PART 1

1. Active Learning Techniques

 Teaching means “impart knowledge or skill, give instruction or lessons, instill and inspire with”.
 teacher talks incessantly throughout the lecture, while the students are passive listeners
Dewey- considers it as a manipulation of the situation  Student active participation

HC Morrison- Teaching is an intimate contact  Discussion

 classroom is a place where students are entitled to their own opinion regarding the topic
Jackson- Teaching is a face-to-face encounter that is being discussed.
 Discussion yields answer to various questions that may not have been even asked
JB Hough and James K Duncan- Teaching is an activity with four phases, a curriculum planning phase, otherwise.
an instructing phase, and an evaluating phase
 Brainstorming
NLGage (Democratic point of view)- Teaching is interpersonal influence  creative thinking and sharing ideas
 there are no wrong answers
Clerk- Teaching refers to activities that are designed and performed to produce in students’ behavior.
 Note taking
3 viewpoints:  covering a lesson “in one’s own words”
 creating one’s own system of explanations and linking terms
1. Authoritarian  improve student comprehension
 memory level only
 does not develop thoughts and attitude in the students  Teamwork
 thoughtless teaching  joint problem-solving
 achieve a common goal
2. Democratic Teaching
 understanding level 2. Great Learning Environment
 thoughtful teaching
 interactive process, primarily involving classroom talks which takes place between teachers and  Environment in which teaching takes place is extremely important for a positive learning
student experience.
 students can ask questions and criticize the teachers 3. Clear Communication
 students can ask the questions and self-disciplined is insisted
 important in class when student knowledge is tested during the school year
3. Laissez Teaching
 reflective level teaching 4. Good relationship between teacher and student
 more difficult than memory level and understanding level of teaching
 Memory level and understanding level teaching are must for the reflective level of teaching  Student-teacher relationships should be characterized by mutual respect.
 highly thoughtful activity
 level both students and teachers are participants 5. Critical Thinking
 level produces insights
 combine acquired knowledge and personal skills and attitudes to correctly interpret the obtained
Characteristics of teaching that help students be successful information
  also important in education, because it helps one to see the world from a personal angle  No matter how charming you are, if you show up for a class without an excellent plan for how
to teach your material, you won't succeed.
6. Problem-solving
 The best teachers have high expectations for all of their students. They expect a lot from each
 One of the most important characteristics of teaching student, but those expectations are both challenging and realistic.
 represents the foundation for a successful professional and private life
 helps in the development of important qualities, such as patience, teamwork, diligence, and Challenges in Teaching
logical reasoning
1. Multilingual and multicultural classroom
Characteristics of Teaching 2. Learner-centered and constructivist teaching
3. Multi-graded classes
1. Excellent Communication Skills 4. ICT integration
5. Brain-based education
 But no matter how knowledgeable a person is, if they can't convey what they know to others in a 6. Multiple intelligences- Howard Gardner Harvard University Professor on 1983
way that is not only understandable but engaging, the knowledge itself is useless. 7. Children with special needs

2. Superior Listening Skills Multiple Intelligences

1. Linguistic Intelligence- ability of the students on what teachers said/ oral or written
 Turkish proverb says, “If speaking is silver, then listening is gold." 2. Logical Mathematical- involves math; problem-solved
 effective communication only happens when at least two parties are actively involved in the 3. Spatial Intelligence- figure out larger or smaller scale
process together 4. Musical Intelligence- produce music; teach music
5. Naturalist Intelligence- ability of the students to understand animals, plants
3. Deep Knowledge of and Passion for the Subject Matter 6. Bodily Kinesthetic- (over ang galaw; natututo kapag magalaw)
7. Interpersonal Intelligence- ability of the kid to understand the person
 a teacher is only as good as what they know 8. Intrapersonal Intelligence- within the self
 If a teacher lacks knowledge in a subject, that dearth of understanding is passed along to the
students. PART 2

4. The Ability to Develop Strong Relationships with Students The key to understanding the teaching profession is to know the personal and professional lives of
teachers.
 In order to create successful learning environments, great teachers need to be able to build
caring relationships with their students. First, it is important for us to understand that teachers are products of the family where they
 It is the caring student-teacher relationship that facilitates the exchange of information.
belong. The family values and the home environment that shaped their beliefs, character and personal
5. Friendliness and Approachability values are reflected in their personality, values and personal philosophy.
Second, we need to recognize that teachers are also shaped by the society where they live. The
 Because it's the teacher's job to help students learn, they must be easy to approach. Students
will have questions that can't be answered if the teacher isn't friendly and easy to talk to. society’s culture, values, norms, religion and environment are influential in shaping their life as an
individual and a professional. Teachers are servant leaders in their own community. They are beacons of
6. Preparation and Organization Skills
light to all people whom they encounter.
 Third, it is already a fact that the schools they attended are also contributory to the development  source of morality
of their expertise, talents, knowledge, skills and educational philosophy.

