This action might not be possible to undo. Are you sure you want to continue?
of pupils under his care. Likewise, teachers who are friendly, enthusiastic, and well adjusted can contribute much to the well-being of students. On the other hand, the irritable, the depressed, hostile and neurotic teacher can create tension which are disturbing to pupils, and which permanently alter their outlook on life. Sometimes stringent demand by the administrators and supervisors fro strict codes of conduct, low salaries, poor materials and teaching facilities, and the pressures of handling the emotionally tense activities of students are among the many conditions which also disturb teachers. Some teachers are able to handle these pressures, but some succumb and vent their insecurity and emotion upon children. No teacher is free from some peculiarities and eccentricities. The successful teacher, however, should strive to maintain as high as level of personal adjustment as possible. Suggestions for doing this include the development of appropriate personal and professional goals, and a philosophy of life which gives direction and meaning to teaching and learning. The effects of mentally and emotionally imbalanced teachers upon students is to be found in instability, anxiety, the dislikes, and feeling of inferiority which are found among students who are unfortunately enough to have a maladjusted teacher. Since there are many causes of maladjustment among teachers, there are also many ways in which their personal and emotional difficulties may be
alleviated. The following principles are suggested for consideration to maladjusted teachers, administrators and supervisors: 1. Children will always behave like children are an accepted fact. The teacher must try to develop love and understanding for them. 2. Children are by nature aggressive due to their surplus energy. Aggressiveness can be used as motive to learning. Right conditioning are necessary. 3. Recognize the principle of individual differences. Students in the same grade have different interest and needs. Do not aspire ideas beyond their ability to think. Their needs and interest must be recognized. 4. Express your hostile feeling to your close friends. Repressing them may lead to emotional tension. Tensions of all kinds will kill individuality and will lead to unhappiness. 5. Bear in mind that good teachers are not born but made or trained. There is always room for improvement in personality. Be yourself and try to develop the necessary traits to make you a good teacher and friend of your students. 6. Develop love for service and devotion to the teaching profession. Teaching is the most Christian profession in terms of service to humanity. Work actively to elevate the teaching profession in this country.
He has a sense of humor. He is tolerant. Personality: 1. 2. he does things in an orderly-manner. He is strict. . He is devoted to his work. He is always prepared for his class. He organizes his subject-matter and makes a good lesson plan or an outline of it. 3. He is enthusiastic. 3. simulating. B. He knows his subject-matter very well 2. Scholarship: 1. The results of this study regarding the traits of the good teacher are summarized in the list below. and approachable. 3. interesting. 2. and encouraging. He is neat in appearance and orderly in his teaching habits. 5.Student’s Rating of Teachers The writer made a study to find out what Normal and Education students consider to be good qualities of teachers. but kind. He is progressive-always studying and learning. C. polite. A. He is interested in his work and in his profession. Handling of the Class 1. and mature in his ways. 4.
8. 7. 9. interests. easy. and comprehension of students. He adjusts the activities in the learning capacities. and he is human and democratic. 5. he has . 6. one can see clearly the picture of a good teacher. From this list. He sets up definite aims to be accomplished and holds his class or students responsible for their accomplishment. he is serious and efficient in his work. He analyses error and weaknesses. He conducts the class in an informal. Because of his mastery of the subject matter. 10. does remedial work. he is orderly and objective. adjusting them to the degrees of physical and mental growth of the students. and to the subject-matter under consideration. His assignments are clear and varied. He makes review or drill work a part of his daily teaching procedures. He uses many instructional devices or illustrations to supplement the method used. 11. giving his students enough time to think and freedom to express themselves freely.4. He uses different methods and techniques of teaching. and sometimes individualizes his teaching to meet individual differences. He is a good scholar. natural way. He states the purpose of the work and suggests of doing it.
