THE TEACHING

PROFESSION
A Learning Guide

Prepared by.
ERNESTO M. SINOBEN, Ed, D.

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Vision
ISCOF as a premier academic institution in Southeast Asia

Mission
To upgrade quality education, generate jobs. And alleviate
poverty through excellent academic programs

Goals
Core
• Goals
• Quality Instruction
• Relevance and • Fortitude,
Responsiveness • Integrity
• Access and Equity • Scholarship
• Human Resource • Humanity
Development • Excellence
• Linkages and • Service
Infrastructure
Development

Objectives
• Produce quality graduates who will contribute to the
advancement of their chosen field.
• Conduct viable researches, develop and disseminate
technologies, and provide technical assistance to the
community for an increased production.
• Offer courses that are responsive to the needs of the
community and industries for national development.
• Promote self-employment and entrepreneurship.
• Strengthen opportunities for student scholarship and
access to quality education. Promote faculty and staff
development.
• Strengthen and develop linkages with other agencies or
institutions to achieve the goals and objectives both in the
national and international levels.
• Improve facilities and structures that will efficiently and
effectively carry out quality instruction, research and
development, extension, and production.

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 Objectives of the College of Education
The Iloilo State College of Fisheries College of Education
provides quality education and training in academic, professional, and
technological competencies through instruction, extension and
research development.

Program Objectives:
1. Produce globally competitive and humane graduates of
Bachelor Secondary Education in the fields of English,
Mathematics and Science.

2. Provide relevant training for holistic development as secondary

school educators with high degree of professionalism.

3. Conduct training on instruction, extension and research

development Relevant to the fields of English, Mathematics and
Science.

4. Network with private and government agencies and other

related –people’s organization in the formulation and
implementation of plans and programs of Secondary Education.

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 Republic of the Philippines
ILOILO STATE COLLEGE OF
FISHERIES
Office of the Vice President for
Academic Affairs
Tiwi, Barotac Nuevo, Iloilo
5007 Philippines
Contact No.: (+63)917-642-6100
Website: www.iscof.com.ph/Email:[email protected]

CERTIFICATION

This is to certify that this learning guide in THE TEACHING

PROFESSION prepared by DR. ERNESTO M. SINOBEN has been evaluated

by the Committee and passed the criteria set.

This is to certify further that this module is approved for reproduction

and use of students.

Signed this ______ day of _____________, 2020.

_______________________ _______________________
Evaluation Committee Member Evaluation Committee Member

____________________________
Evaluation Committee Chairperson

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INTRODUCTION

This Learning Guide is a humble response to the need for the

instructional materials. The Teaching Profession, a three-unit course of the
new teacher education curriculum. It attempts to give the prospective
professional teacher a comprehensive view of his/her multifarious task to enable
him/her an informed decision on whether or not he/she pursues teaching as a
profession or give it up for a more lucrative one.
Amidst this bleak context, however, are pockets of individual teachers
throughout the country who demonstrate high degree of competence and
commitment to the teaching profession. Their number must necessarily increase to
form a critical mass and be the “yeast” to the leaven of teachers or run the risk
of becoming endangered species and face extinction from the face of the earth. If
this Learning Guide has contributed to the formation of teachers who will make
a difference in the classroom and community, then it has achieved its ultimate
purpose.

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 Dear Students,

Welcome to the world of Teaching Profession!

This Learning Guide is your tool. This will be your companion

for your Teaching Profession that you are going to have as a pre-service
teacher. On becoming to get closer to your destination to become an effective
teacher, this Learning Guide has 6 chapters for you to venture,

An important aim of this Learning Guide is to link theory with practice.

Always remember to make connections with what was taken up in your theory
classes and what you see in actual settings.

Let’s Connect, Create and Collaborate!

Dr. Ernesto M. Sinoben

COURSE OUTLINE

One ISCOF, One Pride

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Course Number: Education 3
Descriptive Title: The Teaching Profession

Course Description:

This course with the teacher as a person and as a professional within

the context of national and global teachers’ and education policies. it will
include professional ethics, core values and awareness of professional rights,
privileges and responsibilities as well as the teachers’ roles in the society as a
transformative agent of change.

Course Intended Learning Outcomes:

The students must have:

1. Summarize at least seven (7) philosophies of education and draw their

implications to teaching-learning.
2. Formulate your own philosophy of education.
3. Discuss and internalize the foundational principles of morality.
4. Accept continuing values formation as an integral part of your personal
and professional life.
5. Clarify if you truly value teaching.
6. Explain teaching as a vocation, mission, and profession.
7. Embrace teaching as a vocation, mission, and profession.
8. explain the competencies, as contained in the NCBTS, that each
teacher must possess in order to function effectively in the classroom
and in the community;
9. relate the NCBTS to the Code of Ethics for Professional Teachers;
10. examine the responsiveness of the present teacher education
curriculum to the needs of the teacher as she performs her role in the
classroom and in the community; and
11. deepen your understanding of the various roles of the teacher in the
classroom and in the community.
12. describe a global teacher in the context of global education.
13. analyze and compare the education of selected countries of the world.
14. describe multicultural diversity as an element of global education and
the role of the teacher in addressing diversity among learners.
15. identify opportunities in teacher exchange programs for the
development of world class teachers.
16. describe global application of technology in the classroom.
17. compare PD 1006 and RA 7836, laws that professionalized teaching
18. explain how the amendments in RA 9293 support the teaching
profession.
19. demonstrate deep appreciation for the professionalization

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 of teaching and for the teaching profession itself.
20. relate the impact of the professionalization of teaching
on your future life as a full-fledged professional teacher.
21. Explain the meaning of profession and professional
22. Describe how the professional teacher conducts himself/herself in the
practice of his/her profession.
23. Internalized the basic laws on the education and their implementation;
24. Been clarified on your right duties and obligations as a professional;
25. Understood policies on recruitment and deployment;
26. Clarified disciplinary procedures applied to teachers as they exercise
the special parental authority and responsibility over the learners inside
or outside the premises of the school;
27. Internalized the rights, duties and obligations of the academic
community (learners, teachers, parents, non-academic staff), and
28. Identified UN programs and projects affecting education and see their
relevance to the teaching profession.

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 Course Requirements:
• Group/individual projects
• Group/individual reports
• Performance activities
• Written and oral examinations

My Learning Rubric:

Learning Exemplary Superior Satisfactory Needs

Plan 4 3 2 Improvement
1
Learning All tasks were All or nearly all Nearly all tasks Fewer than half
Activities done with tasks were done were done with were done; or
outstanding with high quality acceptable most objectives
quality: work quality were met but
exceeds need
expectations improvement.
4 3 2 1
Analysis of All questions Analysis Analysis Analysis
the were answered questions were questions were questions were
Learning completely; in answered not answered not answer.
Guide depth answers; completely. completely. Grammar and
thoroughly Clear connection Vaguely related spelling
grounded on with theories to the theories unsatisfactory.
theories
4 3 2 1
Reflection/ Reflection Reflection Statements are Statements are
Insights statements are statements ae shallow; unclear and
profound and clear but not supported by shallow and are
clear. clearly experiences not supported by
supported experiences
4 3 2 1
Learning Output is Output is Output is Analysis
Output complete, clear, complete, clear, incomplete; questions were
(Scrapbook) well-organized well-organized; supporting not answer.
and all most supporting documentations Grammar and
supporting; documentations are organized spelling
documents are are available but are lacking unsatisfactory.
clearly
designated
4 3 2 1
Submission Submitted Submitted on Submitted a day Submitted two
of Learning before the the deadline after the days or more
Output deadline deadline after the
deadline
4 3 2 1

TRANSMUTATED OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.0
75-
99 96 93 90 87 84 81 78 75 72
below

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 Table of Contents
Learning Plan 1
You, the Teacher, as a Person in Society 12

Lesson 1 Your Philosophical Heritage 12

Lesson 2 Formulating Your Philosophy of Education 22

Lesson 3 The Foundation Principles of Morality and You 25

Lesson 4 Values Formation and You 28

Lesson 5 Teaching as Your Vocation, Mission and Profession 32

Learning Plan 2
The Teacher in the Classroom and Community 35

Lesson 1 The National Competency-Based Teacher Standards (NCBTS) 35

Lesson 2 The 21st Century Teacher 45

Lesson 3 School and Community Relations 48

Lesson 4 Linkages and Networking with Organizations 52

Learning Plan 3
On Becoming a Global Teacher 57
Lesson 1 Global Education and the Global Teacher 58

Lesson 2 A Closer Look at the Education Systems of Selected Countries of

the World 61
Lesson 3 Multicultural Diversity: A Challenge to Global Teachers 66

Lesson 4 Broadening Teaching Perspectives: Teacher Exchange Programs 69

Lesson 5 Bringing the World into the Classroom through Educational

Technology 71

Learning Plan 4
The Professionalization of Teaching 76

Lesson 1 Basic Laws on the Professionalization of Teaching 77

Learning Plan 5
Becoming a Professional Teacher 82

Lesson 1 Code of Ethics for Professional Teachers 82

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Learning Plan 6
Other Education and Teacher-Related Laws 89

Lesson 1 The 1987 Constitution 89

Lesson 2 Republic Act. No. 4670
Magna carta for Public School Teachers 92
Lesson 3 Batas Pambansa Blg. 232
An Act Providing for The Establishment and Maintenance of An
Integrated System of Education
96
Lesson 4 Republic Act No. 9155
An Act Instituting A Framework of Governance for Basic
Education, Establishing Authority and Accountability, Remaining
the Department of Education, Culture and Sports as The
Department of Education and For Other Purposes
100
Lesson 5 Organizational Structure of The Department of Education Field
Offices
103
Lesson 6 Excerpts from The Family Code of The Philippines
106
Lesson 7 Excerpts from Republic Act No. 7610
Special Protection of Child Against Child Abuse, Exploitation and
Discrimination Act 111
Lesson 8 Excerpts from Republic Act No. 7877
An Act Declaring Sexual Harassment Unlawful in The
Employment, Education or Training Environment, And for Other
Purposes
114
Lesson 9 Excerpts From R.A 8980
An Act Promulgating A Comprehensive Policy and A National
System for Early Childhood Care and Development (ECCD),
Providing Funds Therefor and For Other Purposes.
117
Lesson 10 REPUBLIC ACT NO. 10157
An Act Institutionalizing the Kindergarten Education into the Basic
Education System and Appropriating Funds Therefor
120
Lesson 11 UNESCO
United Nations Educational, Scientific and Cultural Organization
125

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 Learning Plan 1
You, the Teacher, as a Person in Society

Learning Guide Overview 1

In this learning guide, you will be made to realize the significant role
that you will play in the society. The demand it will exact from you for much is
expected of you, the teacher. Your philosophy of life and your philosophy of
education serve as your “window” to the world and “compass” sea of life.
Embedded in your personal philosophy are your principles and values that will
determine how you regard people, how you look at life as a whole. They
govern and direct your lifestyle, your thoughts, decisions, actions and your
relationships with people and things.
Intended Learning Outcomes
• Summarize at least seven (7) philosophies of education and draw their
implications to teaching-learning.
• Formulate your own philosophy of education.
• Discuss and internalize the foundational principles of morality.
• Accept continuing values formation as an integral part of your personal
and professional life.
• Clarify if you truly value teaching.
• Explain teaching as a vocation, mission, and profession.
• Embrace teaching as a vocation, mission, and profession.

Lesson 1: Your Philosophical Heritage

To philosophize is to essentially human- and in a sense to philosophize

means living a truly human life. -J. Pieper
We are heirs to a rich philosophical heritage. Passed on us are a
number of philosophies of various thinker who lived before us. These thinkers
are reflected on life in this planet. They occupied themselves searching for
answers to questions about human existence. These existential questions
come in different versions- “what is life?”, “who I am?”, “why I am here?” or
“what I am living for?”, “what is reality?”, “is the universe real?”, “what is good
to do?”, “how should I live life meaningfully?” and the like. In the school
contact, these existential questions are: “why do I teach?”, “what should I
teach?”, “how should I teach?”, “what is the nature of the learner?”, “how do
we learn?”, etc.

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Seven Philosophies of Education
▪ Essentialism Why Teach What to Teach How to Teach
▪ contends that teachers ▪ This philosophy contends that ▪ Essentialism programs are ▪ Essentialism teachers emphasize
teach for learners to acquire teachers teach to acquire academically rigorous. The mastery of subject matter. They
basic knowledge, skills and basic knowledge, skills and emphasis is on academic are expected to be intellectually
values. Teachers teach “not values. Teachers teach “not to content for students to learn the and moral models of their
to radically reshape society” radically reshape society” but basic skills or the fundamental students. They are “fountain” of
but rather “to transmit the to “to transmit the traditional r’s –reading,'riting, ‘rithmetic, information and as “paragon of
traditional moral values and moral values and intellectual right conduct- as these are virtue”, if ever there is such a
intellectual knowledge that knowledge that students need essential to the acquisition of person. To gain mastery of basic
students need to become to become model citizens.” higher or more complex skills skills, teachers have to observe
model citizens.” needed in preparation for adult “core requirements, longer school
life. The essentialist curriculum day, a longer academic year…
includes the “traditional
disciplines such as math,
natural science, history, foreign
language, and literate.
Essentialist frown upon
vocational courses… or other
courses with ‘watered down
academic content… The
teachers and administrators
decide what is more important
for the students to learn and
place little emphasis on
students’ interest, particularly
when they divert time and
attention from the academic
curriculum.”

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▪ Progressivism Why Teach What to Teach How to Teach
▪ accept the impermanence ▪ Progressivist teachers teach ▪ The progressivists are identified ▪ Progressivist teachers employ
of life and the inevitability of develop learners into with need-based and relevant experiential methods. They
change. For the becoming enlightened and curriculum. This is a curriculum believe that one learns by
progressivist, everything intelligent citizens of a that “responds to students’ doing. For John Dewey, the
else changes. Change is democratic society. This group needs that relates to students’ most popular advocate of
the only thing that does not of teachers teach learners so personal lives and experiences. progressivism, book learning is
change. they may live life fully NOW Progressivist accept the no substitute for actual
not to prepare them for adult impermanence of life and the experience. One experiential
life. inevitability of change. For the teaching method that
progressivists, everything else progressivist teachers heavily
changes. Change is the only rely on this is the problem-
thing that does not change. solving method. This problem-
Hence, progressivist teachers solving method makes use of
are more concerned with the scientific method.
teaching the learners the skills ▪ Other “hands-on-minds-on-
to cope with changes. Instead hearts-on” teaching
of occupying themselves with methodology that progressivist
teaching facts or bits of teachers use are field trips
information that are true today during which students interact
but become obsolete tomorrow, with the nature or society.
they would rather focus their Teachers also stimulate
teaching on the skills or students through thought-
processes in gathering and provoking games, and puzzles.
evaluating information and in
problem -solving.

