Section 4.

Every teacher shall possess and actualize

CODE OF ETHICS FOR PROFESSIONAL a full commitment and devotion to duty.
TEACHERS
Section 5. A teacher shall not engage in the
Pursuant to the provisions of paragraph (e), promotion of any political, religious, or other
Article 11, of R.A. No. 7836, otherwise known partisan interest, and shall not, directly or
as the Philippine Teachers Professionalization indirectly, solicit, require, collect, or receive any
money or service or other valuable material from
Act of 1994 and paragraph (a), section 6, P.D.
any person or entity for such purposes.
No. 223, as amended, the Board for
Professional Teachers hereby adopt the Code of
Ethics for Professional Teachers. Section 6. Every teacher shall vote and shall
exercise all other constitutional rights and
responsibility.
Preamble
Teachers are duly licensed professionals who Section 7. A teacher shall not use his position or
possesses dignity and reputation with high moral official authority or influence to coerce any other
values as well as technical and professional person to follow any political course of action.
competence in the practice of their noble
profession, and they strictly adhere to, observe, and
Section 8. Every teacher shall enjoy academic
practice this set of ethical and moral principles,
standards, and values. freedom and shall have privilege of expounding
the product of his researches and investigations;
provided that, if the results are inimical to the
Article I: Scope and Limitations declared policies of the State, they shall be
Section 1. The Philippine Constitution provides that brought to the proper authorities for appropriate
all educational institution shall offer quality remedial action.
education for all competent teachers. Committed to
its full realization, the provision of this Code shall
apply, therefore, to all teachers in schools in the Article III: The Teacher and the
Philippines. Community
Section 1. A teacher is a facilitator of learning and
Section 2. This Code covers all public and private of the development of the youth; he shall, therefore,
school teachers in all educational institutions at the render the best service by providing an
preschool, primary, elementary, and secondary environment conducive to such learning and
levels whether academic, vocational, special, growth.
technical, or non-formal. The term “teacher” shall
include industrial arts or vocational teachers and all Section 2. Every teacher shall provide leadership
other persons performing supervisory and /or and initiative to actively participate in community
administrative functions in all school at the movements for moral, social, educational,
aforesaid levels, whether on full time or part-time economic and civic betterment.
basis.
Section 3. Every teacher shall merit reasonable
Article II: The Teacher and the State social recognition for which purpose he shall
Section 1. The schools are the nurseries of the behave with honour and dignity at all times and
future citizens of the state; each teacher is a trustee refrain from such activities as gambling, smoking,
of the cultural and educational heritage of the drunkenness, and other excesses, much less illicit
nation and is under obligation to transmit to relations.
learners such heritage as well as to elevate national
morality, promote national pride, cultivate love of Section 4. Every teacher shall live for and with the
country, instil allegiance to the constitution and for community and shall, therefore, study and
all duly constituted authorities, and promote understand local customs and traditions in order to
obedience to the laws of the state. have sympathetic attitude, therefore, refrain from
disparaging the community.
Section 2. Every teacher or school official shall
actively help carry out the declared policies of the Section 5. Every teacher shall help the school keep
state, and shall take an oath to this effect. the people in the community informed about the
school’s work and accomplishments as well as its
Section 3. In the interest of the State and of the needs and problems.
Filipino people as much as of his own, every
teacher shall be physically, mentally and morally Section 6. Every teacher is intellectual leader in the
fit. community, especially in the barangay, and shall
welcome the opportunity to provide such leadership
when needed, to extend counselling services, as
appropriate, and to actively be involved in matters such records and other data as are necessary to
affecting the welfare of the people. carry on the work.

