Teaching as a Profession

"Without hard work and discipline it is difficult to be a top professional.”

LEARNING OUTCOMES
 Explain the meaning of teaching as a profession
 Trace the historical development of teaching as a profession in the
Philippines

ACTIVITY: Let's Read These

A. Teaching as a Profession

Read the following instances when the word "professional" is used. ADD
MORE NSTANCES, YOU CAN. As a group, explain what the word
"professional" means in each case.
1. One night, cellphones were stolen right there from your home while
you were asleep. There was no indication of forced entry, so you
claimed that the manner by which your cellphone was stolen was
highly professional.
2. Father tells floor tile setter whom he asked to work on a newly
constructed bathroom "Gusto ko yong gawang propesyonal, malinis at
maganda."
3. She is highly professional in her ways. She deals with everyone
including her daughter — employee professionally.
4. "How unprofessional of her to act that way. Teacher pa naman din."
5. Medical doctors, lawyers, education consultants are entitled to
professional fees (PF) for expert services rendered.
6. After his oath taking as a professional teacher, he

was congratulated and was told "now you are truly a professional."

What does the word "professional" mean as used in the instances given above?

ABSTRACTION: Let's Add to What You Know

Teaching as a profession
In the words "professi()nal manner," "gawang propesyonal " "professional
fec for expert services rendered" the word "professional" implics onc who
possesses skill and competence / expertise. "Highly professional" "unprofessional
to act that way" imply a code of ethics by which a professional person abide. In
short, a professional is one who conforms to the technical or ethical standards of
a profession. So two elcments of a profession are competence and a Code of
Ethics.
The other elements of a profession are:
 1. Initial Professional Education — Professionals generally begin their
professional lives by completing a university program in their chosen
fields — teacher education, engineering, nursing, accountancy. This
means long and arduous years of preparation. Take note this is just
initial, which means only the beginning because a professional is
expected to learn endlessly.
2. Accreditation — University programs are approved by a regulatory
body like the Commission on Higher Education (CHED) in the
Philippines to ensure that graduates from thesc recognized programs start
their professional lives with competence.
3. Licensing — Licensing is mandatory, not voluntary and is administered
by a government authority. In the Philippines, this government authority
is the Professional Regulation Commission (PRC).
4. Professional Development
This is an ongoing professional education that maintains or
improves professionals' knowledge and skills after they begin
professional practice. In the Philippines this is Continuing Professional
Development mandated by RA 10912, otherwise known as the CPD Act
of 2016.
5. Professional Societies
Professionals see themselves as part of a community of like-
minded individuals who put their professional standards above the
individual self-interest or their employer's self-interest. These
professional societies put dedication to the public interest and
commitment to moral and ethical values.
Professional societies define certification criteria, manage certification
programs, establish accreditation standards and define a code of ethics and
disciplinary action for violations of that code.
6. Code of Ethics
Each profession has a code of ethics to ensure that its practitioners
behave responsibly. The code states what professionals should do.
Professionals can be ejected from their professional societies or lose their
licenses to practice for violating the code of ethics. (McConnell, Steve,
Source: http://www.alexsbrown.com/proß.html, Retrieved 6-3-18)

The teaching profession is governed by the Code of Ethics for Professional Teachers.
Violation of the Code of Ethics for professional teachers is one of the grounds for the
revocation of the professional teacher's Certificate of Registration and suspension from the
practice of the teaching profession (Sec. 23., RA. 7836).
APPLICATION: Let's Apply What You Learned
1. By the use of a graphic organizer, present the elements of a profession.
2. Why does a profession like teaching require long years of initial
professional education and continuing professional development after that
long, arduous initial professional education?
3. By way of an acrostic, explain the elements of a profession.
P
R
O
F
E
S
S
I
O
N

4. Here is a line from Bernard Shaw's play: Man and Superman: "Those who
can, do; those who can't, teach."
People who are able to do something well can do that thing for
a living, while people who are not able to do anything that well
make a living by teaching. Having learned the elements of a
profession, do you agree with Bernard Shaw? Explain your answer.

Summary

Teaching is a profession. It requires:

1) long years of initial professional education
2) the attainment of a college/university degree recognized by a regulatory body, CHED
3) a licensure examination called the Licensure Examination for Teachers (LET)
4) Continuing Professional Development and
5) adherence to the Code of Ethics for Professional Teachers

1. Based on the elements of a profession given in this Lesson, can the taxi
driver be considered a professional? — Analysis
A. No, because driving is not a college/university degree.
B. Yes, because there is such a term professional driver.
C. It depends on the technical and ethical competence of the taxi driver.
D. Yes, if the taxi driver is competent and honest.
2. Which are elements of a profession like teaching? — Analysis
I. Long years of professional education
Il. Passing the competency-based examination to obtain a diploma from
TESDA
 III. Continuing Professional Development
IV. Adherence to a Code of Ethics for the professional group
A. 1, 11 and 111 C. 1, 111 and IV
B. 11, 111 and Iv D, 1, 11 and IV

1. Read a research related to teaching as a profession and fill out the matrix given
below.

For Small Group Discussion

1. Does the teaching profession fulfill all the elements of a profession? Explain your
answer.

2. Is professionalization synonymous to professionalism?

(Think of this: When teaching was professionalized with the passing of RA 7836,
did this mean all teachers automatically demonstrated professionalism? Refer to
Appendix A for the full text of RA 7836.)

B. The Historical Development of Teaching as a Profession in the Philippines

ACTIVITY: Let's Do These
Let's find out how much you know about the history of teaching in the
county. Write TRUE if the statement is correct and FALSE if it is wrong.
 1. As early as the Spanish period, teaching was considered a profession.
2, It was the Americans who elevated teaching in the

Philippines as a profession.
3. Teaching was elevated to a profession only in 1994 with the
passage of RA 7836.
4. There is no other legal document that professionalized teaching other
than The Teachers' Professionalization Act of 1994.