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▪ Perennialism Why Teach What to Teach How to Teach
▪ curriculum is a universal ▪ We are all rational animals. ▪ The perennialist curriculum is a ▪ The perennialist classroom are
one on the view that all Schools should, therefore, universal one on the view that “centered around teacher”. The
human beings possess the develop the students’ rational all human beings possess the teachers do not allow students’
same essential nature. It is and moral powers. According t same essential nature. It is interests or experiences to
heavy on the humanities, on Aristotle, if we neglect the heavy on the humanities, on substantially dictate what they
general education. It is not a students’ reasoning skills, we general education. It is not a teach. They apply whatever
specialist curriculum but deprive them of the ability to specialist curriculum but rather creative techniques and other
rather a general one. There use their higher faculties to a general one. There is less tried the true methods which are
is less emphasis on control their passions and emphasis on vocational and believed to be the most
vocational and technical appetites. technical education. conducive to disciplining the
education. Philosopher Mortimer Adler students’ minds. Students
claims that the “Great Books of engaged in Socratic dialogues,
ancient and medieval as well as or mutual inquiry sessions to
modern times are repository of develop an understanding of
knowledge and wisdom a history’s most timeless
tradition of culture which initiate concepts”.
each generation”. What the
perennialist teachers teach are
lifted from the Great Books.

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▪ Existentialism Why Teach What to Teach How to Teach
▪ the main concern the ▪ The main concern of the ▪ “In an existentialist curriculum, ▪ “Existentialist methods focus
existentialists is “to help existentialists is “to help students students are given a wide on the individuals. Learning is
students understand and understanding and appreciate variety of options from which self-paced, delf-directed. It
appreciate themselves as themselves as unique individuals to choose.” Students are includes a great deal of
unique individuals who who accepts complete afforded great latitude in their individual contact with the
accepts complete responsibility for their thoughts, choice of subject matter. The teacher, who relates to each
responsibilities for their feelings and actions”. Since humanities, however, are student openly and honestly.
thoughts and feelings and existence precedes essence’, given tremendous emphasis To help students know
actions”. Since ‘existence the existentialist teacher’s role is to “provide students with themselves and their place in
precedes essence’ the to help students define their own vicarious experiences that will the society, teachers employ
existentialist teacher’s role essence by exposing them to help unleash their own values clarification strategy. In
is to help students define various paths they take in life creativity and self-expression. the use of such strategy,
their own essence by and by creating an environment For the example, rather than teachers remain non-
exposing them to various in which they freely choose their emphasizing historical events, judgmental and take care not
paths they take in life and own preferred way. Since feeling existentialist focus upon the to impose their values on their
creating an environment in is not divorced from the reason actions of historical students since values are
which they freely choose in decision making, the individuals, each of whom personal.
their own preferred way. existentialist demands the provides possible models for
education of the shole person, students’ own behavior.
not just the mind.” Moreover, vocational
education is regarded more as
a means of teaching students
about themselves and their
potential than of earning a
livelihood. In teaching art,
existentialism encourages
individual creativity and
imagination more than
copying and imitating
established models.”

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▪ Behaviorism Why Teach What to Teach How to Teach
▪ behaviorist schools are ▪ Behaviorist schools are ▪ Because behaviorists look at ▪ Behaviorist teachers “ought to
concerned with the concerned with the modification “people and other animals…as arrange environmental
modification and shaping of and shaping of students’ complex combinations of conditions so that students can
students’ behavior by behavior by providing for a matter that act only in response make the responses to stimuli.
providing for a favorable favorable environment, since to internally or externally Physical variables like light,
environment, since they they believe that they are a generated physically stimuli” temperature, arrangement of
believe that they are a product of their environment. behaviorist teachers teach furniture, size and quantity of
product of their They are after students who students to respond favorably visual aids have to be
environment. They are exhibit desirable behavior in to variously stimuli in controlled to gets the desired
after students who exhibit society. environment. responses from learners…
desirable behavior in Teachers ought to make the
society stimuli clear and interesting to
capture and hold the learners’
attention. They ought to
provide appropriate incentives
to reinforce positive responses
and weaken or eliminate
negative ones.” (Trespeces,
1995)

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▪ Linguistic Philosophy Why Teach What to Teach How to Teach
▪ To develop the communication - Learners should be taught to ▪ The most effective way to
skills of the learners because the communicate clearly - how to teach language and
ability, to voice out the meaning send clear, concise message communication is the
and values of things that one and how to receive and experiential way. Make them
obtains from his/her experience correctly understand messages experience sending and
of life and the world is the very sent. Communication takes receiving message through
essence of man. It is through place in three (3) ways – verbal, verbal, non-verbal, and para-
his/her ability to express nonverbal, and paraverbal. verbal manner. Teacher should
himself/herself clearly, to get Verbal component refers to the make the classroom a place for
his/her ideas across, to make content of our message, the the interplay of minds and
known to others the values that choice and arrangement of our hearts. The teacher facilitates
he/she has imbibed, the beauty words. This can be oral or dialogues among learners and
that he/she has seen, the written. Nonverbal component between him/her and his/her
ugliness that he/she rejects and refers to the message we send students because in the
that truth that he/she has through our body language exchange of words there is
discovered. Teachers teach to while paraverbal component also an exchange of ideas.
developed in the skill to send refers t how we say – the tone,
messages clearly and receive pacing and volume of our
messages correctly. voices.
There is need to teach
learners to use language that
is correct, precise,
grammatical, coherent,
accurate so that they can
communicate clearly and
precisely their thoughts and
feelings. There is need to
teach the learners how to
communicate clearly through
non-verbal means and

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 consistently through para-
verbal means.
There is need caution the
learners of the verbal and non-
verbal barriers to
communications. Teach them
to speak as many languages
as you can. The more
languages ones speak, the
better he/she can
communicate with the world. A
multilingual has an edge over
the monolingual or bilingual.

▪ Constructivism Why Teach What to Teach How to Teach

-Constructivists sees to develop -The learners are taught how to - In the constructivist classroom,
intrinsically motivated and learn. They are taught learning the teacher provides students
independent learners adequately process and skills such as with date or experiences that
equipped with learning skills for searching, critiquing and allow them to hypothesize,
them to be able to construct evaluating information, relating predict, manipulate objects, pose
knowledge and make meaning of these pieces of information, questions, research, investigate,
them. reflecting on the same, making imagine, and invent. The
meaning out of them, drawing constructivist classroom is
insights, posing questions, interactive. It promotes dialogical
researching and constructing new

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 knowledge out of these bits of exchange of ideas among
information learned. learners and between teacher
and learners. The teacher’s role
is to facilitate this process.
▪ Knowledge isn’t a thing that
can be simply deposited by the
teacher into the empty minds
of the learners. Rather,
knowledge is constructed by
learners through an active,
mental process of
development; learners are the
builders and creators of
meaning and knowledge. Their
minds are not empty. Instead,
their minds are full of ideas
waiting to be “midwifed” by the
teacher with his/her skillful
facilitating skills.

Suggested Readings:
https://web.augsburg.edu/~erickson/edc490/downloads/comparison_edu_philo.pdf

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 Learning Activity

I. Discuss the quotations that associates the philosophy of education:

a. “Education is life not a preparation for life”- Dewey

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

b. “Man is nothing else but what he makes of himself…”- Statre

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

c. “Gripping and enduring interest frequently grow out of initial

learning efforts that are not appealing or attractive.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.
d. “Life is what you make it.”- William Thackeray
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________________________________.
e. “When a relationship is working, the act of communicating seems to
flow relatively effortlessly…”-Chip Rose
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________________________

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 Lesson 2: Formulating Your Philosophy of Education

"Philosophy is vital only when the questions are mine and so is the struggle
towards answers. – W. Luijpen

Educational philosophy is the backbone of any efficient teacher. It

encapsulates essentially the principles, the ways of thinking and the beliefs
that provide the foundation and the framework on which teachers define,
delineate, and justify their teaching agendas, their curriculum preferences,
their pedagogical styles, and their classroom organizational structures.

A philosophy of education contains or include:

the human person, the learner in particular and the

educated person

what is true and good and therefore must be taught

how a learner must be taught in order to come close

to the truth

My Philosophy of Education as a Grade School Teacher

has a natural interest in learning and is capable of learning

is an embodied spirit

can be influenced but not totally by his/her environment.

is unique, so comparing a child to other children has no basis

does not have an empty mind, rather is full of ideas and it is my

task to draw out these ideas.

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I believe that my task as a teacher is to facilitate the development of
every child to the optimum and to the maximum by:

reaching out to all children without bias and prejudice towards

the “least” of the children

making every child feel good and confident about

himself/herself through his/her experiences of success in
the classroom

helping every child master the basic skills of reading,

communicating in oral and written form, arithmetic,
and computer skills

teaching my subject matter with mastery so that

every child will use his/her basic skills to continue
acquiring knowledge, skills, and values for his/her
to go beyond basic literacy and basic numeracy

inculcating or integrating the unchanging values of

respect, honesty, love, and care for others
regardless of race, ethnicity, nationality, appearance,
and economic status in my lessons

consistently practicing these values to serve as model

for every child

strengthening the value formation of every child through

“hands-on-minds-on-hearts-on” experiences inside and outside
the classroom

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 Learning Activity

Answer the following questions:

1. Which of the philosophies studied in Lesson 1 are reflected in the given

philosophy?
________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
__________________________________________________________.
2. What are the teacher’s concept/s of the learner?
________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
__________________________________________________________.

3. What is the teacher’s concept on values?

________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
__________________________________________________________.

4. Why is one’s philosophy of education said to be one’s “window” to the

World or “compass” in life?
________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
__________________________________________________________.

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 Lesson 3: The Foundation Principles of Morality and You

When you carry out kindness you get a wonderful feeling inside. It is as
though something inside your body responds and says, yes, this is how I
ought to feel. -Unknown

What is Morality?

As defined by one textbook author, morality refers to “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 or morality. Otherwise it is said to be wrong. For
instance, when Juan gets the pencil of Pedro without the latter’s
permission, Juan’s action is wrong because it is adherent to the norm,
“stealing is wrong”. A man’s action, habit or character is good when it is
not lacking of what is natural to man, i.e. when it is accordance with
man’s nature.

Meaning of foundation moral principle

What is means by foundational moral principle? The word

principle comes from the Latin word princeps which means a
beginning, a source. A principle is that on which something is based,
founded, originated, initiated. It is likened to the foundation of a
building upon which all other parts stand. A foundational moral
principle is, therefore, the universal norm upon which all other
principles on their rightness or wrongness of an actions are based.
The natural law that says “do good avoid evil” come in different
versions. Kung-fu-tsu said the same when he taught: “Do not do to
others what you do not like others to do to you.” This is also the
Golden rule of Christianity only that it is written in the positive form:
“Do to others what you like others do to you.” Immanuel Kant’s
version is “Act in such a way that your maxim can be the maxim for
all.” For Christians, this Golden Rule is made more explicit through
the Ten Commandments and the Eight Beatitudes. These are
summed up in the two great commandments, “love God with all your
heart, with all your mind, with all your strength” and “love your
neighbors as you love yourself.

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Teacher as a person of good moral character

As laid down in the preamble of our Code of Ethics of

Professional Teachers, “teachers are duly licensed professional
who possess dignity and reputation with high moral values as well
as technical and professional competence. In the practice of their
profession, they strictly adhere to, observe and practice this set of
ethical and moral principles, standards and values.”
From the above preamble, the words moral values are
mentioned twice, to accurate on the good moral character
expected of you, the teacher. One Christian author describes four
ways of describing good moral character: 1)being fully human you
have realized substantially your potential as a human person, 2)
being a loving person- you are caring in an unselfish and mature
manner with yourself, other people and God, 3) being a virtuous
person - you have acquired good habits and attitudes and you
practice them consistently in your daily life, and 4) being a morally
mature person- you have reached a level of development
emotionally, socially, mentally, spiritually appropriate to your
developmental stage. (Cosgrave, William, rev. ed. 2004, 78-79)

The foundational moral principle is "Do good; avoid evil” This is

contained in the natural law. This foundational moral principle of doing
good and avoiding evil is expressed in many other ways by different
people. The famous Chinese philosopher, Kung-fu-tzu. Immanuel Kant
taught the same: Act in such a way that your rule can be the principle
of all” The Buddhists abide by the same moral principle in their
Eightfold Path. The Muslims have this foundational moral principle laid
down in their Koran and the Five Pillars. For the Christians, the Bible
shows the way to the good life - the Ten Commandments and the
Eight Beatitudes. The Ten Commandments and the Eight Beatitudes
are summarized in the two great commandments of love for God and
love for neighbor. Our act is moral when it is in accordance with our
human nature.
As a teacher, you are expected to be a person of good moral
character. You are a person of good moral character when you are 1)
human, 2) loving, 3) virtuous, and 4) mature

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26
 Learning Activity

Answer the following questions:

1. To be moral is to be human. What does this mean?

______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________.

2. Why is morality only for person?

______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________.

3. How does conscience relate to morality?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
___________________.

4. Are a man-made laws parts of the natural law? What about the Code
of Ethics?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________.

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 Lesson 4: Values Formation and You
“Education in values means the cultivation of affectivity, leading the
educand through exposure to an experience of value and of the valuable”. -
R. Aquino
Our lesson on values formation is based on the premises that there
are transcendent values. Most Filipinos, if not all, believe in a transcendental
being whom we call by different names Bathala, Apo Dios, Kabunian, Allah,
and the like.

Values are taught and caught

• It’s amazing how the way a person was raised as a child can influence
this person’s adult life, and consequently – the lives of those around him.
Whether they are good or bad, our behaviors affect other people even
when they no longer see us. Long after our relatives are gone, their lives
still affect us and our choices. The living examples of good men and
women at home, school and society have far greater influence on our
value formation than those well-prepared lectures on values excellently
delivered by experts who may sound like "empty gongs and clanging
cymbals."