Good disposition 9. Based on the study in Siliman University High School. teachers should know that children like and dislike about them. Fairness and impartiality 6. Student’s Attitude toward Teachers Since students rate the teacher’s personality and teaching methods and techniques as the most important factors in their enjoyment of classroom works. Wide interest 8. Patience 3.something to teach. The most-liked traits 1. he is always considerate with his students. Of course. democratic attitude 2. because of his personality. Stimulate students to think 7. the traits of well-liked teachers and most dislikes teachers are below: A. Personal appearance and pleasing manner 5. because of his seriousness and efficiency. Kind and considerate for the individual 4. Sense of humor 10. Proficiency in teaching a subject . he presents his lesson well. few teachers are superior in every possible trait. but the best teacher stands well above the average in all and are outstanding in some. Cooperative.
Unattractive appearance 9. Always scolding 3. Unfair and inclined to have favoritism 4. Use of praise 13. Approachable 15. Talk excessively 11. Shares planning and decision making with the group 17. Self-conceited and overbearing 13. No sense of humor . Inclined to talk down to students 12. Impertinent and inflexible 10. Sarcastic and ridicule 8. Encourage group participation Most disliked traits: 1. Bad temper 2.11. Gloomy and unfriendly 7. Interest in student’s problems 16. Show little interest in the student and to take time to help him 5. Unreasonable demands 6. Flexible standards 12. Serious in accomplishing his aims 14.
should be kind and sympathetic to his students. Jose Rizal stated essential requisites for a good teacher in the following word: “…the ideal teacher should be professionally trained. it is worthwhile to mention the answer given by Horace Mann to the question “Who Should Teach?” His answer to the question was: “…a young man or a woman. and who spreads a nameless charm over whatever circle may be entered. . should continue to grow and love his profession. should be able to pass the required examination. Seldom give test These may not be the chief characteristics of good and bad teachers but they do represent what the youngsters deem important. all of whose topics of conversations are elevating and instructive. should be master of the subject-matter he is going to teach.14. whose pronunciation and ones of voice are correct and attractive. whose language is well selected. The wise teacher might as well use such a list to partially gauge his own effectiveness in teaching and in promoting growth of the students. Besides the qualities suggested by the students. and should posses’ initiative resourcefulness.” Dr. whose manners are gentle and refined. courtesy and kindness. whose education is sound. whose benignity of heart is constantly manifested in acts of civility. Most of the time unprepared 15.
” Other Rewards of Teachers When one thinks of the hard work. He is the poorest paid of al vocations requiring thorough preparation. The salary-It is true that the “laborer worthy of his hire”. he should be given some degree of freedom. so isolating from ordinary opportunities for accumulating an . and the consecration required. yet it is so exacting in its demands. Let us look at these rewards: 1. speaking of the character of the teacher said: “If there is a phase of public service which calls for unspotted private and personal life: for character strong and fine. one may seriously ask. a certain security in his tenure. add for a mode of life that is an open book to read-it is that a teacher whose every thought and act becomes a signboard for the budding intelligence of the child. There are rich and certain rewards which in the end fully compensate for the investment.” Former Governor General Frank Murphy. “Does it pay to be a teacher?” It certainly does for those who possess the qualifications which the worker has tried to show to be essential.Furthermore. self-sacrifice. in teachers. and adequate compensation which shall be increased automatically from year to year until it reaches the maximum salary. so taxing upon the vitality. we search for character. it is also true of the teacher. In general. In others we may look to reputation.
It is the creative work that gives satisfaction to the individual. With the teaching profession. Success of his students in life. of lives inspired. 2. service is primary and pecuniary reward is secondary. a reward – it is a great joy to see children grow. in the very life of the school the teacher is reaping daily rich rewards for his labor and love. 3. It is the keenest delight of the teacher to find that his students can do today what they could not do yesterday. Thus. a reward – One of the greatest satisfactions that can come to an old teacher is to note the prosperity of his former students. and to be conscious that in some measure he has contributed to their success. mental or intellectual. some far more successful than he.economic competence. . of encouragement given. Rich memories of bygone days. Reward in the consciousness of having done good – The noblest reward of all is the sublime consciousness in the teacher’s own soul that he has done his duty to his country and that he has been a blessing in his fellowmen. 4. in his inaugural address. of men and women. are surely a great reward for the teacher when the feeble men of old age creeps upon him. and in moral bounty. to see them grow and expand through his assistance. emphasized this fact by saying. Improvements of his students. President Roosevelt. to witness their development in physical.
