Name and Section: Ma.
Jessa Bangeles BSED MATH - 1B
THE TEACHING PROFESSION
ED 202 - UNIT 1 LESSON 1-3
UNIT 1 LESSON 1 (APPLYING)
1. Write a 250-word essay of your insights about “Teaching Profession: Then and Now”
Instilling wisdom in one’s mind is different from then and now.
Looking back, the struggles of the teaching profession to be recognized in
society can be perceived. It started when only parents were referred to as teachers until
the teaching courses has been offered in a four-year program. However, due to the
constant changes that our society is experiencing, the methods of teaching were changing
from time to time.
Today, the existence of the Covid-19 virus has temporarily ceased the
traditional face-to-face learning method. Gone are the days where learning takes place in
a four-corner classroom having physical interactions between the teachers and learners.
Before the Academic Year 2019-2020 has ended, teaching as a profession requires
different performances, reportings, discussions, and recitations to determine whether the
student is learning or not. It involves the application of lessons and a series of activities
into real-life situations that impelled the students to be responsible, active, and competent
learners.
However, the Academic Year 2020-2021 carried out unfamiliar methods of
teaching to continue Education. Google classroom and meet, messenger, mobile phones,
and other devices became the new set of school supplies. For those who are not privilege,
this approach is truly a burden but on the other hand, it allows the student to be safe,
truthful, and independent in learning.
The various mediums of teaching professions from then and now only stand as
the coping mechanisms. Nonetheless, the objective to mold the students in reaching their
dreams has never changed.
Name and Section: Ma. Jessa Bangeles BSED MATH - 1B
2. Fill in the timeline below of the historical development of teacher preparation and
professionalization in the Philippines from the pre-Hispanic period to 1996.
During the For more than two HISTORICAL DEVELOPMENT OF
pre-Hispanic period, decades, PNS offered a two- TEACHER PROFESSION IN THE
there was no year general secondary
PHILIPPINES
established formal education program. In 1928, it
schooling in the became a junior college
country. So there was offering a two-year program to
no formal preparation graduates of secondary
for teachers, too. The schools.
mothers and fathers
and tribal leaders
served as teachers at
home and in the
community.
During the American regime, In 1949, the Philippine
American soldiers served as the first Normal School, renamed
teachers. In 1901, the Philippine Philippine Normal College,
Commission enacted into law Act 74 offered the four-year Bachelor
which created the Department of of Science in Elementary
Public Instruction, laid the Education. Other four year
foundations of the public school teacher education courses
system and offered free followed after. This means that
During the Spanish period primary education for Filipinos. Due the present four-year
and by virtue of Educational Decree to urgent need for teachers, the preparation for the professional
of 1863 free public school system Americans gave bright young Filipino teacher began as a two-year
was established. There was one students opportunity to take up program only. Teacher
school for boys and and another for higher education in American preparation became four years
girls in every municipality. The colleges and universities financed by only in 1949 and thereafter.
Spanish missionaries served as the Phil. Government. They were the
teachers. The same Decree pensionados. Act 74 of 1901 also
provided for a normal school run by provided for the establishment of
the Jesuits to educate male Philippine Normal School (PNS) in
teachers in Manila. Normal schools Manila. The Philippine Normal School
for women were not established formally opened in September 1901,
until 1875. So it was the Spaniards as an institution for the training of
who started training teachers in
teachers.
normal schools. At the end of
Spanish rule, there was no teacher
that took place.
Name and Section: Ma. Jessa Bangeles BSED MATH - 1B
UNIT 1 LESSON 2 (APPLYING)
A. Interview a schoolteacher who has at least 3 years of teaching experience from any
level—elementary, secondary, or college and ask him/her these questions:
1. What are your “joys and sorrows” in teaching?
“When I started my career as an educator, I thought it will be an easy task.
However, to my surprise, I have encountered unreasonable number of learners who are
non readers enrolled in Grade 7. I could not ponder why they were left behind. When I
saw them struggled and panicked in fear every time we had our English class are always
my sorrows in teaching and so, I made a promise to myself to help them as much as I
could. As an English teacher of Grade 7, I was able to point out struggling learners through
various tests and categorized them under different levels. Every afternoon, I alot an hour
to teach those non readers. Through months of patience and constant motivation to them,
I have seen remarkable progress. As I saw how hope, for reaching their dreams, sparked
in their eyes now that they have finally learned how to read is my greatest joy in teaching
because I am certain that a bighter future awaits them.”