Value formation includes formation in the cognitive, affective and

behavioral aspects
• Your value formation as teachers will necessarily include the three
dimensions. You have to grow in knowledge and in wisdom and in your
"sensitivity and openness to the variety of value experiences in life.”
(Aquino, 1990) You must be open and attentive to your value lessons in
Ethics and for those in sectarian schools, Ethics and Religious
Education. Take active part in value sessions like fellowships,
recollections organized by your church group or associations. Since
values are also caught, help yourself by reading the biographies of
heroes, great teachers, and saints (for the Catholics) and other
inspirational books.

Value formation is a training of the intellect and will

• Your value formation in essence is a training of your intellect and will,

your cognitive and rational appetitive powers, respectively. Your intellect
discerns a value and presents it to the will as a right or wrong value.
Your will wills to act on the right value and wills to avoid the wrong value
presented by your intellect.
• You are on the road to moral development when you strive to develop
your potential, your love and care for yourself and make this love flow to
others, you lead to the virtuous life, and as you advance in age you also
advance in your emotional, social, intellectual and spiritual development.
• It is clear that “nothing is willed unless it is first known. Thought must
precede the deliberation of the will. An object is willed as it is known by
the intellect and proposed to the will as desirable and good. Your
intellect must clearly present a positive value to be a truly a positive
value to the will not as one that is apparently positive but in the final
analysis is a negative value.
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 Virtuous versus vicious life and their effect on the will
• A virtuous life strengthens you to live by the right values and live a life of
abundance and joy while a vicious life leads you to perdition and misery.
• Panizo claims “virtue involves a habit, a constant effort to do things well
despite obstacles and difficulties. “A virtue is no other than a good habit.
You get so used to doing good that you will be stronger to resist evil. So,
START and CONTINUE doing and being good!
Max Scheler's hierarchy of values
Max Scheler outlined a hierarchy of values. Our hierarchy of values is
shown in our preferences and decisions. Based on Scheler's hierarchy of
values, the highest values are those that directly pertain to the Supreme
Being while the lowest values are those that pertain to the sensual pleasures.
We act and live well if we stick to Scheler's hierarchy of values, i.e., give
greater preference to the higher values. We will live miserably if we distort
Scheler’s hierarchy of values, for instance, when we subordinate spiritual
values to pleasure values.

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Values Clarification
The advocates of value clarification assert that we must
clarify what we really value. The term value is reserved for those
"individual beliefs, attitudes and activities ... that satisfy the following
criteria: 1) freely chosen; 2) chosen from among alternatives; 3)
chosen after due reflection; 4) prized and cherished; 5) publicly
affirmed; 6) incorporated into actual behavior; and 7) acted upon
repeatedly ionone’s life.
This means that if you value honesty you have chosen it
freely from among alternatives and after considering its
consequences. You prize it and you are proud of it and so you are
not ashamed for others to know that you value it.

Suggested Readings:
https://prezi.com/ubqpzbusba1z/max-schelers-hierarchy-of-values/
http://tempo.com.ph/2017/10/29/values-are-caught-and-taught/
https://www.youtube.com/watch?v=6Y8d0XwPZTM
https://www.youtube.com/watch?v=3vw7OZXBp-c

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 Learning Activity

For Research:

1. Which Filipino values pose obstacles to your value formation? How do

they block your value formation?
________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
___________________________________________________________.

2. Are there times when the will refuses to act on what the intellect
presents as good? How does a person feel?
________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________________________.

3. The atheist denies God’s existence. Will he lack the values of the
Holy, the highest level of value according to Scheler? How will this
affect his/her way of life?
________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________________________________.

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 Lesson 5: Teaching as Your Vocation, Mission and
Profession

“One look back with appreciation to the brilliant teachers, but with gratitude to
those who touched our human feelings…” – Carl Jung

Etymology of the word "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
view solely along a horizontal dimension. It is like man calling another
man, never a Superior being calling man.

Teaching as your vocation

Perhaps you never dreamt to become a teacher! But here you

are now preparing to become one! How did it happen? From the eyes of
those who believe, it was God who called you here for you to teach, just
as God called Abraham, Moses, and Mary, of the Bible. 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.)

Etymology of the word "mission"

Teaching is also a mission. The word mission comes from the

Latin word "misio" which means "to send”. You are called to be a teacher
and you are sent into the world to accomplish a mission, to teach. The
Webster's New Collegiate Dictionary defines mission as "task assigned”.
You are sent to accomplish an assigned task.

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 Teaching as your mission

Teaching is your mission means it is the task entrusted to you in

this world. Your pre-service preparation will equip you with the
knowledge, skills and attitude to become an effective teacher. You have
embarked in a mission that calls for a continuing professional education.
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 as your profession

We can give more if we have more. For us to be able to give

more, continuing professional education is a must. For us teachers,
continuing professional education is explicit in our professionalization
law and our Code of Professional Ethics.
Our service to the public as a professional turn out to be
dedicated and committed only when our moral, ethical and religious
values serve as our bedrock foundation. The same moral, ethical and
religious convictions inspire us to embrace continuing professional
education. If you take teaching as your profession, this means that you
must be willing to go through a long period of preparation and a
continuing professional development. You must strive for excellence,
commit yourself to moral, ethical and religious values and dedicate
yourself to public service.

Teaching and a life of 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.

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 Make a Scrapbook!

INSTRUCTION:
At the end of the Learning Guide 1 and make a
scrapbook. Surf the internet for the supporting
evidences (pictures and writings) to:

1. summarize at least seven (7) philosophies of

education and draw their implications to teaching-
learning

2. formulate your own philosophy of education

3. discuss and internalize the foundational principles

of morality and how values formation integrates a
part in your personal and profession life

4. explain teaching as a vocation, mission, and

profession in a narrative report.

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 Learning Plan 2
The Teacher in The Classroom and Community

“The teacher is a diplomat and ambassador of tact and sensitivity, as he/she

facilitates productive, positive interactions among the multiplicity of personalities,
culture, beliefs and ideals”. – Unknown
Learning Guide Overview 2:
To function well in the classroom and in the community, he/she must
be equipped with competencies. Competencies refer to knowledge, skills and
attitudes that a teacher ought to possess for him/her to perform his/her tasks
satisfactorily. These competencies are captured and presented in the National
Competency-Based Teacher Standards framework.
Intended Learning Outcomes
▪ explain the competencies, as contained in the NCBTS, that each
teacher must possess in order to function effectively in the classroom
and in the community;
▪ relate the NCBTS to the Code of Ethics for Professional Teachers;
▪ examine the responsiveness of the present teacher education
curriculum to the needs of the teacher as she performs her role in the
classroom and in the community; and
▪ deepen your understanding of the various roles of the teacher in the
classroom and in the community.

Lesson 1: The National Competency-Based Teacher

Standards (NCBTS)

The NCBTS is a set of competencies (behaviors, attitudes and skills)

that each teacher must possess to function effectively and satisfactorily.
These are based upon “the core values of Filipino teachers and on the
principles of effective teaching and learning. The NCBTS framework is divided
into seven (7) domains that represents the desired features of the teaching
and learning process. These domains incorporate a series of twenty-one (21)
strands of desired teaching performance statements which can be identified
as eighty (80) performance indicators that are observable indicators of the
quality of a teacher’s performance (Experiential Learning Course Handbook,
2009).

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INSTRUCTIONAL MATERIALS IN THE TEACHING PROFESSION
36
Domain 1. Social Regard for Learning

This domain of Social Regard for Learning focuses on the ideal that the
teachers serve as positive and powerful role models of the values of the pursuit of
learning of different kinds of the effort to learn. The teacher's actions, statements,
and different types of social interactions with students exemplify this ideal.

Strands of Desired Teaching Performance Performance Indicators

1.1 Acts as a positive role model for 1.1.1 Implements school policies
students and procedures
1.2.2 Demonstrates punctuality
1.3.3 Maintains appropriate
appearance
1.4.4 Is careful about the effect of
one's behavior on students
1.5.5 Shows respect for other
persons and their ideas

Domain 2. Learning Environment

The domain of Learning Environment focuses on importance of providing for a

social, psychological and physical environmental within which all students,
regardless of their individual differences in learning, can engage the different
learning activities and work towards attaining high standards of learning.

Strands of Desired Teaching

Performance Indicators
Performance
2.1 Creates an environment that 2.1.2 Provides gender-fair opportunities
promotes fairness for learning
2.1.3 Recognizes that every learner has
strengths
2.2.1 Maintains a safe, clean and orderly
classroom free from distractions

2.2 Makes the physical environment 2.2.2 Arranges challenging activities

safe and conducive to learning given the physical environment

2.3 Communicates higher learning 2.3.1 Uses individual and co-operative

expectations to each learner learning activities to improve
capacities of learners for higher
learning
2.3.2 Encourages learners to ask
questions

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 2.3.3 Provides learners with a variety of
learning experiences
2.3.4 Provides varied enrichment
activities to nurture the desire for
further learning
2.3.5 Communicates and maintains high
standards of learning
performance

2.4 Establishes and maintains 2.4.1 Handles behavior problems quickly

consistent standards of learners' and with due respect to children's
behavior rights
2.4.2 Gives timely feedback to reinforce
appropriate to learners' behavior
2.4.3 Guides individual learners requiring
development of appropriate social
and learning behavior
2.4.4 Communicates and enforces
school policies and procedures for
appropriate learner behavior
2.4.5 Encourages free expression of
ideas from students
2.4.6 Creates stress-free environment

Domain 3. Diversity of Learners

This domain of Diversity of Learners emphasizes the idea that the teachers can
facilitate the learning process in diverse learners by first recognizing and
respecting individual differences, then using knowledge about students'
differences to design diverse sets of learning activities to ensure that all students
can attain desired learning goals.

Strands of Desired Teaching

Performance Indicators
Performance

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3.1 Is familiar with learner's 3.1.1 Obtains information on the learning
background knowledge and styles, multiple intelligences and
experiences needs of learners
3.1.2 Designs or selects learning
experiences suited to different kinds
of learners
3.1.3 Establishes goals that define
appropriate expectations for all
learners
3.1.4 Paces lessons appropriate to
needs and/or difficulties of learners
3.1.5 Initiates other learning approaches
for learners whose needs have not
been met by usual approaches

3.2 Demonstrates concern for holistic 3.2.1 Recognizes multi-cultural

development of learners background of learners when
providing learning opportunities
3.2.2 Adopts strategies to address needs
of differently-abled students
3.2.3 Makes appropriate adjustments for
learners of different socio-economic
backgrounds

Domain 4. Curriculum

The domain of Curriculum refers to all elements of the teaching-learning

process that work in convergence to help students understand the curricular goals
and objectives, and to attain high standards of learning defined in the curriculum.
These elements include the teacher's knowledge of subject matter and the learning
process, teaching-learning approaches and activities, instructional materials and
learning resources

Strands of Desired Teaching

Performance Indicators
Performance
4.1 Demonstrates mastery of the 4.1.1 Delivers accurate and updated
subject content knowledge using appropriate
methodologies, approaches and
strategies
4.1.2 Integrates language, literacy and
quantitative skill development and
values in his/her subject area
4.1.3 Explains learning goals, instructional
procedures and content clearly and
accurately to students

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 4.1.4 Links the current content with past
and future lessons
4.1.5 Aligns with lesson objectives the
teaching methods, learning activities
and instructional materials or
resources appropriate to learners
4.1.6 Creates situations that encourage
learners to use high order thinking
skills
4.1.7 Engages and sustains learners'
interest in the subject by making
content meaningful and relevant to
them
4.1:8 Integrates relevant scholarly works
and ideas to enrich the lesson as
needed
4.1.9 Integrates content of subject area
with other disciplines
4.2 Communicates clear learning 4.2.1 Sets appropriate learning goals
goals for the lessons that are 4.2.2 Understands the learning goals
appropriate for learners.

4.3 Makes good use of allotted 4.3.1 Establishes routines and procedures
instructional time. to maximize instructional time
4.3.2 Plans lessons to fit within available
instructional time

4.4 Selects teaching methods, learning 4.4.1 Translates learning competencies to

activities and instructional instructional objectives
materials or resources appropriate 4.4.2 Selects, prepares and utilizes
to learners and aligned to the
instructional materials appropriate to
objectives of the lesson.
the learners and to the learning
objectives
4.4.3 Provides activities and uses
materials which fit the learners!
learning styles, goals and culture
4.4.4 Uses a variety of teaching
approaches and techniques
appropriate to the subject matter and
the learners
4.4.5 Utilizes information derived from
assessment to improve teaching and
learning
4.4.6 Provides activities and uses
materials which involve students in
meaningful learning

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4.5 Teacher recognizes general 4.5.1 Design and utilizes teaching
learning processes as well as methods that take into account the
unique processes of individual learning process
learners

4.6 Teacher promotes purposive 4.6.1 Cultivates good study habits through
study. appropriate activities and projects

4.7 Teacher demonstrates skills in the 4.7.1 Utilizes Information and

use of Information and Communication Technology to
Communication Technology in enhance teaching and learning
teaching and learning.

Domain 5. Planning, Assessing & Reporting

The domain of Planning, Assessing and Reporting refers to the alignment of

assessment and planning activities. In particular, the domain focuses on the (1) use
of assessment data to plan and revise teaching-learning plans, (2) the integration of
assessment procedures in the plan and implementation of teaching-learning
activities, and (3) reporting on learner's actual achievement and behavior.

Strands of Desired Teaching Performance Indicators

Performance
5.1 Communicates promptly and 5.1.1 Shows proofs of instructional
clearly to learners, parents and planning
superiors about the progress of 5.1.2. Implements instruction as plan
learners
5.1.3 Demonstrates ability to cope with
varied teaching milieu

5.2 Develops and uses a variety of 5.2.1 Prepares formative and summative
appropriate assessment strategies tests in line with the curriculum
to monitor and evaluate learning. 5.2.2 Employs non-traditional assessment
techniques
(portfolio, journals, rubrics, etc.)
5.2.3 Interprets and uses assessment
results to improve teaching and
learning
5.2.4 Identifies teaching-learning
difficulties and possible causes and
takes appropriate action to address
them
5.2.5 Uses tools for assessing authentic
learning

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41
5.3 Monitors regularly and provides 5.3.1 Provides timely and accurate
feedback on learners' feedback to learners to encourage
understanding of content them to reflect on and monitor their
own learning growth
5.3.2 Keeps accurate records of
grades/performance levels of learners
5.3.3 Conducts regular meetings with
learners and parents to report learners'
progress
5.3.4 Involves parents to participate in
school activities that promote learning

Domain 6. Community Linkages

The domain of Community Linkages focuses on the ideal that classroom

activities are meaningfully linked to the experienced and aspirations of the students
in their homes and communities. Thus, the domain focuses on teachers' efforts
directed at strengthening the links between schools and communities, particularly
as these links help in the attainment of the curricular
goals.

