Chapter2 The Teacher in The Classroom and Community

Chapter 2
The Teaching Profession
cdbalubayan@gmail.com usep-coe 1st sem sy 2019-2020

12/22/2019 1
Objectives:
To discuss, understand and reflects on
the following lessons:
i. The National Competency-Based Teacher
Standards (NCBTS)
ii. The 21st Century Teacher
iii. School and Community Relations
iv. Linkages and Networking with Organizations
cdbalubayan@gmail.com usep-coe 1st sem sy 2019-2020 12/22/2019 2

“The teacher is a diplomat and ambassador of tact and
sensitivity, as he/she facilitates productive, positive interactions
among the multiplicity of personalities, cultures, beliefs and
ideals”.
-Unknown-
A teacher is a facilitator of learning and of the

development of the youth; he shall, therefore, render the best
services by providing an environment conducive to such
learning and growth.
-Code of Ethics for Professional Teachers, Article III-

INTRODUCTION
 The teacher has two communities.
 Teaching community
 consists of his/her fellow teachers, colleagues and
superiors
 Community outside the school
 Includes the parents of his/her learners, local
officials, alumni/alumnae and other members of the
society in which the school is located
 To function well in the classroom and in the

community, he/she must be equipped with
competencies.
 knowledge
 skills
 attitudes

Along with the:
 Commission on Higher education (CHED),
 Teacher Education Institutes (TEIs),
 Philippine Regulatory Commission (PRC),
 Department of Education (DepEd) and the
 Civil Service Commission (CSC) in
partnership with the different academic
institution,
National Competency-
Based Teacher Standards
(NCBTS) was born
LESSON 1
National
Competency-
Based Teacher
Standards
(NCBTS)

What is National Competency-Based
Teacher Standards (NCBTS) ?
• It is an integrated theoretical framework that defines the

different dimensions of effective teaching
• result of the societal change, a reflection of what is

happening in the society and adopting our curriculum
into the 21st century globally competent education.
• A set of competencies (behaviors, attitudes, and skills)
• “The core values of Filipino teachers and on the principles of

effective teaching learning.”

Why Do We Need the NCBTS?
 Provides a single framework that define effective
teaching in all aspects of a teacher’s professional life
and in all phases of teacher development.
 Minimize confusion about what effective teaching is.
 Provides a better guide for all teacher development

programs and projects form the school-level up to the
national level.

1.1 Social Regard for Learning (SRFL)
 It focuses on the ideal that teachers serve as
positive and powerful role models.
 Teacher’s actions demonstrate value for

learning.
The Teacher:
implements school policies and

procedures;
demonstrates punctuality;
maintains appropriate appearance; and
is careful about the effects of one’s
behavior on the students
2. 1 Learning Environment (LE)
 It focuses on importance of providing a social,
psychological and physical environment
 The Teacher creates an environment that

promotes fairness.
The Teacher:
maintains an environment of courtesy

and respect for different learners’
abilities, culture, and gender;
provides a gender-fair opportunities
for learning; and
recognizes that every learner has strengths.
2.2 The Teacher makes the classroom
environment conducive to learning.
The Teacher:
maintains a safe, clean and

orderly clean classroom free
from distractions; and
arranges challenging activities

given the physical environment.

2.3 The Teacher communicates higher
learning expectations to each learner.
The Teacher:
uses individual and cooperative

learning activities to improve capacities
of learner’s for higher learning;
encourages learners to ask questions;

and
provides learners of variety of learning

experiences.

2.4 The Teacher establishes and maintains
consistent standards learners’ behavior.
The Teacher:
handles behavior problems quickly and with due

respect to children’s rights;
gives timely feedback to reinforce appropriate to

learners behavior;
guides individual learner requiring development of

appropriate social and learning behavior; and
communicates school policies and procedures for

classroom behavior and see to it that they are
followed.