Sir William Hamilton says: “Teaching.” Likewise. The Teacher’s Growth It is not sufficient to be a graduate of normal school or college. is twice blessed. Teaching and study react upon each other. Teaching. There is a great truth in his statement. in the thrill of creative effort. the teacher must grow. the teacher does not leave the training school a finished product but most expect to improve with experience. a wise Jewish teacher once declared. Like the students. The teacher must have knowledge of educational movements and a familiarity with the progress in . shared with other. more from my equals. like the quality of mercy. or to stand high in the profession of teaching. stored away.“Happiness lies not in the mere possession of money. a model of learning – Frequently new and young teachers assert that they never really understood certain branches of study until the time they had to teach them. But most of all from my pupils. hence.” One of the most interesting features of the teacher’s work is that there is no limit to the improvement which is possible for him to make. “I have learned much from my master. spills.” 5. it lies in the joy of achievement. blessing him that fives and him that takes. The effort to make point clear to others helps the teacher to see it more clearly himself. it increases. It has been said that knowledge. and this growth must be along line both professional and general.
Availability of educational materials. Many minor languages simply do not have the vocabulary needed for the curriculum. 1 . and careful evaluation of his own teaching effort. This is one of the greatest stumbling blocks in the use of the native languages as medium of instruction. Bonifacio. PNC. Manila. He should supplement his classrooms experience with a regular reading of professional magazine. “Language Policy Survey of the Philippines. His ability to create effective learning situations should grow with everyday he speaks on the classroom. Hence. he should educational literature and new educational textbooks. The teacher should be an earnest searcher and investigator in his own professional field. Otanes1 and Sibayan presented facts that should be considered in the selection of Native languages as medium of instruction. UNESCO observes that the difficulty “is to find competent authors or translators. Adequacy of vocabulary. It cannot be denied that professional growth invariably heightens the teacher’s sense of security and self-esteem. Even Filipino has to borrow heavily from English for its intellectualization so that it may be used for teaching. frequent attendance in summer schools. to attain supplies and materials in days of general shortage and above all to find the money”. 1. 1999.” Language Study Center.educational thought and research. Otanes. The zeal with which the teachers take up and test them is one of the most helpful features of educational work.. and adopt the new ideas that are sound. 2. Fe and Sibayan.
” 3 Felipe. “Language Teaching. Tagalog is clearly the favored language also for reading and writing. The Tagalog-based Pilipino is used by a larger number of household even in 1980. Korea). According to Gonzales2. that a competent teacher can help the students in 2 Gonzales. Lourdes.. a UP – PES Scholarship Grantee”. The countries that performed well were: Japan. “Introductory Rewards to Science Learning and Teaching: Language in Faces. In 1983. The Philippines was third from the lowest.3 Tagalog is spoken and better understood by a clear majority of the respondents.. p. 1993”. p. Andrew and Bautista. UNESCO insists that the native language should be used as long as possible before moving on to the second language.07percent speak English in their homes. Finland. Multiplicity of a language in a country. 1995). followed by Israel and Nigeria.. . 33 percent speak Tagalong and 27 percent speak Cebuano. the Philippines took part in the Second International Science Achievements Study along with 23 other nations. Tagalog is clearly favored by most of the respondents of the nationwide survey conducted by the Social Weather Station (SWS). Corazon C. 14. “Teaching for High School Subjects”. “Language Survey in the Philippines 1966 – 1984 (Manila: Dela University Press. Since then. In a recent publication of the United Nation comparing different countries (Fiji. it must have grown because of the current mass media use of Pilipino in their broadcasts. 86. 24 4 Esclabanan. This is argument enough to shift the medium of instruction in elementary and high school to Filipino. 2005). Philippines. Sweden and Hungary. Esclabanan4 discussed in her article. p. only . Anbraham. (Manila: Alemar’s Phoenix Publishing – House Inc..3.