Strands of Desired Teaching Performance Indicators

Performance
6.1 Establishes learning environments 6.1.1 Involves community in sharing
that respond the aspirations of the accountability for the learners'
community achievement
6.1.2 Uses community resources (human,
material)
to support learning
6.1.3 Uses the community as a laboratory
for learning
6.1.4 Participates in community activities
that promote learning
6.1.5 Uses community networks to
publicize school events and
achievements
6.1.6 Encourages students to apply
classroom learning to the community

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Domain 7. Personal Growth & Professional Development

The domain of Personal Growth and Professional Development emphasizes the

ideal that teachers value having a high personal regard for the teaching profession,
concern for professional development, and continuous improvement as teachers.

Strands of Desired Teaching

Performance Indicators
Performance
7.1 Takes pride in the nobility of 7.1.1 Maintains stature and behavior that
teaching as a profession. upholds the dignity of teaching
7.1.2 Allocates time for personal and
professional development through
• Participation in educational
seminars and work-shops
• Reading educational materials
regularly
• Engaging in educational research
7.1.3 Manifests personal qualities such as
enthusiasm, flexibility and caring
7.1.4 Articulates and demonstrates one's
personal philosophy of teaching

7.2 Builds professional links with 7.2.1 Keeps abreast with recent
colleagues to enrich teaching developments in education
practice 7.2.2 Links with other institutions,
organizations for sharing best
practices

7.3 Reflects on the extent of the 7.3.1 Reflects on the quality of his/her
attainment of professional own teaching
development goals 7.3.2 improves teaching performance
based on feedback from students,
peers and superiors and cooperating
teachers.
7.3.3 Accepts personal accountability to
learners' achievement and
performance
7.3.4 Uses self-evaluation to recognize
and enhance one's strengths and
correct one's weaknesses

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43
 Learning Activity

I. Reflect on the teacher as he/she goes about his/ her task in

the classroom and in the community. In what way is he/she

1. a piece of iron?
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

2. a well?
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

3. a planter?
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

4. a door?
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

5. A mirror?
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

I. Tell something about the teacher in the classroom and in the

community by completing this acronym.
T- ______________________________________________________
E- ______________________________________________________
A- ______________________________________________________
C- ______________________________________________________
H- ______________________________________________________
E- ______________________________________________________
R- ______________________________________________________

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 Lesson 2: The 21st Century Teacher

“If we teach today as we taught yesterday, we rob our children of tomorrow.”-

John Dewey

To remain relevant and interesting, the teacher must possess 21st

century skills can be categorized into four (4), namely: 1) communication
skills, 2) learning and innovation skills, 3) information, media and technology
skills, and 4) life and career skills. A teacher must possess them in order to
survive in this 21st century and be able to the development of 21st century
learners.
Under each of these four (4) clusters of 21st century skills are specific
skills. Effective communication skills include 1) teaming, 2) collaboration, 3)
interpersonal skills, 4) local, national and global orientedness; 5) interactive
communication.
The learning and innovation skills are the 3 Cs namely: 1) creativity, 2)
curiosity, 3) critical thinking problem solving skills, and 4) risk taking.
Life and career skills embrace 1) flexibility and adaptability, 2)
leadership and responsibility, 3) social and cross-cultural skills, 4) initiative
and self-direction, 5) productivity and accountability, and 6) ethnical, moral
and spiritual values.
Information, media and technology skills are 1) visual and information
literacies, 2) media literacy, 3) basic, scientific, economic and technological
literacies, and 4) multicultural literacy

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Another way of grouping the 21st century skills is shown below:
▪ Ways of thinking. Creativity, critical thinking, problem-solving,
decision-making and learning.
▪ Ways of working. Communication and collaboration
▪ Tools for working. Information and communications
technology (ICT) and information literacy

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46
 Learning Activity

I. By means of graphic organizer, describe the 21st century teacher by

completely presenting the 21st century skills.

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 Lesson 3: School and Community Relations

1.
“It takes a village to raise a child”- African Proverb

The school and the community are the mainsprings of effective and
can for mutual gains and betterment. They can forge a kind of partnership
where both are willing to share information as well as responsibilities to the
best interest of the children while in school, likewise, when dealing with
members of the community. Ensuring strong alliance is guaranteed to foster
sound academic practices in the school, civic mindedness and public
accountability in the community.
A. THE TEACHERS, THE PARENTS AND THE COMMUNITY
Parents are the first teachers in the home. They are responsible for the
development of values, attitudes and habits that will be needed as their
children associate with classmates in school. Teachers in the schools
continue to enrich the students' experiences at home, thus strengthening the
valuable, personal traits and characteristics initially developed. In the end, the
contrived attention and efforts of both "custodians" are accorded
acknowledgement and recognition by members of the community.
1. Difficulties
Teachers are endowed with a caring and compassionate attitude
that are expressed in their love and unending sacrifice in guiding the
young. Despite conscious effort, children experience difficulties and
problems regarding:
• ability to accomplish assignments
• irregular attendance, study habits in school
negative attitudes, and
• problem with self-discipline.
2. Solutions
The best way to thresh out causes and come up with solutions is to
conduct a dialogue wherein parents may be invited to drop by the school or
the teacher may pay a visit to their home.
• A calm and friendly face-to face exchange of observations could
straighten some disturbing interactions ending with a promise of
undertaking remediation in both quarters.
• Positive attitudes of kindheartedness and patience are developed
through modeling.
• Regularity in attendance and doing daily assignments need strong
motivation and encouragement from both sides.

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 • Letters and praises to parents for outstanding performances build
confidence and strengthen determination to continue the good
work.
3. Values Developed
Values and strong inclinations are instilled starting from the home and
are developed further in the school. Some of the most desirable are:
• respect for elders and for the rights of others
• cooperation
• willingness to share
• deep sense of responsibility, and
• persistence.

B. SCHOOL AND COMMUNITY

The school is usually located at the center of the town or city. As such,
it is subjected to daily scrutiny by the members of their community. The
community would in turn show their gratitude and appreciation by keeping
their school surroundings clean and comfortable for the children, and by
sharing resources whenever needed.
1. Collaborative Relationships
a. The school officials actively participate in community projects such as
literacy assistance project for out- of-school children and house campaign for
healthful practice.
2. Organized Associations
Schools have organized Parent-Teacher Associations with the officers
coming from both their members. They undertake projects and activities aim
at promoting a harmonious and enjoyable relationship among themselves.
The Brigada Eskwela is another example of collaboration among
school, parents and community. Brigada Eskwela conducted at the beginning
of the school year is now institutionalized at the Department of Education and
has resulted to strong partnership of the school with the community. Brigada
Eskwela aims to revive the bayanihan spirit among Filipinos by engaging the
implementation of School-Based Management their teachers and families.
3. Public Safety, Beautification and Cleanliness
Peace and order, safety in public conveyances and compliance with
ordinances afford ample protection and disciplinary measures deserved by all.
Beautification of the community through tree planting in every household and
cleanliness through proper waste disposal are voluntarily undertaken by both,
thus creating a disciplined and wholesome community.

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4. Values Exhibited
Outstanding school personnel as well as barangay officials are
honored. This serves as a motivation for both parties and their followers to
continue with their commendable practice. Values of nationalism and unity are
developed through the examples demonstrated by the school and government
officials. Respect for authority and self- discipline are modeled for the young
to follow.
5. Instructional Centers and Materials
The community can serve rich sources of instructional materials. The
clean rivers, town library, factories and other industrial establishment could be
learning centers for field trips. Recreational areas, and concert halls offer
enjoyable entertainment for all. The parks and beaches become relaxation
areas for school children together with during observance of significant school
rites.

Suggestion readings:
https://www.edutopia.org/blog/importance-teaching-through-
relationships-stacey-goodman

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 Learning Activity

I. Describe how school and community officials work together in each of

the following events:

2. Socio-cultural activities
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

3. Peace and order situation- in and out of the school

________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

4. Projects
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_______________________________________________________.

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 Lesson 4: Linkages and Networking with Organizations

We cannot live for ourselves alone. Our Lives are Connected by a thousand
invisible threads, and along these sympathetic fibers, our actions run as causes and
return to us as results.

Linkages, also termed interconnections, with institutions

functioning along the same mission are intended to serve members of
both sides according to their respective needs, interest and objectives.
They create bonds together to solicit support and assistance for
purposeful activities which could be facilitated faster and better
considering the doubling of energy and resources.

A. LINKAGES
1. International Linkages
a. Pi Lambda Theta
Pi Lambda Theta is an international honor society and
professional association of women educators. Based in its main office
in Michigan, chapters are located in different universities nationwide.
The only chapter outside the United States is the Philippine Area
chapter.
b. INNOTECH is the center for training educational leaders from
Southeast region under the SEAMEO organization. It conducts training
programs to upgrade the competencies of teachers from the region in
all disciplines. One of its projects is to update teachers' knowledge and
skills in implementing alternative learning systems. It has prepared a
comprehensive framework on peace and multi-cultural diversity.
c. World Council for Curriculum and Instruction (WCCI) has a
local chapter which recently hosted a 3-day international congress with
the international President, officials and members from the main office
together with the members from different countries in attendance.
d. Association for Supervision and Curriculum Development
(ASCD) is a membership organization that develops programs,
products, and services essential to the way educators learn, teach, and
lead. It is a nonprofit, nonpartisan membership association that
provides expert and innovative solutions in professional development,
capacity building, and educational leadership essential to the way
educators learn, teach, and lead.

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 2. National and local linkages
• Linkages could be established between universities and colleges
offering identical degrees. Cross-enrolment for subjects needed for
graduation is allowed.
• Joint researches could be conducted by two or three universities
depending on their respective expertise. The dissemination of
findings to other universities in the area is a big help.

B. NETWORKING
1. Networking with Professional Organizations
A network is a grid/ web whose members actively demonstrate how
they can work together to attain common objectives, undertake innovative
practices and update members regarding breakthrough in different
disciplines.

➢ Teacher Education Institutions

(1) The Philippine Association for Teacher Education (PAFTE) is an
association composed of deans, professors, and instructors from colleges
of education from both private and government universities and school
heads, supervisors and cooperating teachers of government and private
schools. Such a visit offers a great opportunity for members (as well as
non-members) to observe some modern learning facilities, listen to
progressive educators, and more important, to promote a friendly alliance
and with them.
(2) State Universities and Colleges Teacher Educators' Association
(SUCTEA) includes all state colleges of education as members. An annual
convention is usually held in the different regions bringing Deans and
Teacher Education Professors together for an exchange of approaches
and modes of delivering quality teacher education for the youth.
➢ National Organization
FAAP (Federation of Accrediting Associations of the Philippines) is
a group of agencies whose main function is to conduct accreditation of the
educational qualification and facilities starting from the administration,
curriculum, faculty profile and the learning environment, among others.
The Philippine Association of Colleges and Universities Commission on
Accreditation (PACUCOA), Philippine Accrediting Agency for Schools,
Colleges and Universities (PAASCU) and (AACUP) Association for
Accrediting Colleges and Universities of the Philippines belong to this
organization.

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 2. Networking with Foundations
a. Metrobank Foundation, Inc. has for its flagship project in education
the SEARCH FOR OUTSTANDING TEACHERS. It annually recognizes
and honors outstanding teachers of the three educational levels from
school nationwide. The foundation, as part of its corporate social
responsibility, bestows honor upon the teaching profession by "honoring
teachers who devote their lives to the development of the youth with
exemplary competence and dedication."
b. Ayala Foundation, Inc. (AFI) is a nonprofit organization that serves
as the socio-cultural development arm of the Ayala Group of Companies
which works "to fulfill the needs of the whole person” through a holistic
response. It is committed to work for the "cultivation of Filipino ingenuity
and talent, as well as the preservation of our rich culture, history and
traditions”.
c. GMA Foundation has for its mission “to give hope and a future to
the Filipino family by safeguarding human rights and upgrading standards
of education", among others. Its programs that promote literacy and
education are Donate a Book and Merit Scholarships.
d. SM Foundation, Inc. launched a yearly project which collects
books and educational materials from the public and donates them to
public schools and community libraries. Education literacy drive aims to
collect more book donations from business donors and distributes them to
public schools and community libraries nationwide
e. Philippine Foundation for Science and Technology (PFST), has the
Philippine Science Centrum as its flagship project. It consists of science
exhibits which are visited by school children. It reaches out to towns, cities
and provincial capitals through traveling exhibitions and outreach
programs. To date they have more and upgraded interactive exhibits and
better facilities in halls and galleries. About 300 thousand visitors have
been accommodated by the Centrum.
f. Books of the Barrio and Asia foundation donate books and other
printed materials to public and private elementary and secondary schools.
g. Bato Balani Foundations honors teacher through a “Tribute to
Teachers” program.

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 Learning Activity

Surf the net!

Surf the net for other organizations and report on the
educational services and assistance given out-of-school youth, parents and
other community members. Insert your research after this page.
Networking with Government Offices
1. Literacy Coordinating Council (LCC) under the DepEd trains trainors
who handle literacy training courses among the youth.

2. The Dept. of Science and Technology (DOST) supports

undergraduate and graduate scholarship program in science and
mathematics in the Regional Science Teaching Centers which were
selected Center of Excellence by the Technical Panel for Teacher
Education, (CHED).

3. The Commission on Higher Education (CHED) organizes Technical

Panels for all professions, selects institutions as Center of
Excellence in their chosen fields and regularly benchmarks the
curricula of all degrees with international standards.

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 Make a Scrapbook!

INSTRUCTION:
At the end of the Learning Guide 1 and make a
scrapbook. Surf the internet for the supporting
evidences (pictures and writings) to:

1. explain the competencies, as contained in the

NCBTS, that each teacher must possess in order to
function effectively in the classroom and in the
community;

2. relate the NCBTS to the Code of Ethics for

Professional Teachers;

3. distinguish the responsiveness of the present

teacher education curriculum to the needs of the
teacher as she performs her role in the classroom
and in the community

4. deepen your understanding of the various roles of

the teacher in the classroom and in the community.