A. THE TEACHER AS AN INDIVIDUAL PERSON  A foundational moral principle is, therefore, the universal, norm upon which all other principles on
the rightness or wrongness of an action are based.
Teacher education institutions (TEIs)- should embrace the challenge of preparing teachers
Natural Law
 Cohen, Manion and Morrison (1996) pointed out that teaching is more than just a simple job.  "written in the heart of men”
 For theists, it is "man's share in the Eternal Law of God..." (Panizo, 1964)
A creative way to describe the talents and skills of a teacher is a simple written piece about “The  St. Thomas defines it as "the light of natural reason, whereby we discern what is good and what
Body Parts of a Teacher.” is evil. an imprint on us of the divine light..."
 "Do good and avoid evil."
1. Brain – to always think critically and creatively.  Natural law theorists believe that human laws are defined by morality, and not by an authority
2. Eyes – to see the individual needs, strength and nature of each student. figure, like a king or a government.
3. Ears – to listen to students’ ideas and concerns.
4. Hands – to guide students and show the right direction. The Natural Law that says “do good and avoid evil” comes different versions
5. Heart – to love all students regardless of who and what they are.  Panizo says: "Writing, customs, and monuments of past and present generations point out to his
6. Mouth – to speak the truth, discuss knowledge and speak wisdom to students. conclusion: that all peoples on earth, no matter how savage and illiterate, have recognized a
7. Feet – to walk with students, explore the surroundings and discover new knowledge and information. supreme law of divine origin commanding good and forbidding evil".
8. Nose – to breathe deeply and relax when feeling tired and pressured.  Do not do to others what you do not like others to do to you."- Kung Fu Tsu
 "Do to others what you want them to do to you."- Golden Rule of Christianity
Morality  "Act in such a way that your maxim can be the maxim for all."- Immanuel Kant
 "the quality of human acts by which we call them right or wrong, good or evil." (Panizo, 1964).
 Your human action is right when it conforms with the norm, rule, or law of morality. Religious Views on Morality

Principle 1. Christianity Perspective ("Do to others what you want them to do to you")
 came from the Latin word, "princeps" which means "a source of beginning."
 something is based, founded, originated or initiated  "Love God with all your heart, with all your mind, with all your strength" and "Love your
 principle is a sun because the sun is the body neighbor as you love yourself."
 Article XI - The Teacher as a Person
2. Buddhists' Perspective ("Hatred does not cease by hatred; hatred ceases only by love")
Section 1. A teacher is, above all.
Section 2. A teacher shall place premium upon self-discipline as the primary principles of personal
behavior in all relationships with others and in all situations.
 Strive to know the truth
Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model
 Resolve to resist evil worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the
 Say nothing to hurt
destinies of men and nations.
 Respect life, morality and property
Teacher's Values and Ethical principles
 Engage in a job that does not injure others
 Strive to free their mind of evil 1. Dignity means respect for humanity. Teachers must respect every person, regardless of gender,
sexual orientation, gender diversity, appearance, age, religion, social standing, origin, opinions,
 Control their feelings and thoughts
abilities and achievements.
 Practice proper forms of concentrations 2. Truthfulness is one of the core values in teachers basic task. Honesty with oneself and others
and mutual respect in all communication is a basic aspect of teachers' work.
3. Fairness is important both when encountering individual learners and groups but also in the
4. Islamic Perspective: Based on the Islamic Quran (“forbids lying, stealing, adultery and murder”) work community. Fairness involves in particular promoting equality and non-discrimination and
avoiding favoritism.
 "honor for parents, kindness to slaves, protection for the orphaned and the widowed and charity
Characteristics of a Good Teacher
to the poor."
Muslims' Perspective: The Five Pillars of Islam
1. Patient and Approachable
Muslims abide by the Five Pillars of Islam 2. Enthusiastic
3. Strong Communication Skills
 Prayer
4. Stronf knowledge and a solid education
 Self-Purification by Fasting
5. Disciplined and Professional
 Fasting
Transcendent Values
 Almsgiving
 Idealist group- there are unchanging and universal values.
 Pilgrimage to Mecca for those who can afford  They remain unchanged amidst changing times.
 Relativists claim that there are no universal values. They assert that values are dependent on
time and place.
The Preamble of our Code of Ethics of a Professional Teachers (R.A. 7836)
3 Dimensions of Values
Teachers are duly licensed professionals who possess dignity and reputation with high moral 1. Cognitive Dimension - mental understanding and readiness.
values 2. Affective Dimension - experience toward something.
3. Behavioral Dimension - living by the value.
  Appear only in regard to objects intentionally given as "absolute objects"
Intellect- discerns a value and presents it to the will as a right or wrong value  Values that pertain to belief or unbelief, God or the other
*Belief
 Virtuous life strengthens you to live by the right values *Adoration
*Bliss
Therefore, necessary that you develop your intellect in its three functions namely;
Based on Scheler’s hierarchy of values, the highest values are those that pertain to the Supreme
1. Formation of Ideas Being while the lowest values are those that pertain to the sensual pleasures. We act and livewell if we
2. Judgement stick to Scheler’s hierarchy of values. We will leave miserably if we distort Scheler’s hierarchy of values.”
3. Reasoning
PART 3
Max Scheler
Laws on the Professionalization of Teachers
 was born on August 22, 1874 and died on May 19, 1928
 works in phenomenology, ethics and philosophical anthropology  During 1965 and below and below we don't have professional teachers
 foremost exponent of axiology
 Axiology- the philosophical science of values/ethics Elements to become a professional teacher:

“Max Scheler’s Hierarchy of Values” 1. 4 years course graduate

2. 2. CPT (trainings and workshop)
1. Pleasure Values 3.
 Pertains to the “pleasant against the unpleasant” or “The agreeable against disagreeable”
*Sensual feelings 1976+- we already have professional teachers
*Experience of pleasure of pain
3 Major Laws on Professional Teacher
2. Vital Values
 Values pertaining to the well-being either of the individual or of the community 1. PD (Presidential Decree) 1006- DECREE PROFESSIONALIZATION FOR TEACHING- tapos
*Health na
*Vitality
 Values of vital feeling  Supported by Ferdinand E. Marcos (kulang ang basehan paramaging professional)
*Capability  1976 (pinprose)
*Excellence  January 1, 1977 ibinatas PBET- professional board exam for teachers professional
 Teacher certificate- binibigay sa mga teachers
3. Spiritual Values  National board of teachers- gumagawa ng exam
 Values independent of the whole sphere of the body and of the environment:  Civil service commission- nagbibigay ng exam (binibigay ang eligibility)
 Grasped in spiritual acts of preferring , loving and hating.  PASSING- 70%
*Aesthetic values: beauty against ugliness  COMPONENT-50% PROF ED, GEN ED, MAJOR
*Values of right and wrong  150 working days bago lumabas ang result
*Values of pure knowledge
2. RA 7836
4. Values of Holy
  Philippine Professionalization Act 1994 Practices and Performance- It establishes expectations around a teacher’s ethical conduct as related to
 Propose- 1994 their practice and performance
 1996 onwards
 LET- Licensure Examination For Teachers Personal Integrity and Accountability- Teachers must be honest, low abiding citizens with great
 Board for professional teachers- gumagawa ng exam personal integrity who strive for the best possible performance as a teacher
 Professional regulation commission- nagbibigay ng exam
 PASSING- 75% Ethics Involving Colleagues- Ethical behavior also applies to colleagues and teachers do not
 COMPONENT- 60% intentionally make false statements about colleagues or the schools where they work.
 120 DAYS
 Oath taking Responsibilities to the Parents and to the Community- A teacher must strive to maintain an open,
 Periodic merit exam- every 2 yrs accepting classroom environment where students from all cultural backgrounds will feel comfortable.