Share your answers with a learning partner. Then the two of you pair with
another pair and discuss your answers. Arrive at a consensus, if you can,

All the True-False items above are false. The first legal document that
professionalized teaching was Presidential Decree 1006 issued by then President
Ferdinand E. Marcos. It was only in 1976 with PD 1006 known as the Decree
Professionalizing Teaching that teachers in the Philippines became
professionalized. The need to professionalize teaching was felt "to insure that in
the immediacy and urgency of teacher recruitment, qualitative requirements are
not overlooked. and "although teaching requires a number of years of collegiate
study, it is the only course that is not yet considered a profession" (PD 1006).
Furthermore, "in recognition of the vital role of teachers in nation-building and as
an incentive to raise the morale of teachers, it is imperative that they be
considered as professionals and teaching be recognized as a profession."
(P.D.1006)

Then in 1994, R. A 7836, otherwise known as the Philippine Teachers

Professionalization Act of 1994, was passed to . . . "promote quality education
by proper supervision and regulation of the licensure examination and
professionalization of the practice of the teaching profession." (Section 2)
During the pre-Hispanic period, there was no established formal
schooling in the country. So there was no formal preparation for teachers, too.
The mothers and fathers and tribal leaders served as teachers at home and in
the community.
During the Spanish period and by virtue of Educational Decree of 1863
free public-school system was established. There was one school for boys and
another school for girls in every municipality. The Spanish missionaries
served as teachers. The same Decree provided for a normal school run by the
Jesuits to educate male teachers in Manila. Normal schools for women were
not established until 1875. So it was the Spaniards who started training
teachers in normal schools.
Paz Ramos, once Dean of the College of Education of the University of the
Philippines, Diliman, claims:
 The foundations of teacher education in the Philippines
were laid by the Spanish government during the mid-eighteenth
century. It is said to have begun on August 4, 1765, when King
Charles of Spain issued a Royal Decree requiring each village to
have a "maestro. " On November 28, 1772, another Royal
Decree specified the qualifications of teachers. However, it was
not until 1863 that there was a specific attempt to systematize
and update the education of Filipino teachers.
At the end of Spanish rule, schools during the Spanish era were closed
for a time by Aguinaldo's government. So there was no teacher preparation that
took place,
During the American regime, American soldiers served as the first
teachers. In 1901, the Philippine Commission enacted into law Act 74 which
created the Department of Public Instruction, laid the foundations of the public-
school system and offered free primary education for Filipinos.
There was a shortage of teachers. The Philippine Commission authorized the
Secretary of Public Instruction to bring to the Philippines 600 teachers from USA. They
were the Thomasites. Due to urgent need for teachers, the Americans gave bright young
Filipino students opportunity to take up higher education in American colleges and
universities financed by the Phil. Government. They were the pensionados.
Act 74 of 1901 also provided for the establishment of Philippine Normal School
(PNS) in Manila. The Philippine Normal School formally opened in September 1901, as an
institution for the training of teachers. For more than two decades, PNS offered a two-year
general secondary education program. In 1928, it became a junior college offering a two-
year program to graduates of secondary schools. In 1949, the Philippine Normal School,
renamed Philippine Normal College, offered the four-year Bachelor of Science in
Elementary Education. Other four year teacher education courses followed after. This means
that the present four-year preparation for the professional teacher began as a two-year
program only. Teacher preparation became four years only in 1949 and thereafter.
APPLICATION: Let's Apply What You Learned
Present the historical development of teacher preparation and
professionalization in the Philippines from pre-Hispanic Philippines to 1996 by way
of a graphic organizer.

Summary

Teaching became a profession m 1976 with PD. 1006. The requirement

of a licensure examination for teachers that puts teaching at par with the other
professions was enacted only in 1994 with the passing of RA. 7836, otherwise
known as The Teachers' Professionalization Act.
 There was no formal preparation for teachers during the pre-Hispanic
times. The formal training of teachers began during the Spanish period when
men were trained as maestros by The Jesuits. A few years later maestras were
also trained. In 1901, a two-year preparation for teachers was given by
Philippine Normal School. Then the two years became four years since the
two-year academic preparation was seen inadequate. To ensure quality
teachers and to make teaching at par with other professions, in addition to a
four-year teacher education course, passing a licensure examination was made
mandatory by RAs 7836.
CHECK FOR UNDERSTANDING
Select the correct answer.
1. In the Philippines there was no teacher preparation since the Spanish regime. Is
the statement CORRECT? — Understanding
A. No. C. There was but informal.

B. Yes. D. There was and for men only.

2. Which is the first legal document that professionalized teaching in the

Philippines? — Remembering
A. RA. 7836 C. RA. 9192
B. PD 1006 D. RA 8981
3. Did teacher preparation in the Philippines begin with 4 years?
—Remembering
A. Yes. C, No.
B. Yes, 4 years but informal D. No, it began with I year
SYNAPSE STRENGTHENERS J

Interview LET passers now teaching who did not go through the 4-year teacher
education course. They are graduates of other four-year courses but not teacher
education.
Ask them the following questions:
1. What difficulties are they experiencing in teaching?
2. Do they agree that a four-year teacher education course is a better preparation
for the teaching profession?
3. In 1991 the Congressional Commission to Review and Assess Philippine
Education (EDCOM) came out with the finding that the "quality of Philippine
education is declining" and that the teachers are "at the heart of the problem."
The EDCOM discussed further that:

- teachers were poorly trained

- there is low quality of students enrolled in teacher training
- teaching is perceived as a poorly esteemed profession so it does not attract
the best as mandated in the Philippine Constitution that "teaching will
attract and retain " its rightful share of the best available talents through
 adequate remuneration and other means of job satisfaction and fulfillment
(Article NV, Section 5 (5).
What actions did the Philippine government do after the EDCOM Report?
Present in class.
4. Read RA 9293, An Act Amending Certain Sections of RA
7836 and answer this question: What provisions in RA 9293 contribute to ensure that
teachers fielded are quality teachers? Discuss. (RA. 9293 is in Appendix B).