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 Learning Plan 3
On Becoming a Global Teacher

Learning Guide Overview 3

Global education embraces today's challenges as national
borders are opened. It paves the way for borderless education to respond to
the needs of educating children of the world they are entering. It offers new
curricular dimensions and possibilities, current scientific and technological
breakthroughs for completely new frontiers in education.
To become a global teacher, you should be equipped with a wider
range of knowledge of the various educational systems outside the country;
master skills and competencies which can address global demands; and
possess attitudes and values that are acceptable to multicultural communities.

Intended Learning Outcomes

At the end of the Chapter, you should be able to:
1. describe a global teacher in the context of global education.
2. analyze and compare the education of selected countries of the
world.
3. describe multicultural diversity as an element of global education
and the role of the teacher in addressing diversity among learners.
4. identify opportunities in teacher exchange programs for the
development of world class teachers.
5. describe global application of technology in the classroom.

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 Lesson 1: Global Education and the Global Teacher

Will introduce the general concept of global education and define the
global teacher. This introductory lesson will give you a clear perspective of
how you would become that global teacher. After understanding the two
concepts, you will be able to prepare yourself for the succeeding lessons.

Global Education

UNESCO defines global education as a goal to become aware of

educational conditions or lack of it, in developing countries worldwide and
aim to educate all peoples to a certain world standard.
The United Nations entered into an agreement to pursue six (6)
goals to achieve some standards of education in place by 2015
worldwide. To achieve global education, the UN sets the following goals:
1. expand early childhood care education;
2. provide free and compulsory primary education for all;
3. promote learning and life skills for young and adult;
4. increase adult literacy by 50%;
5. achieve gender parity by 2005, gender equality by 2015; and
6. improve quality of education.

The 21" Century Learning Goals have been established as

bases of various curricula worldwide. These learning goals
include:

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Global Teacher

A global teacher is a competent teacher who is armed with enough

skills, appropriate attitude and universal values to teach students with
both times tested as well as modern technologies in education in any
place in the world.

A global Filipino teacher should have the following qualities

and characteristics in addition to knowledge, skills and values:

understands how this world is interconnected;

recognizes that the world has rich variety of ways of life;

has a vision of the future and sees what the future would be
for himself/herself and the students;

must be creative and innovative

must understand, respect and be tolerant of the diversity of

cultures;

must believe and take action for education that will sustain the
future;

must be able to facilitate digitally-mediated learning: and depth of

knowledge

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 Learning Activity

Make a Reflection
1. Can an outstanding teacher in your community can be classified as a
global teacher? Why? Why not?

________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

2. Can one be a global teacher, without teaching abroad? Write your

insight.

________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

3. Reflect the statement: “As a global teacher, act locally but think
globally.”

________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

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 Lesson 2: A Closer Look at the Education Systems of
Selected Countries of the World

In this lesson we will take you to the different countries of the world,
Australia, China, Japan, China, Japan, South Africa, United Kingdom, the
United States of America, New Zealand and the Philippines. These countries
will provide examples of the different educational systems in particular parts of
the globe. The various educational systems will give you baseline information
on what kind of education prevails in these selected countries.
As a future teacher, you shall be guided by UNESCO's principle that
Education is for All and that this education is anchored on the Five Pillars
which are: 1) Learning to Know, 2) Learning to Do, 3) Learning to Be 4)
Learning to Live Together and 5) Learning to Transform.

1. Education in Australia
The educational system in Australia is similar with that of Canada
and England. Primary school is for six years, high school, six years and for
college or university, three to six years. High school is divided into junior
high school (year 7- year 10) and senior high school (year 11- year 12) but
these vary from state to state.
The main purposes of Australian Higher Education are: 1) to
enable individuals to develop their capabilities for effective participation in
the workforce, for growth and fulfillment; 2) to advance knowledge and
understanding for the benefit of the economy and the society; 4) to enable
individuals to adapt and learn, consistent with the needs of an adaptable
knowledge- based economy at the local, regional and national levels; 5) to
contribute to democratic civilized society.

1. Education in China
The education system is highly centralized. The course syllabi are
written by scientists and professors hired by the National Educational
Commission. The subject matter and instructional contents are uniform for
all. The first six years of school make up the primary grades which is
devoted to development of cognitive skills, and this is followed by another
six years of high schools. Students wishing to attend university must pass
one of the two versions of the National University Entrance Examination.

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 3. Education in Japan
The Japanese educational system is sometimes seen as a model on
how to operate schools. The system gives us a mental picture of obedient,
quiet school children sitting on their desks, listening to the teacher and
working hard to pass the various entrance examinations.
Standard curriculum includes Japanese language, social studies,
math and science along with art, music, home economics, physical
education, with the greatest emphasis on learning the Japanese language.
The entire educational system seems to be built on a principle that
if you do well in exams, you will get into good schools, or universities and
automatically into a good life-time job.

4. Education in South Africa

The identified values and principles of South African education
include equity and redress, access to basic education opportunities for
lifelong learning, quality, in terms of providing learners with democratic
participation, sustainability of development and relevance of education.
Formal education in South Africa is categorized into sectors or levels.
These sectors are closely linked to particular levels; namely, public ordinary
school education, independent school education, special school education,
technical college education, teacher training, technikon and university
training.

5. Education in the United States of America

The levels of education in the U.S. are similar to those in other
countries. The public schools are funded, in part, by a city, and/or state, and
and/or federal government. Students living in the city or state pay less tuition
because some tax money is used to subsidize the tuition. Non-US residents
would pay more, since they would not be residents of the city or state where
the college or university is located. Private colleges and universities are
supported primarily by tuition and private contributions
Higher education in the U.S. begins at the post secondary education.
It is a diverse and autonomous community of publicly and privately
supported institutions

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 6. Education in United Kingdom
In the primary school, the subjects are taught by the same teacher
for a year before moving on to the next teacher and next grade level on
the next year. (Sadker, 2002) The National Curriculum is defined as the
minimum educational requirement for compulsory school age, 5 to 16
years. It is mandatory for all state schools to for secondary students’ sex
and career education. Almost all the schools whether private or state
choose to follow the national curriculum.
Universities are not only concerned with the undergraduate and
postgraduate teaching. Higher education system in the UK needs to
include reference to the Open University as a major provider of the under-
graduate and postgraduate degrees for adults. The Open University
pioneered the way for opening access by offering greater flexibility for
adult learners through distance learning programs.

7. Education in New Zealand

New Zealand education system is world-class, modern and

responsive. It combines proven, traditional principles of education with
innovation, creativity and fresh thinking to produce learners and citizens
equipped for the 21st century (New Zealand Ministry of Education, 2012).
School is compulsory for all children in New Zealand from age 6 to
16. Children are eligible for free education if they are New Zealand
citizens or residents, or if they qualify as domestic student.
There is a national curriculum which is set out as a learning
requirement for all state schools. In basic education there are key
competencies and shared vision, principles and values.

Students can work towards bachelor's, master's and doctoral

degrees as well as diplomas at various levels.

Colleges of Education in most cases are merged with regional

universities. Course content and start dates are synchronized with the
Universities. There is a very strong program to develop indigenous culture
and education. Most Colleges of Education have extended their services
to public schools in their areas.

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 8. Education in the Philippines
As you learn about education in other countries, it would be best to
also know, the kind of education that we have in the Philippines. With the
bold reform taken by the Department of Education, this section will
introduce the basic information on the current implementation of some K to
12 Curriculum and the forthcoming higher education programs.
8.1. Basic Education (K to 12)
The K to 12 basic education in the Philippines consists of
Kindergarten, six (6) years of elementary, four (4) years of junior high
school and two (2) years of senior high school. Kindergarten became
mandatory in SY 2012-2013. The teaching in Kindergarten is built around
six domains.
Elementary Education is concerned with the learners' mastery of
basic skills and competencies. Secondary education is geared towards the
consolidation of these knowledge and skills mastered at the elementary
level and is focused on equipping the learner with employable gainful skills
or preparing him/her for middle level skills development or higher
education.
8.2. Higher Education
Currently, students who graduate in high school consisting of four
years may proceed to colleges, universities or technical vocational
institutions, which are classified as higher education institutions. Higher
education institutions are supervised by a government agency called the
Commission on Higher Education or CHED.
After completing the bachelor's or baccalaureate degrees, courses
in the master's program of two years and doctoral programs for three to five
years are offered by authorized colleges and universities. Most of these
institutions have admission requirements for the specific degrees.

Suggestion Readings:
Educational System in Australia. www.gecau.com/english/edu-
ausie.htm
The Japanese Educational System www.
bookiemice.net/darkchilde/japan/jeduc.html
South Africa. www.columbia.edu.mtd2002/ educ-
policy/educ_sys.html
The Japanese Educational System.www.bookmice.
net/darkchild/japan/jeduc.html.

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 Learning Activity

Answer the matrix below:

Title: Educational System of Selected Countries of the World

Levels of Description of
Name of Country Special Features
Education each Level
1. Australia

2. China

3. Japan

4. South Africa

5. England

6. United States
of America

7. New Zealand

8. Philippines

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 Lesson 3: Multicultural Diversity: A Challenge to Global
Teachers
“All men are pretty much alike. It is only by culture that they are set apart.” –
Confucius
In this lesson, you will learn about multicultural education, identify
some challenges you will encounter in multicultural classrooms and find ways
to accommodate in teaching and learning the diversity of learners.

Diversity of Learners in Multicultural Classrooms

Diversity or differences among our students have places greater
demands to teachers in today’s school. They may belong to different ethnic
or religious group and speak different languages. In most public schools,
students come from a wide range of socio-economic backgrounds.
Increasing number of children come from families that are plagued by
poverty, unemployment, frequent relocations, limited access to high quality
medical and social services and perhaps crime ridden neighborhoods.
In the midst of this diversity, the students are supposed to be given
equal opportunities to education. Thus, there is a need for extracurricular
and instruction modifications, teaching style, re-examination of teachers’
attitudes, beliefs and perception. This movement called multicultural
education enables teachers and educators given value to the differences in
prior knowledge, experiences of learners from diverse background and
familiarity with students’ histories of diverse cultures (Haertel, 1998)

Accommodating Cultural Differences and Commonalities

A teacher does not have to go abroad to be able to encounter
diversity in the classroom. Therefore, it is very important for a prospective
teacher like you to be knowledgeable about the differences in cultures,
religion, ethnicity and even language of your students. Their values and
experiences may be entirely different from your own.
To assist you in understanding your multicultural learners, Fraser-
Abner (2001) offers the following suggestions:
• Learner as much about to become as sensitive to and aware of
racial, ethnic, cultural and gender groups other than your own.
• Never make assumptions about an individual based on your
perception of that individual’s race, ethnicity, culture or gender.
• Avoid stereotyping
• Get to know each student as a unique individual: Walk in the
footsteps of all your students.

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 Multiculturalism has broadened and deepen our traditional
curriculum into a wider range of accommodating cultures not of the
teachers’ culture alone. It has underscored fundamental concepts which
before were given less importance.

Basic assumptions that enhance teacher development.

No two learner are exactly the same.

Children in all classroom are heterogenous.

Strategies that work with one learner may not work with
another.

Student’s background and experiences should be

considered when teaching.

Community members from various ethnic groups can assist

teachers in facing issues of ethnic differences and similarities.

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 Learning Activity

1. Name at least five characteristics of multi-cultural

classroom.

2. What are some guidelines for a teacher who handles children with
diverse background?
________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___________________________________________________________.

3. List some cultural stereotypes that must have be avoided.

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 Lesson 4: Broadening Teaching Perspectives: Teacher
Exchange Programs
“We cannot hold a torch to light another’s path without brightening our own.” – Ben
Sweetland

Expanding your experiences beyond the confines of your classroom to

the wider learning environment of the world is one of many avenues in order
to achieve a level of global competitiveness. Opportunities for this endeavor
can be achieved through teacher exchange programs.

Teacher Exchange Programs:

Visiting International Faculty Program (VIF)

• Is the United Sates’ largest cultural exchange program for

teachers and schools dedicated to transform lives through
international exchange of teachers. The VIF provides school in
the United States with world class teachers who teach a new
generation of students for success in globally integrated world.

Fulbright Teacher Exchange Program

• The Fulbright Teacher Exchange Program has helped nearly

23,000 teachers and school administrators to promote mutual
understanding between the United States and countries around
the world. Thirty countries including the Philippines currently
participating in the Fulbright Teacher Exchange Program which
varies from year to year.

Inter- African Exchanges

• The objectives of this program are to provide opportunity for

African teachers to learn from the teaching environment in other
African countries and also aimed to extend experiences and
widen the horizon of African teachers by encouraging exchange
visits to countries outside Africa as well.

Canadian Educators Exchange

• The Canadian Education Exchange Foundation is a non-profit

foundation which handles both students and educator
exchange. International education exchanges offer educators
and their students an opportunity to broaden their languages.

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 Global Teachers Millennium Awards

• This program is limited only to participating countries, it is to

earn Global Teacher Exchange program contributes to the
quality of teachers worldwide.
The various activities of the Global Teacher Exchange Program
have provided learning experiences to the participating teachers
in the development of their personal and professional lives.

Learning Activity

Watch from the internet more information about the teacher exchange
program. Make a reflection from the video watched form the net.
1. Personal gains or benefits derived from the exchange or scholarship
program abroad.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

2. Professional development achieved from the teacher exchange

program
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

3. How will the teacher exchange program develop you as a global

teacher?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

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 Lesson 5: Bringing the World into the Classroom
Through Educational Technology
“Digitally-mediated learning compasses more than knowledge of new
technology tools. Educators must be prepared to mediated learning through ever-
evolving digital tools. Media is rapidly taking over teaching as students learn from
gaming, open source knowledge, virtual scenarios, avatars and Second Life.
Educators must prepare for Facilitative roles that can harness these opportunities to
best student advantage.”-Jane Bailey
Innovative teaching and educational technology as important
ingredients in becoming a global teacher. This section will complement your
learning from other courses in professional education. The topic will be
approached in a manner that will link very closely to the other lessons that you
have previously taken up.

Technology for Teaching

The use of technology in the classroom has never been more

underscored than now. Some observations indicate that the most
frequent use of computers is for drill-and-skill practice that
supplements existing curricula and instructional practices.
A decision to use technology to go beyond facts-based,
memorization-oriented curricula to a curricula in which learning with
understanding is emphasized was embraced. When to use
technology, what technology to use, and for what purpose cannot
be isolated from theories of teaching and learning that support
learning with understanding.