3. RA 9293 Commitment to the Profession- The education profession is vested by the public with a trust and
responsibility requiring the highest ideals of professional service.
 (focused more on parateachers)
 Amendment to Ceratin Section RA 7836 Professional Values and Relationships- Be caring, fair, and committed. Acknowledge and respect the
 Para-teachers- teachers na di pa nakakapasa uniqueness.
 70%-74% u can be a parateacher
 Certificate (2 YRS) for para-teachers Professional Integrity- Act with honesty and integrity in all aspects of their work. Respect the privacy of
 DEPED-PRC- oath taking others.
 Same function as teachers
 ARMM/REMOTE AREAS SPECIAL PERMIT FOR EXPERTS Professional Conduct
 Inactive teachers- 5 years  Uphold the reputation and standing of the profession.
 Take all reasonable steps
 Republic Act 7836, amended by Republic Act 9293, teaching was professionalized and thereby  Communicate effectively with pupils/students
requiring teachers to take the Licensure exam for Teacher (LET).  Ensure that any communication with pupils/students

7R’s TEACHERS WELFARE AND PRIVILEGES- The Magna Carta for Public School Teachers (RA
4670)
1. Remember to perform your duties with high degree of professionalism
2. Respond to the needs of each student "The Magna Carta for Public School Teachers" was passed into law in view of providing
3. Recognize that as professionals, you must continuously seek professional career advancements
professional rights and safeguards to our public school teachers in consideration of the exigency and level
through joining professional associations
4. Reawaken your passion and sense of mission to serve all types of learners of difficulty of the exercise of their profession. This bill seeks to amend the aforementioned law to make
5. Renew your commitment to help each learner to learn in order to have a better future.
the said measure more responsive by expanding public school teachers working rights, strengthening
6. Re-evaluate your attitudes towards students and your work ethics.
7. Relearn learn and unlearn many things to keep you updated with new knowledge and information. working protections and safeguards and providing additional incentives for extra-curricular work. This act
shall be known as the "Expanded Magna Carta for Public School Teachers Act“. This law was
Students- teacher’s first responsibility
approved on June 18, 1966.
 Teaching hours: 6 hours of classroom teaching (maximum load).
 Health and Injury benefits (thru GSIS) Section 10. No Discrimination: There shall be no discrimination whatsoever in entrance to the teaching
profession
 One year study leave after 7 years of continuous teaching; the teacher should receive 60% of the
monthly salary. Section 11. Married Teachers: Whenever possible, the proper authorities shall take all steps to enable
married couples

Republic Act of 4670: The Magna Carta for Public School Teachers Section 12. Academic Freedom: Teachers shall enjoy academic freedom in the discharge of their
professional duties
Former President Ferdinand E. Marcos signed Republic Act 4670 during the first part of his
Section 13. Teaching Hours: Any teacher engaged in actual classroom instruction shall not be required
term as president of the Philippines. This Law is very important in the history of the teaching profession
to render more than six hours of actual classroom teaching a day
in the Philippines.
Section 14. Additional Compensation: Notwithstanding any provision of existing law to the contrary,
co-curricular and out of school activities
Section 1-4: "To promote and improve the social and economic status of public school teachers
Section 15 to Section 19 discuss the criteria for salaries and other benefits or allowances for
Section 5. Tenure of Office: Stability on employment and security of tenure
teachers: These allowances include Cost of Living Allowance (COLA) to help teachers augment their
Section 6. Consent for Transfer Transportation Expenses: Except for cause and as herein otherwise income and cope up with the increasing cost of living. Also included is a Special Hardship Allowances
provided, no teacher shall be transferred without his consent from one station to another. If the teacher for teachers assigned in areas where they are exposed to hardships such as difficulty in commuting to
believes there is no justification for the transfer, he may appeal his case to the Director of Public Schools their place of work
or the Director of Vocational Education, as the case may be.
Section 22 of this Act, a compulsory annual medical examination is required
Section 7. Code of Professional Conduct for Teachers: Within six months from the approval of this Act,
the Secretary of Education shall formulate and prepare a Code of Professional Conduct for Public School Section 23: whereby all teachers are protected against the consequences of employment injuries
Teachers.
Section 24: enjoy study leave wish to pursue graduate studies and special trainings in the country or
Section 8. Safeguards in Disciplinary Procedure: Every teacher shall enjoy equitable safeguards at each abroad
stage of any disciplinary procedure and shall have:
a. to be informed, in writing, of the charges. Section 25: indefinite leave for teachers who may be required to take long treatment for some serious
b.full access to the evidence in the case. illness
c.The right to defend himself and to be defended by a representative
d.The right to appeal to clearly designated authorities. Section 26: shall be given one- range salary raise upon retirement