Gibson5 also devised a learning procedure called Strip Story.communicating ideas found in the selection. Gibson considered this interesting because the story of a person about the situation. It is when then important for teachers to provide exercise on vocabulary acquisition that will develop competence and understanding. . The strips are distributed to students to memorize the contents after which the strips are destroyed. (A Brochure). “Attitude of Student Languages”. They can only communicate ideas for which they have words to convey meaning. 1994 Castillo. She found out that mix language of English and Spanish were used fro number words and counting while the market both Filipino and Spanish are 5 6 Gibson. events from the beginning and ending is type-written. The teacher should be careful in selecting words and emphasize only those words which represent concept and guide students in acquiring the skills needed. Castillo6 made his actual observation in 1986. Among the skills a teacher should have is the ability to analyze word meaning and word recognition and help students use tools fro vocabulary acquisition on better expression. Each member then is forced to speak out and share his part of the story. 1997. This is found effective and interesting. Robert E. The copy is cut up and stripped into one or two or three sentences for each strip. The students then are tasks to restructure the story from their memory. on the use of language in Metro Manila.. “Language Policy” (A Brochure).
there were older teachers using Spanish while the younger ones used more English especially in mentioning time. p. and in the areas of finance like percentage rates and interest. De La Salle University. Andrew. there is no such difficulty because we have a working knowledge of the language already. Language Surveys in the Philippines. But if non – Tagalog accept Filipino. If we assumed that we discard Filipino as official language and instead use or adopt one of the major dialects such as Visaya. Gonzales9 noted that majority of teacher – respondents preferred English for radio listening while household head – respondents generally preferred Filipino and vernacular. English was reservedly used in banks. Ma. p. al. Lourdes. Ilocano or Bicol. 1996). then we start from another zero point. Adrian Printing Co. 1982. Sibayan . “Brochure on the Language Policy”. “Sociology in the Philippines Setting” (Phoenix Publishing House.. Inc. 15 9 Gonzales.Segovia7 both stressed that in the area of writing technical reports. (Manila: BLSI Press Research Center. 8 7 . et.more used. English was used which was quite universal but they also considered and reported the use of code switching variety of English and Filipino for informal – inter – office memos and communication. FSC. All of their findings found that vernacular8 was used in the market transaction and Filipino was still predominant. Ibid.. 10 Espiritu. 1987).. bookstore. p. Considering the school factors. department store and drug stores.. Sibayan – Segovia. 297. and Bautista. Espiritu10 clarifies that some none – Tagalogs object to the imposition of Filipino as the second official language of the Philippines. 16.
Lone B. His conclusions were the following: 1. Loida C. “English Instructions under the New Secondary Education Development Program of Public and Private Schools in the Division of Misamis Occidental”. 70 – 75.Salvosa11 affirmed strongly the push to popularize our national language and encountered by our regional language with the persistence of foreign language of educational business and governmental development. In terms of educational competencies. 12 11 . CSU. insufficient guides and supplies. attendance to Seminars is not distributed among English teachers and lack of time to take up advance course in language teaching through seminars. These are revealed in the study. 13 Enriquez. 51. (Unpublished Masteral Thesis. 280. The problems encountered by the teachers and students of College English were lack of time to prepare teaching aids. pp. p. 1998). a large number of teachers are qualified and competent to teach English. They have attended in Salvosa. 1992). op. inadequate facilities/building.” (Unpublished Masteral Thesis. workshops and refreshers course. p. Enriquez13 conducted a study to appraise English Instruction under the New Secondary Education Development Program of Public and Private Schools in the Division of Misamis Occidental during the school year 1992. Calonia. UST. cit. “College English Teaching at the Cagayan State University. the knowledge of English is extensive that it is possible to describe Philippines as the third largest speaking English language in the world. Related Studies Calonia12 revealed that teacher’s teaching performance is affected by many reasons. Along this line..