Teaching as a Vocation and Mission

- BRENDA B. CORPUZ, PhD

'"Keep interested in pour own career, however humble,' if is a real possession

in the changing fortunes of times, " Desiderata

Learning Outcome

 Explain teaching as a vocation and mission

Group yourselves by 5 then discuss your answers to these

questions:
1. When a mother says, "I think my son has a vocation," what does
she mean?
2. A soldier reports and says "Mission accomplished." What does this
imply? What does he mean?
3. Some teachers regard teaching as just a job. Others see it as their
mission. What's the difference? Read Teaching: Mission and/or
Job below.
 Teaching: Mission and/or Job?
If you are doing it only because you are paid for it, it's a job;
If you are doing it not only for the pay but also for service, it's a
mission.
If you quit because your boss or colleague criticized you, it's a
job;
If you keep on teaching out of love, it's a mission.
If you teach because it does not interfere with your other activities, it's a job;
If you are committed to teaching even if it means letting go of other
activities, it # a mission.
If you quit because no one praises or thanks you for what you do, it's a
job;
If you remain teaching even though nobody recognizes your efforts, it's a
mission.
It's hard to get excited about a teaching job;
It's almost impossible not to get excited about a mission.
If our concern is success, it's a job;
If our concern in teaching is success plus faithfulness in our job, teaching is
a mission.
An average school is filled by teachers doing their teaching job;
A great school is filled with teachers involved in a mission of teaching.
* Adapted from Ministry or Job by Anna Sandberg

ANALYSIS: Let's Ponder on These

1. What is meant by vocation? mission?

2. Are these two (vocation and mission) related?
3. Teaching as a job or a mission. What's the difference?

Teaching as a vocation

Vocation comes from the Latin word "vocare" which means to call.
Based on the etymology of the word, vocation, therefore, means a call. If
there is a call, there must be a caller and someone who is called. There must
also be a response. For Christians, the Caller is God Himself. For our brother
and sister Muslims, Allah. Believers in the Supreme being will look at this
voiceless call to have a vertical dimension. For non-believers, the call is also
experienced but this may viewed solely along a horizontal dimension. It is
like man calling another man, never a Superior being calling man.
 Most often, when people use the word "vocation," they refer to a religious
vocation, like the mother in the Activity phase of this Lesson. Vocation
includes other big callings like marriage and single blessedness. It does not
only refer to a religious vocation. It can also refer to a call to do something like
to teach, to heal the sick, etc. Whatever is our calling or station in life, the call
is always to serve.
The Christians among you realize that the Bible is full of stories of men
and women who were called by God to do something not for themselves but for
others. We know of Abraham, the first one called by God, to become the father
of a great nation, the nation of God's chosen people. We recall Moses who was
called while in Egypt to lead God's chosen people out of Egypt in order to free
them from slavery. In the New Testament, we know of Mary who was also
called by God to become the mother of the Savior, Jesus Christ. In Islam, we
are familiar with Muhammad, the last of the prophets to be called by Allah, to
spread the teachings of Allah. All of them responded positively to God's call.
Buddha must have also heard the call to abandon his royal life in order to seek
the answer to the problem on suffering.
From the eyes of those who believe, it was God who called you to teach,
just as God called Abraham, Moses, and Mary, of the Bible. Among so many, you
were called to teach. Like you, these biblical figures did not also understand the
events surrounding their call. But in their great faith, they answered YES. Mary said:
"Behold the handmaid of the Lord. Be it done to me according to your word". (Of
course, it is difficult explaining your call to teach as God's call for one who, in the
first place, denies God's existence, for this is a matter of faith.) The fact that you are
now in the College of Teacher Education signifies that you said YES to the call to
teach. Perhaps you never dreamt to become a teacher! But here you are now
preparing to become one! Teaching must be your vocation, your calling. May this
YES response remain a YES and become even firmer through the years.

Teaching as a mission
Teaching is also a mission. The word mission comes from the Latin word
"mission" which means "to send." The Webster's New Collegiate Dictionary
defines mission as "task assigned." You are sent to accomplish an assigned task.
The phrase "mission accomplished" from the soldier in the Activity phase
of this lesson suggests that you were sent to do an assigned task, a mission and
so if you faithfully accomplish the assigned task, you proclaim "mission
accomplished." You responded to the call to be a teacher and so your mission in
the world is to teach, the task entrusted to you in this world. These are how
vocation and mission are related. You were called for a purpose, i.e. to
accomplish a mission while on earth which is to teach.

If it is your assigned task then naturally you've got to prepare yourself for
it. From now on you cannot take your studies for granted! Your four years of
pre-service preparation will equip you with the knowledge, skills and attitude to
become an effective teacher. However, never commit the mistake of
Culminating your mission preparation at the end of the four-year pre-service
education. You have embarked in a mission that calls for a continuing
professional development As the saying goes "once a teacher, forever a
student." (More is said of continuing professional development in the Code of
Ethics for Professional Teachers in Chapter 3.)
Flowing from your uniqueness, you are expected to contribute to the
betterment of this world in your own unique way. Your unique and most
significant contribution to the humanization of life on earth is in the field for
which you are prepared - teaching.
What exactly is the mission to teach? Is it merely to teach the child the
fundamental skills or basic r's of reading, 'riting, 'rithmetic and right conduct? Is
it to help the child master the basic skills so he/she can continue acquiring
higher-level skills in order to become a productive member of society? Is it to
deposit facts and other information into the "empty minds" of students to be
withdrawn during quizzes and tests? Or is it to "midwife" the birth of ideas latent
in the minds of students? Is it to facilitate the maximum development of his/her
potential not only for himself/herself but also for others? In the words of Alfred
North Whitehead, is it to help the child become "the man of culture and of
expertise?" Or is it "to provide opportunities for the child's growth and to remove
hampering influences" as Bertrand Russell put it? You will be made to answer
this question again when you will be made to write down your philosophy of
education in a later lesson.
To teach is to do all of these and more! To teach is to influence every child
entrusted in your care to become better and happier because life becomes more
meaningful. To teach is to help the child become more human.

Teaching is indeed your mission:

- If you are doing it not only for the pay but also for service,
- If you keep on teaching out of love, it's a mission.
- If you are committed to teaching even if it means letting go of other
activities,
- If you remain teaching even though nobody recognizes your efforts,
It makes you get excited
- If your concern is success plus faithfulness, it's a mission.

Teaching and a life of meaning

Want to give your life a meaning? Want to live a purpose driven life?
Spend it passionately in teaching, the most noble profession. Consider what Dr.
Josette T. Biyo, the first Asian teacher to win the Intel Excellence in Teaching
Award in an international competition, said in a speech delivered before a
selected group of teachers, superintendents, DepEd officials and consultants, to
wit:

Teaching may not be a lucrative position. It

cannot guarantee financial security. It even means investing
your personal time, energy, and resources. Sometimes it
means disappointments, heartaches, and pains. But
touching the hearts of people and opening the minds of
children can give you joy and contentment which money
 could not buy. These are the moments I teach for. These are
the moments I live for.