Section 7. Every teacher shall maintain harmonious Section 4. A teacher shall hold inviolate all
and pleasant personal and official relations with confidential information concerning associates
other professionals, with government officials, and and the school, and shall not divulge to anyone
with the people, individually or collectively. documents which has not been officially released,
Section 8. A teacher possesses freedom to attend or remove records from files without permission.
church and worships as appropriate, but shall not Section 5. It shall be the responsibility of every
use his positions and influence to proselyte others. teacher to seek correctives for what may appear
to be an unprofessional and unethical conduct of
Article IV: A Teacher and the Profession any associate. However, this may be done only if
Section 1. Every teacher shall actively insure that there is incontrovertible evidence for such
teaching is the noblest profession, and shall conduct.
manifest genuine enthusiasm and pride in teaching
as a noble calling. Section 6. A teacher may submit to the proper
authorities any justifiable criticism against an
Section 2. Every teacher shall uphold the highest associate, preferably in writing, without violating
possible standards of quality education, shall the right of the individual concerned.
make the best preparations for the career of
teaching, and shall be at his best at all times and in Section 7. A teacher may apply for a vacant
the practice of his profession. position for which he is qualified; provided that he
respects the system of selection on the basis of
Section 3. Every teacher shall participate in the merit and competence; provided, further, that all
Continuing Professional Education (CPE) program qualified candidates are given the opportunity to be
of the Professional Regulation Commission, and considered.
shall pursue such other studies as will improve his
efficiency, enhance the prestige of the profession, Article VI: The Teacher and Higher
and strengthen his competence, virtues, and Authorities in the Profession
productivity in order to be nationally and Section 1. Every teacher shall make it his duty
internationally competitive. to make an honest effort to understand and
support the legitimate policies of the school
Section 4. Every teacher shall help, if duly and the administration regardless of personal
authorized, to seek support from the school, but feeling or private opinion and shall faithfully
shall not make improper misrepresentations carry them out.
through personal advertisements and other
questionable means. Section 2. A teacher shall not make any false
accusations or charges against superiors, especially
Section 5. Every teacher shall use the teaching under anonymity. However, if there are valid
profession in a manner that makes it dignified charges, he should present such under oath to
means for earning a decent living. competent authority.

Section 3. A teacher shall transact all official

Article V: The Teachers and the business through channels except when special
Profession conditions warrant a different procedure, such as
Section 1. Teachers shall, at all times, be imbued when special conditions are advocated but are
with the spirit of professional loyalty, mutual opposed by immediate superiors, in which case, the
confidence, and faith in one another, self-sacrifice teacher shall appeal directly to the appropriate
for the common good; and full cooperation with higher authority.
colleagues. When the best interest of the learners,
the school, or the profession is at stake in any Section 4. Every teacher, individually or as part of
controversy, teachers shall support one another. a group, has a right to seek redress against injustice
to the administration and to extent possible, shall
Section 2. A teacher is not entitled to claim credit raise grievances within acceptable democratic
or work not of his own, and shall give due credit possesses. In doing so, they shall avoid
for the work of others which he may use. jeopardizing the interest and the welfare of learners
whose right to learn must be respected.
Section 3. Before leaving his position, a teacher
shall organize for whoever assumes the position
Section 5. Every teacher has a right to invoke the Section 3. Under no circumstance shall a teacher be
principle that appointments, promotions, and prejudiced or discriminate against a learner.
transfer of teachers are made only on the basis of
merit and needed in the interest of the service. Section 4. A teacher shall not accept favours or
gifts from learners, their parents or others in their
Section 6. A teacher who accepts a position behalf in exchange for requested concessions,
assumes a contractual obligation to live up to his especially if undeserved.
contract, assuming full knowledge of employment
terms and conditions. Section 5. A teacher shall not accept, directly or
indirectly, any remuneration from tutorials other
Article VII: School Officials, Teachers, and what is authorized for such service.
Other Personnel
Section 1. All school officials shall at all times Section 6. A teacher shall base the evaluation of the
show professional courtesy, helpfulness and learner’s work only in merit and quality of
sympathy towards teachers and other personnel, academic performance.
such practices being standards of effective school
supervision, dignified administration, responsible Section 7. In a situation where mutual attraction
leadership and enlightened directions. and subsequent love develop between teacher and
learner, the teacher shall exercise utmost
Section 2. School officials, teachers, and other professional discretion to avoid scandal, gossip and
school personnel shall consider it their cooperative preferential treatment of the learner.
responsibility to formulate policies or introduce
important changes in the system at all levels. Section 8. A teacher shall not inflict corporal
Section 3. School officials shall encourage and punishment on offending learners nor make
attend the professional growth of all teachers under deductions from their scholastic ratings as a
them such as recommending them for promotion, punishment for acts which are clearly not
giving them due recognition for meritorious manifestation of poor scholarship.
performance, and allowing them to participate in
conferences in training programs. Section 9. A teacher shall ensure that
conditions contribute to the maximum
Section 4. No school officials shall dismiss or development of learners are adequate, and
recommend for dismissal a teacher or other shall extend needed assistance in preventing or
subordinates except for cause. solving learner’s problems and difficulties.