-service training program in the national level. and on school level to help remedy the problems met in teaching English in the secondary schools. 5. division level. pictures and cut-outs. “often” giving of assignments. appreciation and inductive “often” deductive. 2. lecture demonstration projects. Of the 12 instructional materials in English. overloading of English teaching assignments. regional level. number of years of teaching experience. 3. departmental tests. such as teaching guides. “sometimes” discovery development. reference books. There is a significant relationship between the respondents’ educational qualification. requiring students to solve exercises on the board and participate in daily activities. and lack of adequate instructional materials. 6. district level. 4. . seatwork. The methods and techniques “always” used are drill. courseoutlines and reading materials for English. The problems encountered by the teachers in teaching English in the secondary schools is considered as very serious are teachers assigned to handle English subject who do not have adequate academic preparation. The means of evaluation which are “always” used are giving of quizzes and checking of themes. flash cards. 9 were considered as “adequate” by a majority of the respondents’ textbook. mastery and TESL. charts.
2. 3. 7. These variables greatly affect teachers’ effectiveness in teaching English.number of units earned toward the Master of Arts in Education degree. Teachers should acquire ability to tell or write something in an interesting style and develop the power to collect and organize materials for oral and written work. teachers should use simple English words suited to the ability of the students. In order that the students could understand and assimilate their explanation in instructions. They should develop the power of the students to speak and write concisely and forcefully so that they could communicate effectively. Enriquez recommended the following: 1. and levels of in-service training program and their performance ratings in teaching. in order that quality education could be achieved. . School administrators should provide adequate instructional books. 5. English. 4. charts. They should provide a variety of activities and teaching aids to arouse and hold class interest especially since the attention span of the students is limited.
attitudes. 93.” (unpublished Masterals Thesis. she must have the concomitant attitude towards her profession. Tuguegarao. Martina “Proposed Instructional Materials in English I for DEMPHS.6. 8. Saint Louis College. Tibangay. 9. They should assign teachers with adequate academic preparation major or minor in English to teach English. p. and finally the learners and their dreams and ambitions. preparations and expertise in all problems the teacher’s field offers. 14 . Tabuk. They should encourage their English teachers to attend in-service training program necessary for the improvement of English instructions. 1990). In other words. Tibangay14 stressed that the teachers must possess the necessary competencies. her administrators. Apayao. Administration should encourage heir English teachers to tale up graduate course in English. This will be greatly update their knowledge of the subject matter and maximize their expertise and perspicuity in the teaching of English. the society. the parents. her work. School administrators should encourage their teachers to provide remedial instruction to students who have inadequate background and poor foundation in grammar. The teacher must have that skill in which he can use whatever present materials to come with a sound performance. the community. 7. Kalinga.
The teacher behaviors that were considered and emphasized through instructional functions were: a. and attendance to related trainings affect the competencies of teachers in using appropriate teaching methods.” (A Special Program.” (Unpublished Masteral Thesis. In the study conducted by Phoonchusri.15 a. c. civil status. (b) ability to teach. “The Teaching Competencies of English Secondary School Teachers in Tabuk: This Implications to the Students’ Profile. Age. Female teachers communicate better that their male counterparts. Age. (c) executive ability like the maintenance of good discipline which include “does not play favorites” and teachers patiently and the like. Evoking learning performance including completion of learning task and provision of learning c. teaching experience in the subject. Lily Ann. 1996).The following findings in regard to the significant relationship between the profile of English teachers and their teaching profession competencies came from the study of Fernando.16 the characteristics of outstanding teachers as viewed by their students are: (a) personality and character. b. p. University of the Philippines. Only gender has an effect on communication skills. SPU. overall teaching experience and civil status affect the professional status of teachers. p. Causing the learners’ awareness of goal b. 73. 52. A “Characteristicsof Outstanding Teachers in the Division of Quezon City as Perceived by the Students. 16 Phoonchusri. 15 . Teachers and Administrators. 2009). Assessing learning outcomes Fernando.