There may be times, when you will feel like giving up (many leave
teaching after 3 or 5 years for varied reasons). Remember you responded to
the call to teach and that you have accepted the mission to teach. May you be
found faithful to your vocation and mission till the end.

The "Pwede na" Mentality: Enemy of Excellent Mission Preparation and

Accomplishment

For a professional teacher who looks at teaching as his/her mission,

he/she will do everything to arm himself/herself for an excellent
accomplishment of that mission. The striving for exqellent accomplishment
sometimes brings us to our "pwede na" mentality, which is inimical to
excellence. This mentality is expressed in other ways like "talagang ganyan
'yan," "wala na tayong magawa," "di na mahalata," "di ko na 'yan sagot,"
"dagdag trabaho/gastos lang yan" - all indicators of defeatism and resignation to
mediocrity. If we stick to this complacent mentality, excellent mission
accomplishment eludes us. In the world of work whether here or abroad, only
the best and the brightest make it. (At this time, you must have heard that with
the rigid selection of teacher applicants done by DepEd, only a few make it!)
The mortality rate in the Licensure Examination for Teachers for these past
years is a glaring evidence that excellence is very much wanting of our teacher
education graduates. If we remain true to our calling and mission as a
professional teacher, we have no choice but to take the endless and the "less
traveled road" to excellence.
APPLICATION: Let's Apply What We Learned

The Humanizing Mission of Teaching

1. Read this letter given by a private school principal to her teachers on
the first day of a new school year. It may make your humanizing
mission in teaching crystal clear:

Dear Teacher:

I am a survivor of a concentration camp.

My eyes saw what no man should witness:

- Gas chambers built by learned engineers.

- Children poisoned by educated physicians.
- Infants killed by trained nurses.
- Women and babies shot and burned by high school and college graduates.

So I am suspicious of education.
My request is: Help your students become human. Your
efforts must never produce learned monsters, skilled psychopaths,
and *Eichmanns.
 Reading, writing, arithmetic are important only if they serve to
make our children more human.
Eichmann - An Austrian who became the Nazi official who administered the concentration camps where millions of Jews were murdered during
World War Il (1906-1962)

Explain your mission as a professional teacher by helping children become more human.

3. Watch "Discovering Your Life's True Calling — Lou Sabrina Ongkiko

at YouTube. Based on the video that you just watched, what is our life 's
true calling? How can you apply that in your calling to teach? Share your
answers with the group.

CHECK FOR UNDERSTANDING

1: Teaching is a vocation. What does this mean?

— Understanding

I. Teaching is a calling to serve.

Il. Everyone is called to teach.
Ill. The response to the call to teach is a must.
A. I only C. 11 only
B. 11 and 111 D. 1, 11 and 111
2, If teaching is considered as your mission, which applies / apply? — Understanding
I. You will be faithful to teaching no matter what. Il. You will teach
for recognition of efforts.
Ill. You will be faithful to your mission and you want to succeed.
A. 1, 11 and 111 C. 1 and 11
B. 11 and 111 D. 1 and 111

RESEARCH CONNECTION
1. Read a research related to teaching as a profession and fill out the matrix given
below.
 SYNAPSE STRENGTHENERS

1. To be frue to your vocation and mission as a teacher, you have to "have more,
do more in order to be more" to your students and all others to whom you
were sent. What does "do more, have more in order to be more" mean?

2. The Greatest Teacher, Jesus Christ, spent much time to prepare his apostles
before he "sent" them for their mission to "go into the world baptizing them
in the name of the Father, and of the Son, and of the Holy Spirit." What is the
equivalent of this preparation in your life as a future professional teacher?

3. Some teacher education institutions have a "sending off' ceremony for

student teachers before Education students go for practice teaching. What is
the significance of this ceremony?

4. Here is an excerpt of The True Decalogue of Apolinario Mabini.

Third. Develop the special talents that God has given you, working and studying
according to your capabilities, never strayingfim the path ofgood andjustice, 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 glorifring God. (Source: http://malacanang.govph/8132-the-true decalogue-
by-apolinario-mabini/ Retrieved, June 22, 2018)

What mission has God given to teachers according to The True

Decalogue of Mabini?
 If you say "yes" to the call and mission to teach in this life, reflect on how you are
going to prepare yourself in this four-year teacher education course.
The Demands of Society from The Teacher as
a Professional
Learning Outcomes
 Discuss the meaning of the teacher as a professional
 Explain what society demands from the teacher as a professional
 Explain the professional competencies that a teacher should possess
Teachers spend at least 6 hours a day, 5 days a week in 10 months of
the school year with students. Practically, considering the 8-hour sleeping
time at home, teachers spend more time with the students than parent*
That's why parents expect so much of teachers.

Teachers have tremendous power to influence students. Society as a

whole expect much from teachers and schools. Often when the young do not
behave as expected, the question raised by parents "Is that what you are
taught in school?"
Schools are expected to work with and for communities and so are
teachers. The Code of Ethics for Professional Teachers cites the state, the
community, the teaching community, school officials, non-teaching
personnel and learners as groups of people with and for whom a teacher
works. So a teacher works with different groups and so plays different
roles- tutor, nurse, guidance counselor, community leader, resource
speaker, consultant rolled into one. Indeed, much is demanded of teachers.
From his/her very title "teacher," to teach well is what society
primarily demands of teachers. The learning of the learner is the teacher's
main concern. In this lesson, let us focus on this societal primary
expectation from teachers - good teaching.
Research says that the teacher is the single most important factor in
the learner's learning. The effective teacher makes the good and the not so
good learner learn. On the other hand, the ineffective teacher adversely
affects the learning of both good and the not so good student. Consider the
following research findings shared by Dallas Public Schools' Accountability
System:
• Learning gains realized by students during a year in the classroom of an effective
teacher were sustained over later years and were compounded by additional years
with effective teachers.

• Conversely, depressed achievement results resisted improvement even after a

student was placed with an effective teacher, and the negative impact was
discernible statistically for approximately three subsequent years.
' Learning gains realized by students during a year in the classroom of an effective
teacher were sustained over later years and were compounded by additional years
with effective teachers.
• The negative effects of a poor-performing teacher on student achievement persist
through three years of high-performing teachers.
 • The good news is that if students have a high-performing teacher one year, they will
enjoy the advantage of that good teaching in future years.