Section 5. School authorities concern shall ensure Article IX: The Teachers and Parents
that public school teachers are employed in Section 1. Every teacher shall establish and
accordance with pertinent civil service rules, and maintain cordial relations with parents, and shall
private school teachers are issued contracts conduct himself to merit their confidence and
specifying the terms and conditions of their work; respect.
provided that they are given, if qualified,
subsequent permanent tenure, in accordance with Section 2. Every teacher shall inform parents,
existing laws. through proper authorities, of the progress and
deficiencies of learner under him, exercising
Article VIII: The Teachers and Learners utmost candour and tact in pointing out the learner's
Section 1. A teacher has a right and duty to deficiencies and in seeking parent’s cooperation for
determine the academic marks and the promotions the proper guidance and improvement of the
of learners in the subject or grades he handles, learners.
provided that such determination shall be in
accordance with generally accepted procedures of Section 3. A teacher shall hear parent’s complaints
evaluation and measurement. In case of any with sympathy and understanding, and shall
complaint, teachers concerned shall immediately discourage unfair criticism.
take appropriate actions, observing due process.
Article X: The Teacher and Business
Section 2. A teacher shall recognize that the interest Section 1. A teacher has the right to engage,
and welfare of learners are of first and foremost directly or indirectly, in legitimate income
concern, and shall deal justifiably and impartially generation; provided that it does not relate to or
with each of them. adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good TEACHER
reputation with respect to the financial matters such  All persons engaged in classroom
as in the settlement of his debts and loans in teaching in any level of instruction, on
arranging satisfactorily his private financial affairs. full time basis, including guidance
counselors, school librarian, industrial
Section 3. No teacher shall act, directly or arts or vocational instructors, and etc.
indirectly, as agent of, or be financially interested Administrative functions in all schools,
in, any commercial venture which furnish colleges, and universities operated by
textbooks and other school commodities in the the government or its political
purchase and disposal of which he can exercise subdivisions; but shall not include
official influence, except only when his assignment school nurses. School physicians,
is inherently, related to such purchase and disposal; school dentists, and other school
provided they shall be in accordance with the employees.
existing regulations; provided, further, that
members of duly recognized teachers cooperatives THE MAGNA CARTA, JUNE 18, 1966
may participate in the distribution and sale of such  A legal document that promotes the
commodities. rights of teacher and their protection

Article XI: The Teacher as a Person RECRUITMENT AND CAREER

Section 1. A teacher is, above all, a human being
endowed with life for which it is the highest Kinder/ Elementary
obligation to live with dignity at all times whether  Bachelor’s Degree in Elementary
in school, in the home, or elsewhere. Education (BS E.Ed)

Section 2. A teacher shall place premium upon self- Secondary

discipline as the primary principle of personal  BS Education or equivalent w/ a major
behaviour in all relationships with others and in all and a minor; BS/BA in Arts or Science
situations. w/ 18 units in Education.
College
Section 3. A teacher shall maintain at all times a  MA/MS with a specific area of
dignified personality which could serve as a model specialization
worthy of emulation by learners, peers and all
others. Secondary Vocational / 2-Year Technical
Course
Section 4. A teacher shall always recognize the  BS/BA in field of specialization w/ 18
Almighty God as guide of his own destiny and of units of Education
the destinies of men and nations.
CURRENT DEPED ORDERS
Article XII: Disciplinary Actions  DO 3, s. 2016
Section 1. Any violation of any provision of this Hiring Guidelines for Senior High
code shall be sufficient ground for the imposition Schools (SHS) Teaching Positions
against the erring teacher of the disciplinary action Effective School Year (SY) 2016 –
consisting of revocation of his Certification of 2017
Registration and License as a Professional Teacher,  RA 7836
suspension from the practice of teaching An Act to Strengthen the Regulation
profession, or reprimand or cancellation of his and Supervision of the Practice of
temporary/special permit under causes specified in Teaching in the Philippines and
Sec. 23, Article III or R.A. No. 7836, and under Prescribing a Licensure Exam for
Rule 31, Article VIII, of the Rules and Regulations Teacher and for other purposes.
Implementing R.A. 7836.
What are the rights during disciplinary
Article XIII: Effectivity procedures?
 Written Notice
Section 1. This Code shall take effect upon
 Access to evidence
approval by the Professional Regulation
 Defense
Commission and after sixty (60) days following  Time for preparation
its publication in the Official Gazette or any  Appeal
newspaper of general circulation, whichever is
earlier. PUBLICITY
  DO 49, s. 2006
Revise Rules of Procedure of the
Department of Education in
Administrative Cases
 DO 15, s. 2012
DepEd Policy Framework for the
Implementation of the Alternative
Dispute Resolution (ADR) System-
Mediation