3. 1 Diversity of Learners (DOL)
 It emphasizes the ideal that teachers can facilitate the
 learning process even with diverse learners.
 The Teacher is familiar with the children’s background
knowledge and experiences.
The Teacher:
uses information on the learning styles and needs of the learners to
design and select learning experiences;
establishes goals that define appropriate expectations for all

learners;
paces lessons appropriate to needs and/ or abilities of learners;
provides differentiated activities for learners.
initiates other learning approaches for learners whose needs have

not been met by usual approaches; and
shows sensitivity to multi-cultural backgrounds of the learners.

3.2 The Teacher demonstrates concern for
holistic development of learners.
The Teacher:
sets clear, challenging and achievable expectations
on the holistic development of all learners;
identifies learning gaps and takes action to enable

learners to catch up;
employs integrative and interactive strategies for

meaningful and holistic development of learners;
is sensitive to unusual behavior of learners and

takes appropriate action; and
provides opportunities to enhance learners growth

in all aspects.
4. Curriculum (Curr.)
 It refers to all elements of the

teaching-learning process that
work in convergence.
 These elements include the

teacher’s knowledge of subject
matter and the learning process,
teaching-learning approaches and
activities, instructional materials
and learning resources.
4.1 The Teacher demonstrates mastery on the subject.
The Teacher:
delivers accurate and updated content knowledge using appropriate
methodologies, approaches and strategies;
Integrates language, literacy and quantitative skill development and

values in his/her subject area;
Explains learning goals, instructional procedures and content clearly and

accurately to students;
Links the current content with past and future lessons;
Aligns with lesson objectives the teaching methods, learning activities and
instructional materials or resources appropriate to learners;
Creates situations that encourages learners to use high order thinking
skills;
Engages and sustains learners’ interest in the subject by making content

meaningful and relevant to them;
Integrates relevant scholarly works and ideas to enrich the lesson as

needed; and
Integrates content of subject area with other disciplines

4.2 Communicates clear learning goals for
the lessons that are appropriate for learners.
The Teacher:
Sets appropriate learning
goals
Understands the learning

goals

4.3 Makes good use of allotted instructions
time.
The Teacher:
establishes routines and
procedures to maximize
instructional time
plans lessons to fit within

available instructional time
4.4 Selects teaching methods, learning activities and
instructional materials or resources appropriate to learners
and aligned materials or to the objectives if the lesson.
The Teacher:
Translates learning competencies to instructional objectives;
selects, prepares and utilizes instructional materials appropriate

to the learners and to the learning objectives
provides activities and uses materials which fit the learners’
learning styles, goals and culture;
uses a variety of teaching approaches and techniques

appropriate to the subject matter and the learners;
utilizes information derived from assessment to improve

teaching and learning; and
Provides activities and uses materials which involve students in

meaningful learning

4.5 Teacher recognizes general learning processes as well as unique
processes of individual learners.
The Teacher:
Design and utilizes teaching methods that take into

account the learning process
4.6 Teacher promotes purposive study

The Teacher:
Cultivates good study habits through appropriate

activities and projects.
4.7 Teacher demonstrates skills in the use of information and

communication technology in teaching and learning.
The Teacher:
Utilizes Information and Communication

Technology to enhance teaching and learning
5. Planning, Assessing Reporting (PAR)
 It refers to the alignment of assessment
and planning activities.
 It focuses on the :
 Use of assessment data to plan and revise teaching-

learning plans;
 Integration of assessment procedures in the plan and

implementation of teaching-learning activities; and
 Reporting of the learners’ actual achievement and

behaviour.
5.1 Communicates promptly and clearly to
learners, parents and superiors about the
progress of learners.
The Teacher:
Shows proofs of instructional

planning;
Implements instruction as plan; and
Demonstrates ability to cope with

varied teaching milieu

5.2 Develops and uses a variety of appropriate
assessment strategies to monitor and evaluate
learning.
The Teacher:
Prepares formative and summative tests in line with the
curriculum;
employs non-traditional assessment techniques

(portfolio, journals, rubrics, etc.);
interprets and uses assessment results to improve

teaching and learning;
Identifies teaching-learning difficulties and possible

causes and takes appropriate action to address them; and
uses tools for assessing authentic learning.

