEK NUMBER: 5

TIME ALLOTMENT: 3 Hours

OBJECTIVE:
By the end of this module, the students shall be able to apply the Code of Ethics for Professional
Teachers on the given situations.

LEARNING CONTENT:

SOCIALLY RESPONSIBLE TEACHERS: MORAL AND ETHICAL

Introduction

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.

Discussion
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 its 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 carry out 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 possess 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 decent 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.

REFERENCES:

1. Lim, L. et al. (2014). The Teaching Profession. Quezon City, Philippines: Adriana Publishing Co.
2. Pawilen, G. (2019). Teaching Profession: Passion and Mission. Manila, Philippines: Rex Bookstore.
 MODULE 6: CHAPTER 1: PHILOSOPHICAL HERITAGE (Continuation)
Socially Responsible Teachers: Moral and Ethical
 Code of Ethics for Professional Teachers
WEEK NUMBER: 6

TIME ALLOTMENT: 6 Hours

OBJECTIVES:
By the end of this module, the students shall be able to apply the Code of Ethics for Professional
Teachers on the given situations.

LEARNING CONTENT:

CODE OF ETHICS FOR PROFESSIONAL TEACHERS (Continuation)

Introduction

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.

Discussion

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 its publication in the official Gazette or any newspaper of general circulation,
whichever is earlier.

REFERENCES:

1. Lim, L. et al. (2014). The Teaching Profession. Quezon City, Philippines: Adriana Publishing Co.
2. Pawilen, G. (2019). Teaching Profession: Passion and Mission. Manila, Philippines: Rex Bookstore.

CONGRATULATIONS! YOU HAVE SUCCESSFULLY COMPLETED WEEK SIX MODULE!

KEEP UP THE GOOD WORK!

Prepared by: Reviewed/Approved:

GILBERT N. BERSOLA, LPT, MAEd ANGELO K. LAHINA, LPT, MAT

Instructor Program Head, Teacher Education