HOURS OF WORK ENUMERATION

 Not more than 6 hours a day.

 It must not exceed 8 hours; and
 Must be paid additional compensation

LEAVE AND RETIREMENT BENEFITS

Study Leave
 After 7 years of service
 Not exceeding 1 SY
 With pay of 60% of monthly salary
 Regular study load
 Pass 75% of courses taken
Indefinite Leave

When the nature of sickness demands a long

treatment that will exceed one year at the least

OTHER BENEFITS

 Midyear Bonus
 Year-end Bonus
 Clothing Allowance
 Cash Gift
 Chalk/Teaching Supple Allowance
 Performance Enhancement Incentive
 Hardship Allowance
 Teacher’s Day Allowance
 Performance Based Bonus
 Step Increment
 PVP Summer and Christmas Break
 Loyalty Pay

BRAIN-BASED EDUCATION

 It’s about how the brain functions.

 BRAIN-BASED LEARNING
IMPORTANCE

 Teaching Methods, Lesson Plan,  It promote a positive learning

School Programs environment
 It’s not a one-size-fits-all approach  It can increase students’ knowledge
 Has various forms of learning retention
strategies  Improved the students’ creativity and
 Considered a comprehensive approach passion
to instruction  Enhance and develop critical thinking
 The goal is speedy and efficient skills
learning
MULTIPLE INTELLIGENCE
BRAIN-BASED LEARNING
PRINCIPLES
 Breaks down one’s intelligence and
 Health and Exercise talents
 Positive Emotions  Theory describing different ways
 Peer Teaching students learn
 Practice  We aren’t born with all intelligence
 Stimulation  Everyone’s intelligent at least nine
 Reduce Stress ways
 Intelligence’s ability to solve problem
BRAIN-BASED LEARNING
STRATEGIES TYPES OF MULTIPLE
INTELLIGENCE
 Setting positive tone from the  Logical-Mathematical Intelligence
beginning. - Patters
 Establish “turn and talk” time. - Categories
 Incorporate visual elements - Relationships
 Break learning into chunks  Intrapersonal Intelligence
 Get moving - Understand inner feelings
- Own emotions
- Intentions
BRAIN-BASED LEARNING  Linguistic Intelligence
ENVIRONMENT - Convince
- Please
 Problem-solving and challenge are - Stimulate
common  Bodily-kinesthetic Intelligence
 Colorful posters and images are - Motor skills
displayed - Sports
 Natural, full spectrum of lighting is - Arts
used  Virtual-spatial Intelligence
 Stimulating music is playing upon - Visual
entry - Spatial display
 Using engaging activities to stimulate - Mentally
learners  Musical Intelligence
 Colorful handouts are ready for - Enjoy
learners - Perform
- Rhythmic
BRAIN-BASED LEARNING  Naturalistic Intelligence
- Recognize
BENEFITS - Appreciate
 Health - Understand
 Better Psyches  Existential Intelligence
 Cooperation - Inner life
 Improved Memory - Consciousness
 Emotional Intelligence - Awareness
 Creativity  Interpersonal Intelligence
 Boost the students’ progress in - Motivation
academic - Intentions
 It can improve their classroom - Feelings
behavior - Interact effectively with others
- Note distinctions among others
 - Entertain multiple perspective  Should put learners’ interest first
 Also know as student-centered
MULTICULTURAL CLASSROOM learning
 Inverting the traditional teacher-
centered teaching
 Diversity
 Learnings 5 CHARACTERISTICS OF
 Incorporate Ideas LEARNER-CENTERED TEACHING
 Beliefs
 Cultural Backgrounds
 International Education  Engaging students
 Teaching problem-solving skills
IMPORTANCE OF MULTICULTURAL  Getting students to think about
CLASSROOM thinking
 Allowing students to have control
 Gain knowledge  Encourage collaboration
 New ideas
 Commitments LEARNER-CENTERED TEACHING
 Reflective Decisions IMPORTANCE
 Social and
 Civic actions
 Putting responsibility for learning of
ROLE OF TEACHER IN learners
MULTICULTURAL CLASSROOM  Helps learners learn and work
independently
 Enables life-long learning
 Planning  Develops independent problem-solving
 Preparation  Encouraging them to be active
 Teaching programs to achieve students  Learners are participants in their own
outcomes learning
 Practice knowledge
 Improve knowledge DIFFERENCE IN TRADITIONAL
 Skills
TEACHER-CENTERED LEARNING
MULTICULTURAL CLASSROOM
ADVANTAGES TRADITIONAL TEACHER-CENTERED
 Teacher “active” and learners
 Becomes great communicator “passive”
 Developing an open mind  Teacher is the only expert
 Building empathy in the classroom  Teacher talks. Learners listen.
 Interact wide range o social groups
 Have friends LEARNER-CENTERED LEARNING
 Feel more confident  Learners must be “active”
 Focus on learners and teachers
MULTICULTURAL CLASSROOM  Teacher models. Learners interact.
DISADVANTAGES