• Conversely, if students have a low-performing teacher, they simply will not

outgrow the negative effects of lost learning opportunities for years to come.
• Having a better teacher not only has a substantial impact on students' test scores at
the end of the school year but also increases their chances of attending college and
their earnings as adults." (Hammond, 2000)
Clearly, a teacher's impact on learners lasts. The teacher is the key to student
achievement. Then you have to prepare yourselves to become the best and the brightest,
the most caring, competent and compassionate teachers. The best and the brightest are
those that possess the competencies expected of professional teachers. What are these
competencies? Let us present the lists of competencies from four (4) authors after this
activity.
ACTIVITY: Let's Read These
What does society expect of teachers as professionals?
TEACHER
Answer the question by beginning with any of the letters of the word.

T EACHES WITH COMPETENCE

ANALYSIS: LET’S ANALYZE

1. What does your list tell about society's expectations from teachers?

2. How do you feel? Are you overwhelmed by the litany of

expectations?
3. Are you changing your "YES" to the call to teach? Share your
answers with the group.

ABSTRACTION: LET'S ADD TO WHAT YOU KNOW

The Teacher as a Professional

 In Lesson 2, we discussed the elements of a profession then we examined
teaching against these elements. Teaching fulfills the elements of a profession
and so a teacher is truly a professional. A professional is one who went through
long years of preparation to earn a teacher education degree recognized by the
Commission on Higher Education, after which he/she hurdled a Licensure
Examination for Teachers (LET) administered by the Board for
Professional Teachers with the supervision of the Professional Regulation
Commission. By passing the LET, he/she obtains a license which he/she is
obliged to renew every three years on condition that he/she can show proof of
Continuing Professional Development. As a professional teacher he/she is
expected to abide by the Code of Ethics for Professional Teachers. Violation
of the Code of Ethics can be a ground for the revocation of license. These
ensure that as a professional teacher, he/she practices his/her profession with
technical and ethical and moral competence.
This is exactly how the Code of Ethics of Professional Teachers define
the professional teacher. The teacher is a "licensed professional who possesses
dignity and reputation with high moral values as well as technical and
professional competence ...he/ she adheres to, observes and practices a set of
ethical and moral principles, standards and values."

The Demands from the Teacher as a Professional

The Code of Ethics for Professional Teachers spells out the demands of
the state, community, higher authorities and school officials and parents from
teachers. You will discuss them in detail in the Chapter solely devoted to the
Code of Ethics. In this lesson, we shall focus on society's demand of good
teaching from the professional teacher. In the first place, the word "teacher"
suggests that the main responsibility of the professional teachers is to teach.
The teacher's primary customer is the learner. So let us concentrate on
effective teaching, the professional teacher's primary responsibility.
There are a number of models/frameworks of effective teaching. In the
country, we have the Philippine Professional Standards for Teachers (PPST).
These PPST are standards of good teaching, which will also be discussed in the
succeeding lessons. In addition, we shall present four (4) evaluation models of
effective teaching here.

Models of Effective Teaching

Let us take a look at models of effective teaching which also serve as bases
for evaluation of teaching.
A. Robert Marzano's Causal Teacher Evaluation Model of four domains:
1. Classroom strategies and behaviors —

involve routine events such as communicating learning

goals and 'feedback and establishing rules and procedures
 involve addressing content by helping students interact with
new knowledge, practice and deepen new knowledge
- helping students generate and test hypotheses involve
events enacted on the spot such as engaging students,
recognizing adherence to rules and procedures, establishing
and maintaining effective •relationships with students and
communicating high expectations for all students

2. Planning and Preparing- planning and preparing for lessons

for use of technology for needs of students receiving Special
education
- for needs of students who lack support for schooling

3. Reflection on Teaching evaluating personal performance such

as identifying areas of pedagogical strengths and weaknesses
- developing, implementing and monitoring a professional growth
plan

4. Collegiality and Professionalism

- promoting positive interactions with colleagues, students and
parents
- seeking mentorship for areas of need/interest
- mentoring other teachers and sharing ideas and strategies
- adhering to school rules and procedures

- participating in school initiatives (Source: www.

marzanocenter.com/Teacher-Evaluation/#a, accessed 01-31-16)

B. Charlotte Danielson Framework for Teaching

l. Planning and Preparation

2. The Classroom Environment
3. Instruction
4. Professional Responsibilities
- reflecting on teaching
- maintaining accurate records
- communicating with families
- participating in the professional community
- growing professionally
-showing professionalism (Source: tpep-wa.org/wp. content/uploadsoanielson-at-a-
glance.pdf Accessed 02-01-16)
 C. James Stronge — Teacher Effectiveness Performance Evaluation System (TEPES)
System:
Seven performance standards:
1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment of/for Learning

5. The Learning Environment

6. Professionalism — maintains a commitment to professional ethics,
communicates effectively and takes responsibility for and participates in
professional growth that results in enhanced learnjng
7. Student Progress — the work of the teacher results in acceptable, measurable
and appropriate student academic progress. (Teacher Effectiveness
Performance Evaluation System, Handbook 2012-2013 -
www.mcvea.org/ex&as/ StrongeBook.pdf Accessed 02-23-16)

Teacher Evaluation Standards — The McREL model (Mid Continent Research for
Education and Learning
1. Teachers demonstrate leadership.
- lead in their classrooms demonstrate •leadership in the school
lead the teaching profession
- advocate for schools and students

- demonstrate high ethical standards

2. Teachers establish a respectful environment for a diverse population of students.
3. Teachers know the content they teach.
4. Teachers facilitate leaming for their students.
5. Teachers reflect on their practices. (www.edison.k12.nj.us/ Page/5052, Accessed 02-
03-16)

Danielson Stronge McREL Marzano

1. Planning and Instructional Teachers facllltate learning Plannlng and Preparing
Preparation Planning for thelr students.
Teachers know the content
Assessment
they teach
of/for Leamlng
2. Instruction Professional Teachers know the content Classroom strategies and
Knowledge they teach, behaviors
Instructional
Teachers facilitate leaming
Delivery
for their students.
 Communication
3. The Classroom The Learning
Teachers establish a Teachers facilitate
Environment Environment
respectful environment for learning for their
a diverse population of students.
Student Progress students.
4. Professional 1. Teachers demonstrate Collegiality and
Responsibilities Professionalism leadership. Professionalism
Teachers reflect on their
practices
Table 1: Comparison of the 4 Models on Teacher Effectiveness

For comparison of details, visit http://www.rowan.edu/colleges/education/ofe/ documents/DanielsonCmsswaIk.pdf

Since the main task of the professional teacher is to teach, society demands from
him/her teaching competence. Teaching competence is spelled out in the PPST and in
the four models of effective teaching given in the preceding paragraphs. This means that
if he/she has to teach effectively he/she has to: 1) prepare and plan very well for
instruction; 2) execute or deliver that instruction plan very well because he/she has
professional knowledge (mastery of subject matter); 3) create a conducive or favorable
learning environment for diverse groups of learners; 4) assess and report learners'
progress; and 5) demonstrate professionalism as he/she deals with superiors, colleagues,
students and parents.