5.3 Monitorsregularly and provides learners’
understanding of content.
The Teacher:
provides timely and accurate feedback to learners
to encourage them to reflect on and monitor their
own learning growth;
keeps accurate records of grades performance

levels of learners;
conducts regular meetings with learners and

parents to report learners’ progress; and
involves parents to participate in school activities

that promote learning.

6. Community Linkages (CL)
 Refers to the ideal that classroom activities are
meaningfully linked to the experiences and aspirations of
the learners in their homes and communities.
6.1 Establishes learning environments that respond

to the aspirations of the community.
The Teacher:
provides timely and accurate feedback to learners to encourage

them to reflect on and monitor their own learning growth;
keeps accurate records of grades performance levels of

learners;
conducts regular meetings with learners and parents to report

learners’ progress; and
involves parents to participate in school activities that promote

learning.
7. Personal Growth & Professional Development (PGPD)
 It emphasizes the ideal that teachers value having a high personal
regard for the teaching profession, concern for professional
development, and continuous improvement as teachers.
7.1 Takes pride in the nobility of teaching as a profession.

The Teacher:
Maintains stature and behavior that upholds the dignity of

teaching;
Allocates time for personal and professional development through:
Participation in educational seminars and workshops

Reading educational materials regularly
Engaging in educational research
Manifests personal qualities such as enthusiasm, flexibility and

caring; and
Articulates and demonstrates one’s personal philosophy of teaching

7.2 Builds professional links with
colleagues to enrich teaching practice.
The Teacher:
Keeps abreast with recent
developments in education; and
Links with other institutions,

organizations for sharing best
practices

7.3 Reflects on the extent of the attainment of
professional development goals.
The Teacher:
Reflects on the quality of his/her own

teaching;
Improves teaching performance based on

feedback from students, peers and superior and
cooperating teachers;
Accepts personal accountability to learners’

achievement and performance; and
Uses self-evaluation to recognize and enhance

one’s strengths and correct one’s weaknesses.
SUMMARY OF LESSON 1
The NCBTS are the standards of good teaching in the Philippines. It consists of 7
domains, 21 strands and 80 performance indicators.
The ideal teacher functions well in the classroom as well as in the community.
He/she does the following:
serves as a positive and powerful model of learning and living;
provides a social, psychological, and physical environment that is conducive for
learning because students from varied backgrounds are treated with respect, engaged
in different learning activities and are motivated to work towards high standards of
learning;
facilitates the learning process by considering diversity of learners;
implements curriculum effectively by making students understand curriculum goals
and standards, by his/her mastery of subject matter and skillful use of teaching-
learning strategies and activities and learning resources;
aligns assessment to curricular goals, objectives and standards, uses assessment
results to improve teaching-learning, and report assessment results to those concerned;
links with communities to help attain curricular goals; and
demonstrates a high regard for the teaching profession and embarks in a continuing
professional development.
The Code of Ethics for Professional Teachers comprising of a Preamble and 13 Articles
spells out how the teacher should relate to the state, the community, the teaching
profession itself, the teaching community, higher authorities in the Philippines, school
officials, fellow teachers and other personnel, the learners, and the parents. It also states
how the teacher should conduct himself/herself as a person at all places at all times
including his/her business and financial matters.
LESSON 2

The Traditional Classroom
• Content delivered by
the teacher in the
classroom.
• Lecture and reading
from textbooks are the
main sources of
learning.
• Students are assessed
primarily on knowledge
learned.
The 21st Century Classroom
Teacher
facilitates by
directing
students to
rich, learning
sources and
asking
students to
demonstrate
what they
know and are
able to do.