 Lose our national identity LEARNER-CENTERED TEACHING

 Racism/Inequality STRATEGY
 This can lead into conflict  Active learning approach involves
 Some cultures contradict with other engaging activities
 Language barrier  Cooperative learning encourages
 Ethnicity learners individual strengths
 Inductive teaching sort of discovery
learning
MULTI-GRADE CLASSES
LEARNER-CENTERED TEACHING
 More than one grade in classroom
 Learner is the center of learning  It is called Multi-age group
 Learner is the responsible for learning  Handled by one teacher in classroom
 Teacher as facilitator in learning
  Combine different abilities in one  Children appreciate and value the
classroom unique perspective
 Working independently together in the
classroom
 Student blended together to improve ADVANTAGES FOR COMMUNITY
learning AND SCHOOL SYSTEM

WHY DOES MULTI-GRADE  Providing education service to small

CLASSES EXIST? populated
 Efficient means using limited
 Lack of funds and classroom buildings education resources
 The shortage of teacher/facilitator  Sustain the cultural life in community
 Students are in the poverty position  Requires investment in training of
 Distance of school from the barrio teachers
 An efficient means of providing  Increase peer learning
education  Increased teacher interaction towards
 The limit of the enrolled students their students

MULTI-GRADE CLASS ICT INTEGRATION

ADVANTAGES
 The maximum social interaction  Determined by the interplay between
between peers infrastructure.
 Learn to be independent and self-  Will be used as interchangeable
directed concept.
 Can learn to be more resourceful  Facilitate effective teaching and
 Students are able to attain higher learning process
achievement  Shift from the traditional instruction
 Students cooperative learning is model.
predominant  Complete and transformational
 Students are prepared in real life application of technology.
 Can bring benefits on learner
MULTI-GRADE CLASS interaction.
ADVANTAGES FOR TEACHERS
WHAT IS ICT?
ADVANTAGES
 Get to know their students  ICT or Information and
 Experiment with different age group Communication Technology
 A greater flexibility in teaching  Has different technological tools and
resources
CHALLENGES  Used to communicated, create, and
 Requires more preparation learning disseminate.
material  Computers, the internet and
 Requires more careful study of broadcasting technologies.
learner’s development  A combination of different computer
 Require to keep track of student devices.
progress  Technologies which provides access to
information
MULTI-GRADE CLASS
PRINCIPLES
 Children can learn best from
experience WHY SHOULD SCHOOL INVEST
 Children can learn well from another IN ICT?
 Teachers must be flexible in grouping  E-learning or online learning in ICT.
 Teacher encourage collaboration and  ICT promotes higher thinking skills
peer learning  The use of ICT encourages
 Flexible approach to teaching and collaboration
learning  ICT improves engagement and
knowledge retention
 The use of ICT motivates learning
 Key part of the national curriculum SPECIAL EDUCATION
SERIVICES
DISADVANTAGES OF ICT
 Individualized education plans are
essential
 ICT often mislead and misguide  Teachers input is essential in
information developing and reviewing individual
 Risk of cyber attacks and hacks education plans
 Managing courses online is difficult  Speech therapy can improve
 Teachers require experience to handle communication
ICT  Occupational therapy can improve
 Implementing computers and internet daily living skills
is expensive  Teachers must record their
 Few believes that computers limit observations to be used as a evidence
imagination in discussions
 Teachers must employ best practices
REFLECTION training is essentials