The first step of competent teaching is insü•uctional preparation. This entails

clariMng learning outcomes and choice of appropriate teaching-learning activities and
use of assessment tasks aligned the learning outcomes to check on learners' progress.
The professional teacher possesses pedagogical content knowledge. He/ She is
fully aware that pedagogical content knowledge (how to teach particular subject
matter content) is central to teacher effectiveness.

The Philippine Professional Standards for Teachers (PPST)

The PPST, the revised National Competency-Based Teacher Standards (NCBTS),
give the teacher professional competencies in seven domains, 37 strands and 148
performance indicators for four career stages. According to the PPST, quality teachers in
the Philippines need to possess the following characteristics:
recognize the importance of mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a sound and critical
understanding of the application of theories and principles of teaching and learning.
They apply developmentally appropriate and meaningful pedagogy grounded on content
knowledge and current research. They display proficiency in Mother Tongue, Filipino
and English to facilitate the teaching and learning process, as well as exhibit the needed
skills in the use of communication strategies, teaching strategies and technologies to
promote high-quality learning outcomes.
provide learning environments that are safe, secure, fair and supportive in order to
promote learner responsibility and achievement. They create an environment that is
learning focused and they efficiently manage learner behavior in a physical and virtual
space. They utilize a range of resources and provide intellectually challenging and
stimulating activities to encourage constructive classroom interactions geared towards
 the attainment of high standards of learning, e establish learning environments that are
responsive to learner diversity. They respect learners ' diverse characteristics and
experiences as inputs to the planning and design of learning opportunities. They
encourage the celebration of diversity in the classroom and the need for teaching
practices that are differentiated to encourage all learners to be successful citizens in a
changing local and global environment.
interact with the national and local curriculum requirements. They translate
curriculum content into learning activities that are relevant to learners and based on the
principles of effective teaching and learning. They apply their professional knowledge to
plan and design, individually or in collaboration with colleagues, well-structured and
sequenced lessons that are contextually relevant, responsive to learners ' needs and
incorporate a range of teaching and learning resources. They communicate learning
goals to support learner participation, understanding and achievement.
apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and
reporting learners ' needs, progress and achievement. They use assessment data in a variety
of ways to inform and enhance the teaching and learning process and programs. They
provide learners with the necessary feedback about learning outcomes that inform the
reporting cycle and enables teachers to select, organize and use sound assessment processes.
establish school-community partnerships aimed at enriching the learning environment, as
well as the community's engagement in the educative process. They identify and respond to
opportunities that link teaching and learning in the classroom to the experiences, interests
and aspirations of the wider school community and other key stakeholders. They understand
and fulfill their obligations in upholding professional ethics, accountability and transparency
to promote professional and harmonious relationships with learners, parents, schools and the
wider community.
value personal growth and professional development and exhibit high personal regard
for the profession by maintaining qualities that uphold the dignity of teaching such as caring
attitude, respect and integrity. They value personal and professional reflection and learning to
improve their practice. They assume responsibility for personal growth and professional
development for lifelong learning.

For the 7 domains, 37 strands and 148 performance indicators of the PPST, refer to Appendix
L.
Professionalism: The Hallmark of a Professional
No doubt, society expects the teacher as a professional to demonstrate professionalism in
all that he/she does. Professionalism is both a professional and a personal trait.
Professionalism will be discussed again the next lesson on Thu Demands of Society from
The Teacher as a Person.
The Code of Ethics for Public School Teachers adopted in Section 7 of RA 4670 explains
professional conduct:
It behooves every teacher to assume and maintain professional attitude to his
work and in dealing with his associates in the profession. It should be his self-
imposed duty to constantly improve himself professionally.
Criticism, when necessary, should clearly reflect friendly motivation and a sincere desire to
uphold the standard and dignity of the profession.

In dealing with his pupils or students, the teacher should ever strive to be professionally
correct, friendly, and sympathetic.
APPLICATION: Let's Apply What You Learned
1. Form 7 groups. Each group will be assigned a domain of the PPST to do PowerPoint presentation in
class. What are the stands for each domain? Give the competency indicators for each strand for all the
career stages. Compare the competencies per career stage,
2. Add a 5th column to Table 1 on a Comparison of the 4 models on Teacher Effectiveness. Review
the 7 domains of the PPST and place each domain in the appropriate boxes. Feel free to extend the
Table if you feel the need to do so.
Danielson Stronge McREL Marzano PPST
1. Planning and Instructional Teachers facllltate Plannlng and
Preparation Planning learning for thelr Preparing
students.
Assessment Teachers know the
of/for Leamlng content they teach
2. Instruction Professional Teachers know the Classroom strategies
Knowledge content they teach, and behaviors
Instructional
Teachers facilitate
Delivery
leaming for their
Communication students.
3. The Classroom The Learning Teachers establish a Teachers facilitate
Environment Environment respectful learning for their
environment for a students.
Student diverse population of
Progress students.
4. Professional 1. Teachers demonstrate Collegiality and
Responsibilities Professionalism leadership. Professionalism
Teachers reflect on
their practices
Table 1: Comparison of the 4 Models on Teacher Effectiveness

3. An LPT pin is worn by Licensed Professional Teacher (LPT) and the letters LPT are
attached to the name of every professional teacher in the Philippines in the same way that
M.D., Doctor of Medicine, is attached to the name Of a medical doctor, R.N. for a Registered
Nurse and CPA fora Certified Public Accountant. When you wear that pin and write LPT
after your name, you are announcing to the world you are a professional teacher. Professional
teacher, what does this mean?
4. For the millennial learners: Is the professional teacher aptly described as PETMALU LODI
and WERPA? Explain your answer.
 5. Below are Teachers' Obligations enumerated in Section 16 of Batas Pambansa Blg.
232 known as the Education Act of 1982.
Every teacher shall:
I. Perform his duties to the school by discharging his responsibilities in accordance
with the philosophy, goals and objectives of the school.
2. Be accountable for the emcient and effective attainment of specified learning
objectives in pursuance of national development goals, within the limits of
available school resources.
3. Render regular reports on performance of each student to the latter's parents or
guardians with specific suggestions for improvement.
4. Assume the responsibility to maintain and sustain his professional growth and
advancement and maintain professionalism in his behavior at all times.
5. Refrain from making deductions in students' scholastic ratings for acts that are
clearly not manifestations of poor scholarship.
6. Participate as an agent of consffuctive, social, economic, moral, intellectual,
cultural and political change in his school and the community within the context
of national policies. Are these teachers' obligations exactly the same as the seven
domains of the PPST? Share your answer.