Measurement of specific set of teacher behavior that defines only a limited segment of the total teaching act does aid in the prediction of variance in pupil learning outcomes. the group learning situations produce superior outcome. they continue to base their substitution from what they know in their native language. p. The two main implications of this study are: 1.” (Unpublished Masteral Thesis. Lourdes “A Comparative Study of the Structure of Children’s Oral Speech in English. National University. 2003). Manila.The experimental involved teachers who received no training and teachers who received special training in the use of seven teacher behavior. but elements which differ from Tagalog are difficult and a burden to them. Aranda17 conducted a similar study and she found out that the some parallelism existed in the subject of conversation among the pupils in two different communities. When learning environment is controlled in terms of subject matter content and materials and preparation of time devoted to independent versus group learning. unless. 96. The pupils who come in contact with English find the elements similar to Tagalog easy. 17 . 2. Aranda. they know what they can substitute in one language to another. This.
Teachers should attend in – service trainings. 1998). “Communication Instructional Materials for College Freshman Communication Arts Students of Binalbogan Catholic College. The results of needs analysis show that students lack training in the practice of language function which they have learned during their elementary to secondary years. writing. listening and speaking. listening and reading.Gamposilao18 in his study of the Communication Instructional Materials for College Freshman Communication Arts Students of Binalbogan Catholic College came out with the following conclusions: 1. 74 – 75. La Salle University. 4. writing. 18 . Enough communicative practice like games and the like-game activities should be infused in the materials to provide intensive drill in reading. pp. Gerardo B. 3. Gamposilao gave the following recommendations: 1. Materials should be tried and evaluated to determine their relevance and validity. Instructional materials should be revised every three years to update their relevance. the evaluation can also serve as basis fro revision. Gamposilao. conferences and seminar workshops. There is really an urgent need to prepare socially – relevant and communicatively-oriented materials to provide freshmen college students with enough practice in speaking. 2.” (Unpublished Masteral Thesis. 2.
Teachers need further study in English language especially in reading. “The English Language Proficiency of the Elementary Teachers of Titay District. Cudal. 3. 6. Zamboanga del Sur.5. A district level seminar workshop in reading and writing should be conducted. Elementary teachers must subscribe and read professional magazines in order to grow professionally. School Administrators should try to encourage and support teachers who seek to obtain appropriate materials for the adoption of communicative English program. English teachers should be given the proper incentives and motivation. Cudal recommended the following: 1. p. 40. lecture and writing areas where they are found to be weak. In the study conducted by Cudal. 2. 19 . 1994). Administrators must require their teachers to enroll in the graduate program or must provide a retraining program of refresher course to all elementary teachers since they are dealing with the young learners who are in the foundation stage. Rebecca E. Majority of the English teachers have attended trainings and seminars which help them improve their teaching competencies.” (Unpublished Masteral Thesis. 4.19 she concluded that the elementary teachers of Titay District are inadequate in language proficiency and their capability to produce proficient pupils and enhance learning towards competency is therefore questionable.
6. and writing. she gave the following recommendations: A. only sex was found to be significantly related to communication skills. Administrators should encourage the English teachers to finish their masteral courses and possibly go on their doctorate degree by giving them incentives like study leaves. 9. reading. Administrators 1. civil. techniques and strategies. All students-respondents have developed the desired learning skills namely: listening. Administrators should come up with a staff development program to further enhance the professional growth and competence of the English teachers. The English teachers have the mastery of the subject matters. The English teachers use suitable instructional materials to facilitate teaching-learning process. Age. speaking. 10. The English teachers use variety methods. Among the variables correlated with communication skills. 2. To further uplift English teachers’ competency and students’ proficiency. status and attendance to trainings are found to be significantly related with teaching methods.5. . 8. 7. The English teachers are competent English communicators and possess the teaching skills to teach English. promotion in rank and salaries. 11.
. English Teachers 1. The English Teachers should continue to improve their level of mastery of the subject matter. 5. The English Teachers should maintain or continue using instructional materials. The English Teachers should continue to assess their performance as English instruction. 3.B. The school and the English teachers should plan and initiate more activities to enhance skills development and proficiency of English among students. The English Teachers should continue to attend seminars and workshops on English instructions. 2. 4.
This action might not be possible to undo. Are you sure you want to continue?
We've moved you to where you read on your other device.
Get the full title to continue listening from where you left off, or restart the preview.