ADVOCATING FOR CHILDREN

 It is good for educators and; WITH SPECIAL NEEDS
 The learners to develop their
knowledge
 Gain knowledge and transfer to people  Educate others about disabilities and
 The work can be done effectively accommodations
 Elaborating the element of the student  Push for inclusive education and
 Easiness to run teaching learning community involvement
process  Stand up for the rights of special needs
children
CHILDREN WITH SPECIAL  It takes time there must be resources
but teachers can help to move the
NEEDS
process along
 Children with special needs face  There is sufficient space for children to
challenges learn comfortable
 Different types of disabilities exists  Discrimination and stigma
 Special education is crucial for success
 Sensory disabilities that is visual and
INATTENTION
hearing defects
 Down syndrome and other syndromes
physical manifestations and involving  Difficulty paying attention to details
developmental and intellectual  Forgetful, losing things, disorganized
 Adaptive functioning these limitation  Easily distracted and forgetful
will cause a child to learn and develop  Blurting out inappropriate comments
more slowly than a typical  Rejections sensitivity and low self-
esteem
TYPES OF DISABILITIES  Mood swing, irritability and emotional
outbursts
 Intellectual disabilities affect learning
abilities
 Physical disabilities affect mobility CONCLUSION
and dexterity
 Sensory disabilities affect hearing and  Children with special needs and
vision deserve support
 In developed countries the provisions  Education, advocacy, and
of special education services is understanding are key
mandated by law  We can all make a difference
 The parents of children with special  Emotional and behavioral disorder
needs are in need of a lot  Symptoms of emotional behavior
psychological support  Support for children with behavioral
 Teachers are often the first to detect a disorder
disability or significant delay
TEACHING
  According to Smith, “Teaching is an
organized system of specific activities
 Teaching is a process intended for aimed to help the learners learn
learning by including a behavioral something.”
changes in the taught.
 Teaching is an activity of facilitation TEACHING AS A PROCESS
learning.
 Initially Teaching is considered as
FUNCTION OF TEACHING bipolar process i.e. between teacher
and learner.
 Another pole is added i.e. curriculum
 To provide learning environment and popular as tripolar process which
 To understand the need of the learner involved teacher, learner, and
 To facilitate the learner and learning curriculum.
 To provide guidance and training  One of the important factor i.e.
learning environments has also taken
NATURE OF TEACHING place so teaching is considered as Four
Polar Process.
 Teaching is a process - Teacher
 It is art as well as science - Student
 Formal as well as informal process - Curriculum
 Social process - Learning Environment
 Goal oriented process
 Task oriented process FORMAL AS WELL AS INFORMAL
 Interactive process/ Highly dominated  Teacher is a formal as well as informal
by communication  FORMAL in the sense in which
 Organized and systematic process teacher planned the instructional
 Specialized task comprising of objectives, planned the activities to be
different teaching skills organized in classroom and execute all
 Amenable to scientific observation and the activities which he/she planned in
analysis every systematic way
 INFORMAL in the sense that students
ART AS WELL AS SCIENCE learnt a lot informally by teacher’s
attribute, characteristics and his/her
 Teaching is an art in terms of shaping personality
the personality of a child and modify
his behavior and nurture the
capabilities of a child
 Teaching is a science as well because
it involves technique, procedure and
skills that can be systematically
studied, described and improved

-
- SOCIAL PROCESS

 It is a social activity because it

involves human being and social
factors

DEFINITION OF TEACHING
 According to Morrison, “Teaching is a
disciplined social process in which
teacher influences the behavior of the
less experienced pupils that and helps
him to develop according to the need
and ideas of the study.”