1. Technology provides support to the solution of meaningful

problems.
Students will be interested in the multimedia format in the form of
sound and moving images. Students can review stories on an interactive
videodisc many times and freeze specific frames or pictures to study them.

2. Technology acts as cognitive support.

It assumes interactions with others who are knowledgeable who
can coach, model, guide and give reminders in the accomplishment of
various tasks. Technology can help learners visualize processes and
relationships that are invisible or difficult to understand. Students may
create charts, maps and other graphic representations which they can
generate through simulation.

INSTRUCTIONAL MATERIALS IN THE TEACHING PROFESSION

71
3. Technology promotes collaboration as well as independent
learning.
Interconnectedness in networking through technology supports
collaboration. Technology provides avenues for discussion and
communication among learners Face-to-face interactions can take place
over great distances in real time. Communal databases and discussion
groups make thinking visible and provide learners to receive information.

Technology Programs for Teaching

There are various technology programs that can be used to assist

teachers to be innovative in teaching. These will include a short list of
programs you wish to try.
Stand-alone Programs. Some programs are available as
"stand-alone" software, videodisc or CD-ROM media.
Programs Available on the Internet. There are several
programs which are available on the Internet from where the school
can choose a site. Knowledge Integration Environment (KIE) teaches
students to think of web information as evidence and evaluate it
critically with regard to authorship, credibility and relevance. This
communication technology allows learners to travel and visit places
for global explorations.

Information Databases. Many forms of print-based materials

are now available in electronic form. These resources take
advantage of hypermedia, the ability to jump in a nonlinear fashion to
related information, whether that information is text, graphic, video or
sound

The following aspects in creating and producing multimedia by the

students:

selection of their own topics to provide a sense of ownershi

conducting research, planning the development and

presentation of the product.

selection of simple multimedia presentation that gives only

limited number of options.

opportunities for teaching grammar, writing, spelling within the

context which is meaningful to the students.

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Standards on the ability to cope the rapid demand for the use of
technology

Technology operations and concepts

• Teachers should demonstrate an understanding of sound

technology operations and concepts.

Planning and designing learning environments

and experiences
• Teachers plan and design effective learning environments and
experiences supported by technology.

Teaching, learning, and the curriculum.

• Teachers implement curriculum plans that include methods and

strategies for applying technology to maximize student learning.

Assessment and evaluation

• Teachers apply technology to facilitate a variety of effective

assessment and evaluation strategies.

Productivity and professional practice

Make a Scrapbook!
• Teachers use technology to enhance their productivity and
professional practice.

Social, ethical, legal, and human issues

• Teachers understand the social, ethical, legal, and human

issues surrounding the use of technology in schools and apply
those principles in practice.

Suggested Readings:
• http://cnets.iste.org/teachers/t_stands.html)
• https://www.linkedin.com/company/global-educational-concepts
• https://thejournal.com/Articles/2001/04/01/Teaching-Children-to-
Read-Using-
Technology.aspx#:~:text=Technology%20enables%20students
%20to%20simultaneously,phonemes)%20to%20letters%20and
%20words.&text=By%20combining%20a%20strong%20curriculu
m,senses%20in%20the%20reading%20process.
• https://www.edutopia.org/article/how-create-community-virtual-
classroom

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 Learning Activity
Answer the questions:

1. What are the benefits of technology in teaching-learning? Give at least

five benefits.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________________________________.

4. How technology enhance cognitive supports to students?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________.

5. Can technology engage students in learning? How? Why?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___________________________________________________________.

6. How students with no access to technology cope with their learnings?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___________________________________________________________.

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 Make a Scrapbook!

INSTRUCTION:
At the end of the Learning Guide 1 and make a
scrapbook. Surf the internet for the supporting
evidences (pictures and writings) to:
1. describe a global teacher in the context of global
education.

2. analyze and compare the education of selected

countries of the world.

3. describe multicultural diversity as an element of

global education and the role of the teacher in
addressing diversity among learners.

4. explain teaching as a vocation, mission, and

profession

5.identify opportunities in teacher exchange

programs for the development of world class
teachers.

6. describe global application of technology in the

classroom.

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 Learning Guide 4
The Professionalization of Teaching

The policy goals should be to ensure that all children have access to skillful
teachers to make the teaching profession more attractive to learning communities for
both students and teachers. – Linda Darlig- Hammond

Learning Plan Overview 4

In the teaching profession we have seen favorable developments to
ensure “that all children have access to skillful teachers to make the teaching
profession more attractive to talented young adults, and to produce humane
and intellectually lively learning communities for both students and teachers”
as Hammond, Professor of Education at Stanford University says.

Intended Learning Outcomes

At the end of this Chapter you should be able to:

1. compare PD 1006 and RA 7836, laws that professionalized teaching

2. explain how the amendments in RA 9293 support the teaching
profession.
3. demonstrate deep appreciation for the professionalization
of teaching and for the teaching profession itself.
4. relate the impact of the professionalization of teaching
on your future life as a full-fledged professional teacher.

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 Lesson 1: Basic Laws on the Professionalization of
Teaching

1.1 Presidential Decree No. 10006

PROVIDING FOR THE PROFESSIONALIZATION OF
TEACHERS, REGULATING THEIIR PRACTICES AND FOR OTHER
PURPOSES

On January 1, 1977, Presidential Decree 1006, entitled Providing for

the Professionalization of Teachers, Regulating Their Practice in the
Philippines, otherwise known as the Decree Professionalizing Teaching was
proclaimed. With this presidential proclamation, teaching became
professionalized in the Philippines. The proclamation of PD 1006 was
premised on the following:
1. “Teachers whose direct and continuing interaction with the
young people and the children make them potent forces for
the development of proper attitudes among the citizenry;
2. There is a tremendous growth of the teaching population,
comprising in the civil service sector alone more than
300,000 teachers deployed all over the country;
3. To insure that in the immediacy and urgency of teacher
recruitment, qualitative requirements are not overlooked, it
has become necessary to regulate the teaching profession;
4. Teaching requires a number of years of collegiate study, it
is the only course that it is not yet considered a profession; and
5. 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" (PD 1006).

PD 1006 declared a policy that teacher education be of the highest

quality, and strongly oriented to Philippine conditions and to the needs and
aspirations of the Filipino people. Along with the policy that teacher education
be of the highest quality, the Civil Service Commission and the Department of
Education and Culture jointly gave examination for teachers. Passers in the
teachers' examination was qualified for registration as professional teachers
and were given the Professional Teacher Certificate. PD 1006 made a
teacher's license a requirement for teaching, the decree states: "Three years
after the effectivity of this Decree, no person shall engage in teaching and/or
act as a teacher as defined in this Decree, whether in the public or private
elementary or secondary school, unless he is holder of a Professional
Teacher Certificate or is considered a Professional Teacher under this
Decree."

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 Learning Activity

Synapse Strengtheners

1. Is teaching your first choice as a career? Why?

________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

2. What do you profess when you become a teacher?

________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

3. What are expected of a teacher as a profession?

________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

For Research

1. Research on the operational definitions of:

• Profession
______________________________________________________
______________________________________________________
_____________________________________________________.

• Professional
______________________________________________________
______________________________________________________
_____________________________________________________.

• Professionalism
______________________________________________________
______________________________________________________
_____________________________________________________.

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 1.2 REPUBLIC ACT NO. 7836
AN ACT TO STRENGTHEN THE REGULATION AND
SUPERVISION OF THE PRACTICE OF TEACHING IN THE
PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION FOR
TEACHERS AND OTHER PURPOSES.
The State recognize the vital role of teachers in nation building and
development through a responsible and literate citizenry

• Defines the meaning of teaching, teachers, board, and commission.

• This act provides the full description and duties and responsibilities
board and the board members
• This also talked about the requirements in the registration, processes
before taking the examination and after the examinations.
• This also includes the sanctions given to those licensed teachers who
violates the rules.

1.3 REPUBLIC ACT NO. 9293

(AN ACT AMENDING CERTAIN SECTIONS OF THE REPUCLIC ACT
NUMBERED SEVENTY-EIGHT HUNDRED AND THIRTY-SIX
OTHERWISE KNOWN AS THE “THE PHILLIPINE TEACHERS
PROFESSIONALIZATION ACT OF 1994)

For the information and guidance of all concerned, enclosed is a copy

of Republic Act. No. 9293 entitled “An Act Amending Certain Sections of
Republic Act Numbered Seventy-Eight Hundred and Thirty-Six (R.A. 7836)
Otherwise Known as the Philippine Teachers Professionalization Act of1994”.
One significant amendment is in the first paragraph of Section 26,
where the prescriptive period of two years is no longer specified. Hence,
qualified applicants such as holders of certificates of eligibilities as teachers
issued by the Civil Service Commission and the Department of Education,
Culture and Sports or registered professional teachers with the National
Board for Teachers under the Department of Education, Culture and Sports
pursuant to Presidential Decree No. 1006, who failed to register as
professional teachers without examination before the deadline last September
20, 2000 can file their applications for registration with the Professional
Regulation Commission (PRC).
In this connection, the PRC is presently finalizing the Implementing
Rules and Regulations (IRR) of R.A. 9293.
Wide dissemination of this Order is desired.

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 Learning Activity

Synapse Strengtheners
• Search in the web the PD 1006 and Republic Act No.7836, compare
the following then give your observation the table below.
Item PD 1006 RA 7836 Observations

1. Definition of
Teacher

2. Teachers’
Examination

2.1 Scope of
Examination

2.2 Qualification
Requirements
for Examinees

2.3 Rating

2.4 Report of
results

3. National Board for

Teachers

4. The Board for

professional
Teachers

5. Causes of
revocation of
certificate/ license

INSTRUCTIONAL MATERIALS IN THE TEACHING PROFESSION

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1. What amendments to RA 7836 were made by RA 9293 on the following:
• Number of units in professional education required of non-education
graduates.
___________________________________________________________
___________________________________________________________
___________________________________________________________

• Registration of those engaged in teaching without examination.

___________________________________________________________
___________________________________________________________
___________________________________________________________

• Required rating for para-teachers

___________________________________________________________
___________________________________________________________
___________________________________________________________

2. Other than para-teacher who else are entitled to special permit?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

3. What is required of teachers covered by Sec. 26 of RA 9293 who have not

practiced their profession for the five years?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

4. Who can be issued a license without examination?

Write your reflection:
Do PD 1006, RA 7836 and RA 9293 help you to become a professional
teacher?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

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 Learning Plan 5
Becoming A Professional Teacher

There is no more noble profession than teaching. A great teacher is a

great artist, but his/her medium is not canvas, but the human soul. -
Anonymous

At the end of this Learning Plan, through studying the Code of Ethics for
Professional teachers we will learn what it is to be a professional teacher, act
and live as one.

Intended Learning Outcome

1. Explain the meaning of profession and professional

2. Describe how the professional teacher conducts himself/herself in
the practice of his/her profession.

Lesson 1: Code of Ethics for Professional Teachers

The Code of Ethics for Professional Teachers serves as guide for

teachers specifically to new teachers for them to exhibit proper behavior to
the learning community at all times. It is imperative that you observe and
practice this set of ethical and moral principles, standards, and values.
Laws on the professionalism of teaching could be legislated, we cannot
legislate professionalism, which is the end goal of the professionalization law.
Professionalization laws is the ultimate analysis, the choice, the decision, and
the action of every professional teacher (Corpuz, 2007).

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Terms Definition

Code of a guide of principles designed to help professionals act

Ethics with honesty and integrity. A written set of rules and
management to help them conduct their actions in
accordance with its primary values and standards. (Oxford
English Dictionary)

Teacher a person who facilitate learners to gain knowledge, skills,

and values that enhance development. A person who has
the knowledge, skills, attitude, and special trainings in
teaching, explaining, and educating. (R.A. 9155)

Professional a person who characterized by or conforming to the

technical or ethical standards of a profession. A person
who exhibits courtesy, conscientiousness, and generally
manners that are acceptable resulting improvement of the
organization he belongs.

Behavior the way in which one acts or conducts oneself, especially

toward others and to the organization he or she is serving.

School is an educational institution, private, and public,

understating operation with a specific age group of pupils
or students pursuing defined studies at defined level,
receiving instruction from teachers, usually located in a
building or a group of buildings in a particular physical site.
(R.A. 9155)

Learner any individual seeking basic literacy skills and functional

life skills or support services for the improvement of the
quality of his/her life (R.A. 9155)

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Board for Professional Teachers
Resolution No. 435 Series of 1997
Pursuant to the provision of the Paragraph (e), Article II, of RA No. 7836,
otherwise known as the “Philippine Teachers Professionalization Act of 1994”
and Paragraph (a), Section 6, P.D. No. 233, as amended, the Board of
Professional Teachers hereby adopts and promulgates the “Code of Ethics for
Professional Teachers”

Preamble
Teachers are duly licensed professionals who possess dignity and
reputation with high moral values as well as technical and professional
competence. In the practice of their noble profession, they strictly adhere
to, observe and practice this set of ethical and moral principles, standards
and values.

Article I – Scope and Limitations

The provision of this code shall be applied to all the teachers in all
schools in the Philippines. By this doing this, quality education will be
achieved for all Filipino citizens.

Article II – The teacher and the State

Here, the teacher is said to build every individual’s national morality
to the love of the country to the extent that they are aware of their
surroundings and obey the laws implemented by the country. It is
believed that schools are the nurseries of the citizens of the state.
Therefore, teachers must be able to fully transmit cultural and educational
heritage to their learners. Teachers must also be role-models when it
comes to human rights and responsibilities.

Article III – The teacher and the Community

Teachers must be able to provide an environment that is conducive
to learning and growth of the youth. They are the guides of the youth to
becoming better and successful people in the future. Their services aren’t
limited inside the classroom only. Though it extends to the community. By
this, I mean to say that they must be active as a leader in the community
and must be involved when it comes to matters affecting the welfare of
the people.

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 Article IV – The Teacher and the Profession
Being a professional teacher is a serious matter. They must love
and embrace their profession wholeheartedly. In addition to that, they
must be dedicated for it is part of their pride. Every teacher must have
this attitude of having an open mind while being aware of continuous
growth for betterment.

Article V – The Teacher and the Community

Teachers must work with each other for they make up one
community. They shall be imbued with the spirit of professional loyalty,
mutual confidence, faith in one another, self-sacrifice for the common
good, and full cooperation with colleagues. When the best interest of the
learners, the school, or the profession is at stake in any controversy,
teachers shall support one another.