The Filipino teacher is a professional. This means that he/she demonstrates

technical, ethical and moral competence as a result of his/her long years of initial
professional education which led him/her to the earning of a college /university degree
and passing the licensure examinations. He/she goes through continuing professional
development and abides by the Code of Ethics for Professional Teachers.
The Filipino teacher is a professional. This means that he/ she possesses
professional competence. This professional competence is demonstrated in his/ her
professionalism, professional knowledge, in creating a favorable learning environment,
in excellent instructional planning, instructional delivery and assessment practices. It
goes without saying that as a professional he/she has mastery of subject matter.

CHECK FOR UNDERSTANDING

1. Which is/are TRUE of a professional? — Analysis
A. Completed college/university degree
B. Required of Nc IV from TESDA
C. Demons&ates solely ethical competence
D. Abides by his personal Code of Ethics

2. Which statement is TRUE of society's demand from the professional teacher? — Analysis
A. The professional teacher is concerned only with classroom teaching.
B. Effective teaching is the primary duty of the professional teacher.
C The professional teacher is not expected to lead in community affairs in order not to
jeopardize her teaching.
 D. Because the professional teacher is expected to be highly enlightened, he is expected
to campaign for the good candidate during election time.

3. The Filipino teacher is a professional. What is/are expected of her/ him? — Analysis

I. Technically competent
Il. Highly ethical and moral
III. Has superior IQ
IV. Popular among learners
A. 1, 11 and III B. 1 and 11
C. 1, 11 and IV D. 1 and IV
RESEARCH CONNECTION
1. Read a research related to teaching as a profession and fill out the matrix given below.

1. With the qualities of a professional in mind, cite some Filipino traits that work against
the making of a frue Filipino professional teacher.
2. Realizing society's demands from teachers, do you agree with at least four-year
academic preparation of professional teachers? Do you agree with the components of
that academic preparation — general education, professional education and
specialization?
3. Develop an evaluation tool for teacher teaching performance based on the four (4)
frameworks of good teaching and those of the PPST.
4. It is a professional obligation of Filipino teachers to contribute to the formation of
"Filipinos who passionately love their country and whose values and competencies
 enable them to realize their full potential and contribute meaningfully to building the
nation." (DepEd vision).
It is also a professional obligation of teachers to help DepEd in its mission given below:

DepEd Mission: "To protect and promote the right of every Filipino to quality,
equitable, culture-based and complete basic education" where:
Students learn in a child-friendly, gender sensitive, safe and motivating
environment e Teachers facilitate learning and constantly nurture every learner...
If the future teacher is prepared in accordance with the 4 models of teacher
effectiveness and in accordance with the domains of the PPST, will he/she able to cope
with the demands of DepEd's vision and mission statements?
5. Study the basic education curricular reforms presented in Appendix F. Research on
how teachers were prepared for these various basic education reforms.

At this point in time, reflect in how you can acquire these professional standards.
The Demands of Society from the Teacher as a Person
BRENDA B. CORPUZ, PhD
GLORIA G. SALANDANAN, PhD

Modern man listens more willingly to witnesses than to teachers, and Che does listen to
teachers, it is because they are witnesses. —Pope Paul VI

Learning Outcomes

 Explain the demands of society from the teacher as a person

 Cite the personal qualities that a professional teacher should possess

INTRODUCTION

am only a teacher!" Often times this is what we hear when a teacher introduces
herself/himself amidst a group of professionals like doctors, lawyers, nurses, accountants,
engineers etc. And yet, admittedly, so much is expected or demanded of a teacher. More
than any other professional, teachers are subjected to scrutiny to the minutest detail by
those they associate with. Teachers are judged more strictly than other professionals.
When a teacher fails to meet expectations of the public, like when she wears an ultra mini
skirt or fails to pay debt on time, the remark from the scrutinizing eye of the public is
"teacher pa man din," (to think that he/she is a teacher).
What are the demands of the teaching profession from the teacher as a person? This
can be re-stated as "what personal qualities or attributes of teachers are demanded by the
teaching profession" or "what personal traits must a teacher possess in order to function
well as a professional teacher?
Referring to the professional teacher, the Code of Ethics gives
big words like "possesses dignity and reputation, with high moral values . . . adheres to, observes
and practices a set of ethical and moral principles, standards and values." What are these big
words in more specific teacher attributes? Let's find out in this Lesson.

ACTIVITY: Let's Read These

Recall your most memorable teacher who had the greatest impact on your life? What
special personal qualities did he/she possess? Write them down.

Pool your answers together.

1. Many of the qualities of your favorite teachers may be similar. Some words may even
be a repetition of others. Can you cluster or group them as a class? This is how
you are going to do it.
- Group yourselves by six. One of you starts writing the qualities on the board. Each of
you will write qualities related to it.
e.g. The first word given is caring. Others have words like shows concern, loving.
You will cluster these words together.

The second word is committed. Others have words Hke dedicated,

passionate, etc. You will cluster them together until everyone in the group has exhausted
his/her list. If there are words that stand alone so be it. Leave them alone.
When all groups are done, cluster similar words as a whole class by comparing the lists
made by the groups.
Based on the results of the groups' and class's mental exercise, what are the most
cited personal attributes demanded of a professional teacher?