2. What made you stay long in your career as a teacher?
“It was never my dream to be an educator. Honestly, I wanted to travel around the
world and see beautiful places along with work. But, there's always a reason for
everything. I may have not able to travel around the world with my career but five years in
teaching gave me a roller coaster ride in the different kind of worlds those learners have.
I saw how they laughed hard, cried their lungs out and most especially, how I saw them
dream. Dreaming to be someone our future needs. That may be the reason why I chose to
stay as a teacher for I know that everyday I am helping them to be a step closer to make
their fairytales come true.”
Name and Section: Ma. Jessa Bangeles BSED MATH - 1B
B. Read and reflect on this excerpt from the True Decalogue of Apolinario Mabini and
answer these questions: What mission has God given to teachers? As a would-be teacher,
how will you contribute to the progress of humanity?
Develop the special talents that God has given you, working and studying according to
your capabilities, never straying from the path of good and justice in order to achieve your
own perfection, and by this means you will contribute to the progress of humanity: thus
you will accomplish the mission that God himself has given you in this life, and achieving
this, you will have honor, and having honor, you will be glorifying God.
MY REFLECTION
God is truly an amazing creature. He made a masterpiece that lies within
ourselves. As we grow up and journey the life that was given to us, we were also starting to
unlock the hidden gems in our souls through experiences and engagements. This shows how
a certain person can grow up and be the better version of themselves. Even teachers have
their own stories to tell of how they decided to be an educator. It might be because of
practicality, the influence of peers and family, or just their natural passion for teaching.
Nonetheless, the missions to educate and connect with students, hone their skills and produce
globally competitive learners were the foremost and leading objectives of being an educator.
School is a portal to gain knowledge and the teachers are the providers.
Despite the toxic things that are happening in our society right now, I never did stop believing
that there is still hope in mankind. That single hope keeps me motivated to contribute to the
progress of humanity as I pursue my dream of becoming an educator. I am mindful that the
path that I am taking isn’t easy for it requires a lot of patience and understanding. But, my
eagerness to sharpen one’s mind, to develop competent and skilled individuals, to guide
learners, and to produce dreamers are my encouragements to get this degree in education.
For I believe that, if people were only educated and well-molded, the hope in humanity won’t
be threatened.
Name and Section: Ma. Jessa Bangeles BSED MATH - 1B
UNIT 1 LESSON 3 (APPLYING)
A. Which of the stories above inspired/touched you most? Why? What realizations
and/reflections in relation to the stories of the Filipino teachers that you have?
MY REFLECTION
Imagine teaching young minds and seeing them acquiring knowledge and be
better persons regardless of what they think about themselves because of you is my
definition of bliss and tranquility.
Sabrina Ongkiko’s story is the most touching and genuine one for me. It
represents a story of being called and taking risks to leave your path and start a new
one. Indeed, no matter how successful you are as a person if you are not happy with
your job, you’re heart will continue to seek its proper place. By reflecting on it, I have
realized that each one has the passion that we need to acknowledge. We only need to
be brave to find the place where we truly belong. Ongkiko’s story made me realized that
once you’ve found the one that’s meant for you, the ripple effect will follow. She may
not have healed people for being a BS Biology graduate, but she has nurtured
individuals to confidently exhibit the hidden potential that they have. The impact of
education does reflect on how the teacher can influence and leave remarkable learnings
to the life of his/her students. Hence, it is the passion in teaching that matters the most.
Name and Section: Ma. Jessa Bangeles BSED MATH - 1B
B. After viewing the “Heart of a Teacher” , do the following:
• Choose/take a picture of something
• Write three sentences that sum up your commitment to the teaching profession
There’s nothing more fulfilling than meeting innocent eyes full of burning
passion to reach their dreams. Teaching the learners on how to swim in the vast ocean of
knowledge and wisdom, developing their character and well-being, improving their skills
and making them believe on themselves were my reason for committing in this kind of
profession. This journey wouldn’t be easy but I know, it will be worthy.