Article VI – The Teacher and Higher Authorities in the Philippines

Teachers must be honest and respectful. They are also expected to

be knowledgeable and must understand the policies implemented in the
school which they are working with. They shall not make any false
accusations unless they find faults or injustice or superiors, in that case
they must speak or raise their grievances within democratic process.

Article VII – School Officials, Teachers and Other Personnel

If teachers stand as lights to a students’ dark path, school officials
are the ones who stand as guides of the teachers. They provide for the
needs of the teachers and they ensure that they keep the
professionalization of teachers on track.

Article VIII – The Teacher and Learners

The teachers must be fair to their students. They shall recognize
that the interest and welfare of the learners as their first and foremost
concern, and shall handle each learner justly and impartially. Also, they
are to ensure that the maximum development of learners is adequate. As
second parents, they must extend needed assistance by preventing and
solving learners’ problems and difficulties.

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 Article IX – The Teacher and Parents
Teachers must keep in touch with the parents of their learners by
building a good relationship via communication. It will build a better
understanding between them which will help with the learners’
development and will diminish unfair criticism.

Article X – The Teacher and Business

Every teacher has the right to do business as long as it’s not

affecting his/her work. They should also maintain a good reputation with
respect to financial matters.

Article XI – The Teacher as a Person

Teachers must always look up to Almighty God or Being as their

guide of their own destiny. They should also live with dignity. And as a
powerful role-model to the community, they must live with a very good
personality and be an inspiration to people around them.

Article XII – Disciplinary Actions

Any violation of any provision of this code shall be sufficient ground
for the imposition against the erring teacher of the disciplinary action
consisting of revocation of his Certification of Registration and License as
a Professional Teacher, suspension from the practice of teaching
profession, or reprimand or cancellation of his temporary/special permit
under causes specified in Sec. 23, Article III or R.A. No. 7836, and under
Rule 31, Article VIII, of the Rules and Regulations Implementing R.A.
7836.

Article XIII – Effectivity

This Code shall take effect upon approval by the Professional
Regulation Commission and after sixty (60) days following its publication
in the Official Gazette or any newspaper of general circulation, whichever
is earlier.

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 Learning Activity

Synapse Strengtheners

1. Present a characteristic of the professional teacher given in the article by a

song, symbol, poem or essay.

INSTRUCTIONAL MATERIALS IN THE TEACHING PROFESSION

87
2. Based on your observations, list down two teacher behaviors that are not in
keeping with the provisions given in the code of ethics.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Research: On NCBTS- TSNA and IPPD toolkit of the Department of

Education, then share your readings on: Teachers Strengthens and Needs
Assessment (TSNA) and Individual Plan for Professional Development
(IPPD). Write your reflections on the tool kit.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

• What do you resolve to do for your continuing professional education

anchored on TSNA and IPPD? Write down your Continuing
Professional Education (CPE) plan.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

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 Learning Plan 6
Other Education and Teacher -Related Laws

Laws help us grow in our ability to do good to become ethical and

moral. There are a number of laws promulgated to help us in our desire to
become truly professional teachers.

Intended Learning Outcomes:

1. Internalized the basic laws on the education and their implementation;
2. Been clarified on your right duties and obligations as a professional;
3. Understood policies on recruitment and deployment;
4. Clarified disciplinary procedures applied to teachers as they exercise
the special parental authority and responsibility over the learners inside
or outside the premises of the school;
5. Internalized the rights, duties and obligations of the academic
community (learners, teachers, parents, non-academic staff), and
6. Identified UN programs and projects affecting education and see their
relevance to the teaching profession.

Lesson 1: The 1987 Constitution

ARTICLE XIV- Education, Science and Technology,
Arts, Culture and Sports

EDUCATION
The State must provide quality education for all and does
everything to reach out the farthest community to educate each citizen of
the country for free as much as possible. Provision for formal and
informal education in all kinds of citizen must be offered to respond to the
needs of each individual and the society. All educational institutions
public, private, sectarian or non-sectarian must include the study of
constitutions and religion to promote nationalism, patriotism and inculcate
values. Teaching and non-teaching personnel have their own role to be
educator on their own way. Everybody is free to choose the course to be
taken up in college as long as it is within its ability and capacity.

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89
ARTS AND CULTURE
The State must foster the preservation, enrichment, and dynamic
evolution of a Filipino national culture based on the principle of unity in
diversity in a climate of free artistic and intellectual expression. Arts and
letters will enjoy the patronage of the State. The State has to conserve,
promote, and popularize the nation’s historical and cultural heritage and
resources, as well as artistic creations. All the country’s artistic and
historic wealth constitutes the cultural treasure of the nation and must
under the protection of the State which may regulate its disposition. The
State has to recognize, respect, and protect the rights of indigenous
cultural communities to preserve and develop their cultures, traditions,
and institutions. The State must ensure equal access to cultural
opportunities through the educational system, public or private cultural
entities, scholarships, grants and other incentives, and community
cultural centers, and other public venues. The State shall encourage and
support researches and studies on the arts and culture.

LANGUAGE
The national language of the Philippines is Filipino and it must be
learned further than other language evolves within the country. English is
provided to facilitate instruction and further communication. Other
languages such as Spanish and Arabic shall be promoted on a voluntary
and optional basis. Researches must lead to development and
preservation of Filipino and other languages.

SCIENCE AND TECHNOLOGY

Science and technology are essential for national development and
progress. The State has to give priority to research and development,
invention, innovation, and their utilization; and to science and technology
education, training, and services. It must support indigenous, appropriate,
and self- reliant scientific and technological capabilities, and their
application to the country’s productive systems and national life.

SPORTS
The State must promote physical education and encourage sports
programs, league competitions, and amateur sports, including training for
international competitions, to foster self-discipline, teamwork, and
excellence for the development of a healthy and alert formulation of
national plans and policies. All educational institutions shall undertake
regular sports activities throughout the country in cooperation with athletic
clubs and other sectors.

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 Learning Activity

Synapse Strengtheners

1. Based on your observation as a would-be teacher, what are the

educational institutions doing to prepare teachers who will keep
attain the goals stated in Section 3?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

2. Is the use of the mother tongue as a medium of instruction from K

to Grade 3 in the K to 12 Curriculum in accordance with Section 7?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

3. What educational practices and programs are aligned to Sec. 10,

Sec. 14, Sec. 17, Sec. 18 and Sec. 19?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

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 Lesson 2: Republic Act No. 4670
Magna Carta for Public School Teachers

In every profession there are policies that we should follow. Republic

act 4670 provides the qualification of a professional teacher to have the ability
to teach with essential standards and factors. It is not just simple as teachers
know how to teach, there are certain standards of being a teacher and being
called as professional teacher. There are also adequate procedures in
teaching that one should follow because of the standard education that is
promoted by the government. The administration is also liable in knowing the
laws of their jobs. Otherwise, they al so have allowed enjoying the rights that
they are capable of. This is for the organization of teachers and school in
performing their task.

I. DECLARATION OF POLICY COVERAGE

As used in this Act, the term “teacher” shall mean all persons engaged in
classroom teaching, in any level of instruction, on full-time basis, including
guidance counselors, school librarians, industrial arts or vocational
instructors, and all other persons performing supervisory and/or
administrative functions in all schools, colleges and universities operated by
the Government or its political subdivisions; but shall not include school
nurses, school physicians, school dentists, and other school employees.

II. RECRUITMENT AND CAREER

Recruitment policy with respect to the selection and appointment of teachers
shall be clearly defined by the Department of Education: Provided, however,
that effective upon the approval of this Act, the following shall constitute the
minimum educational qualifications for teacher-applicants:

(a) For teachers in the kindergarten and elementary grades, Bachelor’s

degree in Elementary Education (B.S.E.ED.);
(b) For teachers of the secondary schools, Bachelor’s degree in Education or
its equivalent with a major and a minor; or a Bachelor’s degree in Arts or
Science with at least eighteen professional units in Education.
(c) For teachers of secondary vocational and two years technical courses,
Bachelor’s degree in the field of specialization with at least eighteen
professional units in education;
(d) For teachers of courses on the collegiate level, other than vocational,
master’s degree with a specific area of specialization;

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III. HOURS OF WORK AND REMUNERATION
Sec. 13. Teaching Hours. Any teacher engaged in actual classroom
instruction shall not be required to render more than six hours of actual
classroom teaching a day, which shall be so scheduled as to give him time
for the preparation and correction of exercises and other work incidental to
his normal teaching duties.

In the case of other teachers or school officials not engaged in actual

classroom instruction, any work performed in excess of eight hours a day
shall be paid an additional compensation of at least twenty-five per cent of
their regular remuneration.

IV. HEALTH MEASURES AND INJURY BENEFITS

Sec. 22. Medical Examination and Treatment. Compulsory medical
examination shall be provided free of charge for all teachers before they take
up teaching, and shall be repeated not less than once a year during the
teacher’s professional life.

In regions where there is scarcity of medical facilities, teachers may obtain

elsewhere the necessary medical care with the right to be reimbursed for
their traveling expenses by the government entity concerned in the first
paragraph of this Section.

V. LEAVE AND RETIREMENT BENEFITS

Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by
teachers in the public schools, they shall be entitled to study leave not
exceeding one school year after seven years of service. Such leave shall be
granted in accordance with a schedule set by the Department of Education.
During the period of such leave, the teachers shall be entitled to at least sixty
per cent of their monthly salary: Provided, however, that no teacher shall be
allowed to accumulate more than one-year study leave, unless he needs an
additional semester to finish his thesis for a graduate study in education or
allied courses.

VI. TEACHER’S ORGANIZATION

Sec. 27. Freedom to Organize. Public school teachers shall have the right to
freely and without previous authorization both to establish and to join
organizations of their choosing, whether local or national to further and
defend their interests.

Sec. 29. National Teacher’s Organizations. National teachers’ organizations

shall be consulted in the formulation of national educational policies and
professional standards, and in the formulation of national policies governing
the social security of the teachers.

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VII. ADMINISTRATION AND ENFORCEMENT
Sec. 30. Rules and Regulations. The Secretary of Education shall formulate
and prepare the necessary rules and regulations to implement the provisions
of this Act. Rules and regulations issued pursuant to this Section shall take
effect thirty days after publication in a newspaper of general circulation and
by such other means as the Secretary of Education deems reasonably
sufficient to give interested parties general notice of such issuance.

If the offender is a public official, the court shall order his dismissal from the
Government service.

Learning Activity

Synapse Strengtheners

1. Who are referred to as “teacher” in R.A. 4670? Who are not included
although they are school personnel/employees?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

2. Explain the meaning of “exigencies of the services” referred to in Section

6 of the Magna Carta as regards transfer of a teacher from one station to
another.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

3. What can be some reasons behind Section 11 of RA 4670?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

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Research on:

1. The latest DepEd policy on the recruitment and deployment of public

school teachers. What provisions in the Magna Carta are bases of the
DepEd policy?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

2. The policy/provisions for the environment and deployment of private

school teachers?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

3. The meaning of academic freedom cited in Sec. 12 of the Magna

Carta?

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___________________________________________________________
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___________________________________________________________
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 Lesson 3: BATAS PAMBANSA Blg. 232
AN ACT PROVIDING FOR THE ESTABLISHMENT
AND MAINTENANCE OF AN INTEGRATED SYSTEM OF
EDUCATION
It is the policy of the State to establish and maintain a complete,
adequate and integrated system of education relevant to the goals of national
development.
For the national development, education is a big part that it will not do a
progress if the education itself is not visible for progression. Our educational
community refers to the parents, students, school personnel and especially
the school. These educational community members should discuss relevant
issues, communicate suggestions for assistance and help the school promote
their common interest. As a member of educational community, they have the
rights that they should know as their privilege of being associated with
education. Being also aware of their duties and obligations is a big help in
participating as an agent of constructive social economic, moral, intellectual,
cultural, and political change within the context of national policies.
I. General Provisions
Coverage: This Act shall apply to and govern both formal and
non-formal systems in public and private schools in all levels of
the entire educational system.

II. The Educational Community

Coverage: “Educational Community” refers to those persons or
group of persons as such, or association in institutions involved
in organized teaching and learning system.
The members and elements of the educational community are:
1. Parents or guardians or the head of the institution or foster
home which has custody of the pupil or student.
2. Students or those enrolled in and who regularly attend an
educational institution of secondary or higher level or a
person engaged in formal study.
3. School Personnel or persons working for an educational
institution.
4. Schools or institutions recognized by the Sate which
undertake educational operations.

III. The Educational Community

Chapter 1: Formal Education
"Formal Education" refers to the hierarchically structured and chronologically
graded learnings organized and provided by the formal school system and for
which certification is required in order for the learner to progress through the

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grades or move to higher levels. Formal education shall correspond to the
following levels:
Elementary Education—the first stage of compulsory, formal education
primarily concerned with providing basic education and usually corresponding
to six or seven grades, including pre-school programs.
Secondary Education—the stage of formal education following the
elementary level concerned primarily with continuing basic education and
expanding it to include the learning of employable gainful skills, usually
corresponding to four years of high school.
Tertiary Education—post-secondary schooling is higher education
leading to a degree in a specific profession or discipline.

Chapter 2: Non-formal Education and Specialized Educational

Services
"Work Education," or "Practical Arts," as a program of basic education
which aims to develop the right attitudes towards work; and "technical-
vocational education," post-secondary but non-degree programs leading to
one - two, or three-year certificates in preparation for a group of middle-level
occupations.
"Special Education," the education of persons who are physically,
mentally, emotionally, socially, or culturally different from the so-called
"normal" individuals that they require modification of school practices/services
to develop them to their maximum capacity; and
"Non-formal Education," any organized school-based educational
activities undertaken by the Ministry of Education, Culture and Sports and
other agencies aimed at attaining specific learning objectives for a particular
clientele, especially the illiterates and the out-of-school youth and adults,
distinct from and outside the regular offerings of the formal school system.

Chapter 3: Establishment of Schools

All schools shall be established in accordance with law. The
establishment of new national schools and the conversion of existing schools
from elementary to national secondary schools or from secondary to national
secondary or tertiary schools shall be by law: Provided, that any private
school proposed to be established must incorporate as a non-stock
educational corporation in accordance with the provisions of the Corporation
Code of the Philippines. This requirement to incorporate may be waived in the
case of family-administered pre-school institutions.

