PEC 202

The Teaching Profession

Activity 7

Name: Arra Lorin G. Abunda

BEED 2 (1st Sched)

Answer the following: (10 pts each):

1. While you are expounding your lesson on the Bill of Rights, one of your female learners asks what her
rights are, and she proceeds to narrate how she was sexually molested by teacher who happens to be
her colleague. While you gently urge the learner to approach you after the class to discuss the matter
more confidentially, there is no stopping her, and she tells the whole sordid story of abuse and
harassment. You know that bringing the matter to higher authorities may mean the dismissal of the
colleague, and urging the learner to file a criminal complaint would in effect be inducing the learner to
cause the prosecution of a colleague. On the other hand, you care and feel very sympathetic for your
learner who was his victim.

a. How do you proceed with this issue?

-This is a serious situation requiring immediate action:

1. Listen and empathize with the student.

2. Report the incident to school administration or appropriate authority.
3. Encourage legal action if the student is willing.
4. Support the student throughout the process.
5. Ensure confidentiality to protect the student's identity.
6. Provide resources like counseling services and support groups.
The student's safety and well-being are the top priority.

b. What was your basis for making your decision?

-In addressing the disclosure of sexual molestation by a colleague, my decision is

based on the principles of Duty of Care, Legal Obligations, Ethical Responsibility,
Support for Victims, and Confidentiality. These principles guide me to prioritize the
student's safety, report the incident, support legal action, provide assistance, and
protect her identity.

2. A failing learner approached and expressed his/her willingness to join you for a “date” in order to pass
the subject. You declined the proposal and explained the value of good education and hard work. Is this
a case of teaching morally or teaching morality? Why?

-This situation can be seen as a case of teaching morality. By declining the proposal and emphasizing the
value of good education and hard work, you are imparting moral lessons to the failing learner. Teaching
morality involves guiding individuals on what is right and wrong, and in this case, you are teaching the
learner about the importance of integrity, honesty, and ethical behavior in academic pursuits.

3. Loafing is a misconduct done by teachers or government employees when they do their personal
shopping during office hours. Why do you think this act is considered unethical among teachers?

-Loafing, when teachers or government employees engage in personal activities during office hours, is
considered unethical among teachers for several reasons. It violates professional responsibility, misuses
resources, lacks integrity, negatively impacts students, and sets a poor example. Upholding ethical
standards and dedicating office hours to work-related tasks is crucial in maintaining the integrity and
effectiveness of the teaching profession.
4. How would you teach morals and ethics to a learner who is unmotivated, an absentee, and a bully in
class, and most importantly a product of a dysfunctional family?

-Teaching morals and ethics to an unmotivated, absentee, and bullying learner from a dysfunctional
family requires building a positive relationship, modeling positive behavior, providing individualized
support, engaging in reflective discussions, teaching problem-solving skills, promoting empathy,
connecting with supportive resources, and setting realistic goals. Patience, understanding, and
consistent support are key in helping them develop positive values and behaviors.

5. Teacher Toni is assigned by her principal to several non-teaching assignments causing her stress and
inability to meet her classes regularly. In this case, what moral decisions are encountered by teacher Toni
and how could she resolve this concern?

-Teacher Toni may encounter moral decisions related to integrity, professional responsibility,
prioritization, fairness, ethical dilemmas, and self-care. Open communication, advocating for students'
needs, setting boundaries, seeking support, and finding alternative solutions are key steps she can take
to address and resolve her concerns.