2. "I cannot hear what you are saying because who you are speaks louder than what you
say". How do you relate this to your personal life as a teacher?
ABSTRACTION: Let's Add to What You Know

The qualities of your favorite teachers may not be very far from one another.
Let's compare them with the twelve (12) characteristics of an effective teacher
gathered from a fifteen-year longitudinal, qualitative study on more than one
thousand essays of teacher education students. (Walker, Robert, J. Twelve
Characteristics of an Effective Teacher: A Longitudinal, Qualitative, Quasi-Research
Study of In-Service and Pre-Service Teachers':

l . Prepared — come to class each day ready to teach

2. Positive — have optimistic attitudes about teaching and about students
 3. Hold high expectations — set no limits on students and believe everyone can be
successful
4. Creative — are resourceful and inventive in how they teach their classes
5. Fair — handle students and grading fairly
6. Display a personal touch — approachable
7. Cultivate a sense of belonging — have a way to make students feel welcome and
comfortable in their classrooms
8. Compassionate — are concerned about students' personal problems and can
relate to them and their problems
9. Have a sense of humor — make learning fun and do not take everything
seriously
10. Respect students — do not deliberately embarrass students; teachers who give
the highest respect get the highest respect
11. Forgiving — do not hold grudges
12. Admit mistakes — quick to admit being wrong
These twelve traits of good teachers are the same traits given by the students of these
writers every time they asked various classes to list down traits of effective teachers. The
most common word given is caring. A caring teacher is fair. He/She displays a personal
touch and so is approachable. He/she makes every learner belong and feel welcome.
He/she feels with his/her students and so is compassionate. He/she is forgiving, does not
keep grudges against learners. He/she is humble enough to admit mistakes.
Because he/she cares, goes to class prepared. He/she believes in his/her students and so
sets high expectations. He/she cares that students learn and so makes learning fun by injecting
humor. His/ her genuine care for learners is grounded on his/her great respect for every learner.

Professionalism
Professionalism is something demanded of teachers both as professionals and as persons.
Professionalism is succinctly described in Article XI of the Code of Ethics for Professional
Teachers, to wit:
Section 1. A teacher shall live with dignity at all times.
Section 2. A teacher shall place premium upon self-respect and self-discipline as the
principle of-personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve
as model worthy of emulation by learners, peers, and others.
Section 4. A teacher shall always recognize the Almighty God or being as guide of his
own destiny and of the destinies of men and nations.

The Code of Ethics for public school teachers adopted in Section 7 of Republic Act 4670
cites integrity as one essential frait of a professional teacher. This is given below:
C. INTEGRITY: Since the teacher's work is not confined merely to the development of
certain fundamental skills and abilities encompassed by the teaching of the 3R 's but
also includes the development of desirable habits and attitudes that go into the
formation of character, his manner of living should provide a worthy example for his
pupils and students to emulate for his fellow teachers to be proud of, and for the
community to feel as being enriched by it,
The personal traits cited above as attributes expected of teachers as persons are all
included in the big words - "live with dignity," "premium on self-respect and self-discipline,"
"model, worthy of emulation" found in the Code of Ethics of Professional Teachers. They are not
only personal traits, they are also professional traits expected of a teacher. In one word, these are
all manifestations of professionalism, the hallmark of a professional.
APPLICATION: Let's Apply What You Learned

1. Read this poem "You Are a Teacher" then answer the following questions on page 42:
YOUARE A TEACHER
If I speak interestingly, effectively, and well,
But do not understand my students
I am a noisy gong or a clanging cymbal.
If I know all of the methods and techniques of teaching,
If I have complete faith that they will work,
So that I use them completely,
But think only of materials or techniques
instead of how they can help my students,
I count for nothing.
If I go the second mile in my teaching,
Give up many activities,
But do it without understanding,
It does no good.
Love is very patient, very kind;
Love is not jealous, it does not put on airs;
It is never tyrannic, never;
Yet does insist on truth; It does not become angry;
It is not resentful.
Love always expects the best of others;
It is gladdened when they live up to these expectations,
Slow to lose faith when they do not.
It will bear anything,
Hope for anything,
Endure anything.
This kind of love will never fail
If there are teaching methods, they will change;
If there are curricula, they will be revised.
For our knowledge is imperfect
And our teaching is imperfect,
And we are always looking for the better ways
Which an infinite God has placed ahead of us.
When I began to teach, I fumbled and failed;
Now I have put away some of my childish ways.
At present I am learning bit by bit;

But if I keep on seeking, I shall at last understand

As all along I myself have been understood.
So faith, hope and love endure.
These are the great three
But the greatest of them is love.

Which line of the poem do you like most? Why?

What mental portrait of the teacher in the classroom and the teacher in the community
is painted by the poem, "You Are a Teacher?"

2. Read your name through the poem like this: Brenda You are a Teacher.
 If Brenda speaks interestingly,
But does not understand her students
Brenda is a noisy gong or a clanging cymbal.
Read until "it is not resentful."
Call on other students to read their names through the lines of the poem.

3. How did you feel when you read your name through the lines of the poem? Describe
and explain why.

4. This is how one describes professionalism:

"You have to perform at a consistently higher level than others. That's the mark of a
true professional. Professionalism has nothing to do with getting paid for your
services."
State professionalism in a sentence by stating one concrete act of professionalism.
e.g. Professionalism is doing my work to the best of my ability even when nobody is
looking.
Professionalism is

SUMMARY

To be effective in the teaching profession, teachers must possess personal traits

such as caring, forgiving, fair and compassionate, and so display a personal touch for
all students. Caring teachers make everyone feels he/she belongs. They are humble
enough to admit mistakes. All of these personal traits emanate from teachers' genuine
respect for others. The trait professionalism catches all the personal qualities expected
of teachers.

l. Which teacher's personal trait is demonstrated if he is gender-sensitive and inclusive in his

ways? — Understanding
A. Fairness C. Passion
B. Sense of Humor D. Motivation
 2.Teacher A claims she cares for students? Which is/are a manifestation of genuine
care? — Analysis I. Knows students
Il. Creates a favorable learning atmosphere
Ill. Maintains professional distance with students
C. 1 and 11
A. 1 and 111
B. 11 and 111 D. 1, 11 and 111
RESEARCH CONNECTION
1. Read a research related to teaching as a profession and fill out the matrix given below.

1. Between the professional and personal qualities of a teacher, which ones are perceived to
be more important? Is there really such a thing as more important than the other?

2. Give the poem "You Are a Teacher" a tune then sing it. Choreograph it.

Of the personal attributes of a professional teacher, which do you have most? Which should you
develop more?