Effective
Learning and
Communication
Innovation Skills
Skills
21st Century
Skills
Info, Media and Life and Career

Technology Skills Skills

 Critical Thinking and
 Creativity and Innovation Problem Solving
 Think Creatively  Reason Effectively
 Use Systems Thinking

 Work Creatively with Others
 Make Judgments and
 Implement Innovations Decisions
 Solve Problems
Learning and Innovation Skills
 Communication
 Articulate thoughts and ideas effectively using oral, written and
nonverbal communication skills in a variety of forms and contexts
 Listen effectively to decipher meaning, including

knowledge, values, attitudes and intentions
 Use communication for a range of purposes (e.g. to inform, instruct,

motivate and persuade)
 Utilize multiple media and technologies, and know how to judge their
effectiveness a priori as well as assess their impact
 Communicate effectively in diverse environments (including multi-

lingual)

Learning and Innovation Skills
 Collaboration
 Demonstrate ability to work effectively and respectfully with

diverse teams
 Exercise flexibility and willingness to be helpful in making

necessary compromises to accomplish a common goal
 Assume shared responsibility for collaborative work, and

value the individual contributions made by each team
member

Life and Career Skills
1. Flexibility and
adaptability
2. Leadership and
responsibility
3. Social and cross-cultural

skills
4. Initiative and self-

direction
5. Productivity and
accountability
6. Ethical, moral and

spiritual values

Info, Media and Technology Skills
1. Visual and information literacies
2. Media literacy
3. Basic, scientific, economic and technological literacies
4. Multicultural literacy

ANOTHER WAY OF GROUPING THE
21ST CENTURY SKILLS
• Ways of thinking
• creativity, critical thinking, problem-solving, decision-
making and learning.
• Ways of working
• communication and collaboration
• Tools for working
• Information and communications technology(ICT)
and information literacy .
• Skills for living in the world
• citizenship, life and career, and personal and social
responsibility
“If we teach today as we
taught yesterday,
we rob our children
of tomorrow.
- John Dewey -

Thought to Ponder

You Are A
If I speak interestingly , effectively, and
well, But do not understand my
students
Teachers
I am a noisy gong or a clanging cymbal.
If I know all of the methods and techniques of Love always expects the best of others;
teaching, It is gladdened when they live up to these
If I have complete faith that they will expectations, Slow to lose faith when they do
work, So that I use the completely. not.
It will bear anything, Hope for anything,
But think only of materials or Endure anything.
techniques Instead of how they ca8n This kind of love will never fail
help my students, IU0 count for If there are teaching methods, they will change;
nothing. If there are curricula, they will be revised.
If I go the second mile in my For our knowledge is imperfect,
teaching, Give up many And we are always looking for the better ways
activities, Which an infinite God has placed ahead of us.
But do not it without When I began to teach, I fumbled and failed;
understanding, It does no Now I have put away some of my childish ways.
good At present I am learning bit by bit;
Love is very patient, very kind; But if I keep on seeking, I shall at last
Love is not jealous, it does not put on understand As all long I myself have been
airs; It is never tyrannic, never; understood.
Yet does insist on truth; So faith, hope and love endure. These are the
It does not great three
become angry; It But the greatest of them is love.
is not resentful.
LESSON 3
School
and
Community
Relations
“It takes a village
to raise a child.”
• -African Proverb-

The Teachers, Parents and
the Community
Parents are the first teachers in the home.
Teachers in the school continue to enrich the

students’ experiences at home, thus
strengthening the valuable, personal traits
and characteristics initially developed.
The members of the community, in addition

to the parents, include the local government
units, the non-government agencies, civic
organizations and all residents.
1. Difficulties
Teachers are endowed with a caring and
compassionate attitude that are expressed in
their love and unending sacrifice in guiding the
young.
Despite conscious effort, children experience

difficulties and problems regarding:
 Ability to accomplish assignments,

 Irregular attendance,
 Study habits in school,
 Negative attitudes, and
 Problem with self-discipline
2. Solutions
 The best way to thresh out causes and come up with
solutions is to conduct a dialogue wherein parents may
be invited to drop by the school or the teacher may pay a
visit to their home.
A calm and friendly face-to-face exchange of

observations.
Positive attitudes of kindheartedness and
patience are developed through modeling.
Regularity in attendance and doing daily
assignments.
Letters and praises to parents for
outstanding performances.
 Interesting lessons
 Extremes of behavior
3. Values Developed
Respect for elders and for the rights of others,