 No publicity shall be given to any disciplinary action being taken against a teacher during the Section 27: teachers are free either to form an organization or to join any local, national, or international
pendency of his case. organizations

Section 9. Administrative Charges: Administrative charges against a teacher shall be heard initially by
a committee composed of the corresponding School Superintendent of the Division or a duly authorized Section 28 protects public school teachers from any form of discrimination such as the following:
representative
a. shall not join an organization, or shall relinquish membership in an organization;
b. Cause the dismissal of or otherwise prejudice a teacher by reason of his/her membership in an 1. Treat others fairly and with respect
organization or because of participation in organization activities outside school hours, or with the 2. Apply class, school, and district rules for all students.
consent of the proper school authorities, within school hours; and 3. Present appropriate lessons aligned with national and state standards and guidelines.
c. Prevent him/her from carrying out the duties laid upon him/her by his/her position in the 4. Communicate accurate information about student progress and performance.
organization, or to penalize him/her for an action undertaken in that capacity.

TEACHER'S RIGHTS, DUTIES AND RESPONSIBILITIES

Republic Act 232
1. Teachers have the right to base diagnosis, planning, methodology and evaluation on professional  Otherwise known as the Education Act of 1892
knowledge and skills.
 Signed by Pres. Ferdinand E. Marcos
2. Teachers have the right to expect standards of pupil behavior necessary for maintaining an  Section 10, 11, and 16 helpful in understanding the rights and duties of teachers
optimal learning environment.
3. Teachers have the right to a voice in all decisions of a professional nature which affect them. Section 10: Rights of all School Personnel
4. Teachers have the right to criticize educational programs.
5. Teachers have the right to a reasonable allotment of resources, materials and services of support staff. a) Right to free expression
6. Teachers have the right to fair and reasonable evaluation of professional performance b) Free legal service
c) Establish, join, and maintain labor organizations
TEACHER' DUTIES AND RESPONSIBILITIES d) Free from involuntary contributions

Section 11: Special Rights and/or Privileges of Teaching or Academic Staff

1. IMPARTING KNOWLEDGE
a) Free from compulsory assignments
 A teacher may work with one learner and design lessons specific to that student's learning
b) Right to intellectual property
style and preferences.
c) Deemed persons in authority
 They follow a standard syllabus and ensure they impart the required knowledge to their
d) Alternative career lines
students.
Section 16: Teacher’s Obligations
2. ENCOURAGING STUDENT
A) Discharging his responsibilities
 A teacher improves learner’s morale and confidence by praising when they perform well B) Efficient and effective attainment
 Helps increase students’ effectiveness C) Render regular reports
D) Professional growth and advancement
3. ACTING AS A ROLE MODEL E) Refrain from making deductions in student’s scholastic rate
F) Agent of constructive social, economical
 Involves demonstrating exemplary behavior and correcting learners when they’re wrong
 May also offer advice and guidance Teacher as a Person in Authority

Teachers Have the Responsibility to: Section 1: Article 152 of Act 3,815 known as the Revised Penal Code , is amended to read as follow:
  “ ARTICLE 152. Person in Authority. --- Who shall be deemed as such, - In applying the
provisions of the preceding and other articles of this Code, any person directly vested
with jurisdiction

Commonwealth Act No. 578

 An act to amend article one hundred fifty two of the revised penal code,so as to include
teachers, professors, and persons in charged with the supervision of public or duly
recognized public schools, colleges, and universities, within the term "PERSONS IN
AUTHORITY."

Authority- someone who holds a position of Power Authority or Influence

Authority and Power

 TEACHERS are entrusted with the responsibility of facilitating learning and shaping the
minds of their students.

Duty of Care

 TEACHERS have a duty to ensure the safety, well –being , and welfare of their students

Disciplinary Measures

 TEACHERS have the ability to implement disciplinary measures within the bounds of the
Law and school policies. They can enforce consequences for student misconduct

Academic Assessment

 TEACHERS have the authority to assess and evaluate students academic performance.

Role Modeling and Mentorship

 TEACHERS often serve as a role model and mentor for their students. They are expected
to exemplify professionalism, integrity, and ethical conduct.

Collaboration with Parents

 TEACHERS collaborate with parents or guardian to supportr student’s learning and

development. They share information about student’s progress