Cooperation,
Willingness to share,
Deep sense of responsibility, and
Persistence.
Students exhibiting exemplary

traits must be given due
recognition.
LESSON 4
Linkages and
Networking
with
Organizations

Herman Melville

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Chapter 2

The Teaching Profession

cdbalubayan@gmail.com usep-coe 1st sem sy 2019-2020

ii. The 21st Century Teacher

iii. School and Community Relations

iv. Linkages and Networking with Organizations

cdbalubayan@gmail.com usep-coe 1st sem sy 2019-2020 12/22/2019 2

A teacher is a facilitator of learning and of the

-Code of Ethics for Professional Teachers, Article III-

cdbalubayan@gmail.com usep-coe 1st sem sy 2019-2020 12/22/2019 3

 To function well in the classroom and in the

cdbalubayan@gmail.com usep-coe 1st sem sy 2019-2020 12/22/2019 4

cdbalubayan@gmail.com usep-coe 1st sem sy 2019-2020 12/22/2019 6

• It is an integrated theoretical framework that defines the

• result of the societal change, a reflection of what is

• A set of competencies (behaviors, attitudes, and skills)

• “The core values of Filipino teachers and on the principles of

cdbalubayan@gmail.com usep-coe 1st sem sy 2019-2020 12/22/2019 7

 Minimize confusion about what effective teaching is.

 Provides a better guide for all teacher development

cdbalubayan@gmail.com usep-coe 1st sem sy 2019-2020 12/22/2019 8

 Teacher’s actions demonstrate value for

implements school policies and

 The Teacher creates an environment that

maintains an environment of courtesy

maintains a safe, clean and

arranges challenging activities

cdbalubayan@gmail.com usep-coe 1st sem sy 2019-2020 12/22/2019 21

uses individual and cooperative

encourages learners to ask questions;

provides learners of variety of learning

cdbalubayan@gmail.com usep-coe 1st sem sy 2019-2020 12/22/2019 23

handles behavior problems quickly and with due

gives timely feedback to reinforce appropriate to

guides individual learner requiring development of

communicates school policies and procedures for

cdbalubayan@gmail.com usep-coe 1st sem sy 2019-2020 12/22/2019 25

establishes goals that define appropriate expectations for all

paces lessons appropriate to needs and/ or abilities of learners;

provides differentiated activities for learners.

initiates other learning approaches for learners whose needs have

shows sensitivity to multi-cultural backgrounds of the learners.

identifies learning gaps and takes action to enable

employs integrative and interactive strategies for

is sensitive to unusual behavior of learners and

provides opportunities to enhance learners growth

 It refers to all elements of the

 These elements include the

Integrates language, literacy and quantitative skill development and

Explains learning goals, instructional procedures and content clearly and

Links the current content with past and future lessons;

Engages and sustains learners’ interest in the subject by making content

Integrates relevant scholarly works and ideas to enrich the lesson as

Integrates content of subject area with other disciplines

cdbalubayan@gmail.com usep-coe 1st sem sy 2019-2020 12/22/2019 32

Understands the learning

cdbalubayan@gmail.com usep-coe 1st sem sy 2019-2020 12/22/2019 34

plans lessons to fit within

Translates learning competencies to instructional objectives;

selects, prepares and utilizes instructional materials appropriate

uses a variety of teaching approaches and techniques

utilizes information derived from assessment to improve

Provides activities and uses materials which involve students in