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 Chapter 4: Internal Organization of School
Organization of Schools. —Each school shall establish such internal
organization as will best enable it to carry out its academic and administrative
functions, subject to limitations provided by law.
Each school shall establish such arrangements for the peaceful
settlement of disputes between or among the members of the educational
community.
Chapter 5: School Finance and Assistance
It is hereby declared to be the policy of the State that the national
government shall contribute to the financial support of educational programs
pursuant to the goals of education as declared in the Constitution. Towards
this end, the government shall:
Adopt measures to broaden access to education through financial
assistance and other forms of incentives to schools, teachers, pupils and
students; and
Encourage and stimulate private support to education through, inter
alia, fiscal and other assistance measures.

Learning Activity

Synapse
Strengtheners
1. List your rights and the corresponding duties and obligations as a teacher.

Rights Obligations

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

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• Reflect on your rights vi-a-vis your obligations.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

• Study the objectives of elementary, secondary, tertiary and non-formal

education: In which level would you choose to teach? Why?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
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 Lesson 4: REPUBLIC ACT NO. 9155
AN ACT INSTITUTING A FRAMEWORK OF
GOVERNANCE FOR BASIC EDUCATION, ESTABLISHING
AUTHORITY AND ACCOUNTABILITY, REMAINING THE
DEPARTMENT OF EDUCATION, CULTURE AND SPORTS
AS THE DEPARTMENT OF EDUCATION AND FOR OTHER
PURPOSES

RA 9155 in 2001 otherwise known as Governance of Basic Education

stated in Rule VI that the school Head shall form an instructional leader and
administrative manager. School achievement greatly affects to the plans and
actions undertaken by the school head. The school head has an authority,
accountability and responsibility to lead the national educational policies,
plans and standards.
Since the principal leads the school, he is empowered and has an
authority to make decisions that would result in the achievement of
instructional goals. It also means that the he was going to be accountable for
all actions that he would take at the school level.
The role of a school head is not an easy task. Therefore, the DepEd
made a schedule on the different leadership trainings to school heads to
ensure that they will be fully functional to their duties and responsibilities. And
more so, to enhance their school instructional supervision and monitoring
skills.
There are different levels in the governance of basic education but it
should start in the national level. It shall be known as Government of Basic
Education Act OF 2001. This is made for accessible education by providing all
children with free compulsory education in elementary and secondary level.
Educational programs are delivered by school heads and teachers that act as
a team for projects and services. Agencies of the government aim to meet the
best requirements of the teaching profession for uniqueness of working
conditions and teaching service.

The purposes and objectives of this Act are:

(a) To provide the framework for the governance of basic education
which shall set the general directions for educational policies and standards
and establish authority, accountability and responsibility for achieving higher
learning outcomes;

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 (b) To define the roles and responsibilities of, and provide resources to,
the field offices which shall implement educational programs, projects and
services in communities they serve;
(c) To make schools and learning centers the most important vehicle
for the teaching and learning of national values and for developing in the
Filipino learners love of country and pride in its rich heritage;
(d) To ensure that schools and learning centers receive the kind of
focused attention they deserve and that educational programs, projects and
services take into account the interests of all members of the community;
(e) To enable the schools and learning centers to reflect the values of
the community by allowing teachers/learning facilitators and other staff to
have the flexibility to serve the needs of all learners;
(f) To encourage local initiatives for the improvement of schools and
learning centers and to provide the means by which these improvements may
be achieved and sustained; and
(g) To establish schools and learning centers as facilities where
schoolchildren are able to learn a range of core competencies prescribed for
elementary and high school education programs or where the out-of-school
youth and adult learners are provided alternative learning programs and
receive accreditation for at least the equivalent of a high school education.

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 Learning Activity

Synapse Strengtheners

I. Research and read the Republic Act No. 9155 Section 5 on the
Principles of Shared Governance. Comment on:
1. responsibility inherent in the office
2. accountability and transparency in the performance of functions and
responsibility.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

II. Based on the “authority, accountability and responsibility” of the

school head/ principal, list down your expectations as a future
teacher.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
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 Lesson 5: Organizational Structure of The
Department of Education Field Offices

From region I to ARMM, there are numbers of school divisions to carry

out the mandate, vision and mission of the Department. Techers should know
the structure and hierarchical levels so one will know how the communication
flows in our system.
Department of Education has a lot of field offices in which teachers
give a lot of time studying for their major subject. They are allowed to have a
lot of seminars about the subject that they handled and they are the one who
will make test papers and other exams that the DepEd has.
As a future teacher, we need to know the places where the
connections of the DepEd for us to be informed. We are not just a teacher to
teach we are also in this profession to be informed in those divisions of the
Department of Education.

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INSTRUCTIONAL MATERIALS IN THE TEACHING PROFESSION
104
 Learning Activity

Synapse Strengtheners

1. Write your reflections on the policy that “the school shall be the heart of
the formal education system.”
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

2. Explain the principles of shared governance.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

3. Study the organizational structures of the division and school levels.

Locate yourself in the organizational chart. What thoughts cross your mind
as you see yourself in the future in relation to others in the educational
system beginning with the school, the division, and the region.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

4. What significant relations do you see between the teachers education

institutions and the Department of Education as far as pre-service
education is concerned?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

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 Lesson 6: Excerpts from The Family Code of The
Philippines

Child care is very important and the authorities should be responsible

to know the activities of each child inside or outside the school premises of
the school institution. Parents shall exercise the parental authority and shall
provide them support in a proper way. Guardians, should substitute the
parental authority and they are the ones responsible for the minor care under
supervision of instructions and custody. Family is the foundation of knowledge
for every child so they have to show love and affection, support, moral and
spiritual guidance, protection, and even respect.

Title IX: Parental Authority

Chapter 1. General Provisions
Art. 209. Pursuant to the natural right and duty of parents over the
person and property of their unemancipated children, parental authority and
responsibility shall include the caring for and rearing them for civic
consciousness and efficiency and the development of their moral, mental and
physical character and well-being. (n)
Art. 210. Parental authority and responsibility may not be renounced or
transferred except in the cases authorized by law. (313a)
Art. 211. The father and the mother shall jointly exercise parental
authority over the persons of their common children. In case of disagreement,
the father's decision shall prevail, unless there is a judicial order to the
contrary.
Children shall always observe respect and reverence towards their
parents and are obliged to obey them as long as the children are under
parental authority. (311a)
Art. 212. In case of absence or death of either parent, the parent
present shall continue exercising parental authority. The remarriage of the
surviving parent shall not affect the parental authority over the children, unless
the court appoints another person to be the guardian of the person or property
of the children. (n)
No child under seven years of age shall be separated from the mother,
unless the court finds compelling reasons to order otherwise.
Art. 214. In case of death, absence or unsuitability of the parents,
substitute parental authority shall be exercised by the surviving grandparent.
In case several survive, the one designated by the court, taking into account

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the same consideration mentioned in the preceding article, shall exercise the
authority. (355a)

Chapter 2. Substitute and Special Parental Authority

Art. 216. In default of parents or a judicially appointed guardian, the
following person shall exercise substitute parental authority over the child in
the order indicated:
(1) The surviving grandparent, as provided in Art. 214;
(2) The oldest brother or sister, over twenty-one years of age, unless
unfit or disqualified; and
(3) The child's actual custodian, over twenty-one years of age, unless
unfit or disqualified.
Whenever the appointment of a judicial guardian over the property of
the child becomes necessary, the same order of preference shall be
observed. (349a, 351a, 354a)
Art. 217. In case of foundlings, abandoned, neglected or abused
children and other children similarly situated, parental authority shall be
entrusted in summary judicial proceedings to heads of children's homes,
orphanages and similar institutions duly accredited by the proper government
agency. (314a)
Art. 218. The school, its administrators and teachers, or the individual,
entity or institution engaged in child care shall have special parental authority
and responsibility over the minor child while under their supervision,
instruction or custody.
Authority and responsibility shall apply to all authorized activities
whether inside or outside the premises of the school, entity or institution.
(349a)
Art. 219. Those given the authority and responsibility under the
preceding Article shall be principally and solidarily liable for damages caused
by the acts or omissions of the unemancipated minor. The parents, judicial
guardians or the persons exercising substitute parental authority over said
minor shall be subsidiarily liable.

Chapter 3. Effect of Parental Authority Upon the Persons of the

Children
Art. 220. The parents and those exercising parental authority shall
have with the respect to their unemancipated children or wards the following
rights and duties:

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 (1) To keep them in their company, to support, educate and instruct
them by right precept and good example, and to provide for their upbringing in
keeping with their means;
(2) To give them love and affection, advice and counsel,
companionship and understanding;
(3) To provide them with moral and spiritual guidance, inculcate in
them honesty, integrity, self-discipline, self-reliance, industry and thrift,
stimulate their interest in civic affairs, and inspire in them compliance with the
duties of citizenship;
(4) To furnish them with good and wholesome educational materials,
supervise their activities, recreation and association with others, protect them
from bad company, and prevent them from acquiring habits detrimental to
their health, studies and morals;
(5) To represent them in all matters affecting their interests;
(6) To demand from them respect and obedience;
(7) To impose discipline on them as may be required under the
circumstances; and
(8) To perform such other duties as are imposed by law upon parents
and guardians. (316a)

However, if in the same proceeding the court finds the petitioner at

fault, irrespective of the merits of the petition, or when the circumstances so
warrant, the court may also order the deprivation or suspension of parental
authority or adopt such other measures as it may deem just and proper.
(318a)
The parent exercising parental authority shall not interfere with the care
of the child whenever committed but shall provide for his support. Upon
proper petition or at its own instance, the court may terminate the commitment
of the child whenever just and proper. (391a)

Chapter 4. Effect of Parental Authority Upon the Property of the

Children
Art. 225. The father and the mother shall jointly exercise legal
guardianship over the property of the unemancipated common child without
the necessity of a court appointment. In case of disagreement, the father's
decision shall prevail, unless there is a judicial order to the contrary.
The ordinary rules on guardianship shall be merely suppletory except
when the child is under substitute parental authority, or the guardian is a

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stranger, or a parent has remarried, in which case the ordinary rules on
guardianship shall apply. (320a)
The right of the parents over the fruits and income of the child's
property shall be limited primarily to the child's support and secondarily to the
collective daily needs of the family. (321a, 323a)
Art. 227. If the parents entrust the management or administration of
any of their properties to an unemancipated child, the net proceeds of such
property shall belong to the owner. The child shall be given a reasonable
monthly allowance in an amount not less than that which the owner would
have paid if the administrator were a stranger, unless the owner, grants the
entire proceeds to the child. In any case, the proceeds thus given in whole or
in part shall not be charged to the child's legitime. (322a)

Chapter 5. Suspension or Termination of Parental Authority

Art. 228. Parental authority terminates permanently:
(1) Upon the death of the parents;
(2) Upon the death of the child; or
(3) Upon emancipation of the child. (327a)
Art. 229. Unless subsequently revived by a final judgment, parental
authority also terminates:
(1) Upon adoption of the child;
(2) Upon appointment of a general guardian;
(3) Upon judicial declaration of abandonment of the child in a case filed
for the purpose;
(4) Upon final judgment of a competent court divesting the party
concerned of parental authority; or
(5) Upon judicial declaration of absence or incapacity of the person
exercising parental authority. (327a)
Art. 230. Parental authority is suspended upon conviction of the parent
or the person exercising the same of a crime which carries with it the penalty
of civil interdiction. The authority is automatically reinstated upon service of
the penalty or upon pardon or amnesty of the offender. (330a)
Art. 233. The person exercising substitute parental authority shall have
the same authority over the person of the child as the parents.

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 In no case shall the school administrator, teacher or individual engaged
in child care exercising special parental authority inflict corporal punishment
upon the child. (n)

Learning Activity

Synapse Strengtheners

1. Explain the meaning of “special parental authority and

responsibility” over the minor child in Article 218.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

2. Cite violations of Article 233.

___________________________________________________________
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___________________________________________________________
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___________________________________________________________
___________________________________________________________

3. Is there any provision that strikes you? If yes, explain why?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

4. Research on decided cases of teachers violating the provision on

“special parental authority”. Share your findings.
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 Lesson 7: Excerpts from Republic Act No. 7610-
Special Protection of Child Against Child Abuse,
Exploitation and Discrimination Act

No child should be abused or discriminated. A person who will commit

any acts of child abuse should suffer the penalty of prison mayor. The victims
of this act committed under section 10 (other acts of neglect, abuse, cruelty,
or exploitation and other conditions prejudicial to the child’s development.)
shall be entrusted to the care of DSWD. Even a child needs respect and we
should not let them be in harmful situations. We are responsible for these
young people because we overcome this age with people who help us grow
properly.
Section 10. Other Acts of Neglect, Abuse, Cruelty or Exploitation and
Other Conditions Prejudicial to the Child’s Development.
(a) Any person who shall commit any other acts of child abuse, cruelty
or exploitation or to be responsible for other conditions prejudicial to the
child’s development including those covered by Article 59 of Presidential
Decree No. 603, as amended, but not covered by the Revised Penal Code, as
amended, shall suffer the penalty of prision mayor in its minimum period.
(b) Any person who shall keep or have in his company a minor, twelve
(12) years or under or who in ten (10) years or more his junior in any public or
private place, hotel, motel, beer joint, discotheque, cabaret, pension house,
sauna or massage parlor, beach and/or other tourist resort or similar places
shall suffer the penalty of prision mayor in its maximum period and a fine of
not less than Fifty thousand pesos (P50,000): Provided, That this provision
shall not apply to any person who is related within the fourth degree of
consanguinity or affinity or any bond recognized by law, local custom and
tradition or acts in the performance of a social, moral or legal duty.
(c) Any person who shall induce, deliver or offer a minor to any one
prohibited by this Act to keep or have in his company a minor as provided in
the preceding paragraph shall suffer the penalty of prision mayor in its
medium period and a fine of not less than Forty thousand pesos (P40,000);
Provided, however, That should the perpetrator be an ascendant, stepparent
or guardian of the minor, the penalty to be imposed shall be prision mayor in
its maximum period, a fine of not less than Fifty thousand pesos (P50,000),
and the loss of parental authority over the minor.
(d) Any person, owner, manager or one entrusted with the operation of
any public or private place of accommodation, whether for occupancy, food,
drink or otherwise, including residential places, who allows any person to take
along with him to such place or places any minor herein described shall be
imposed a penalty of prision mayor in its medium period and a fine of not less

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than Fifty thousand pesos (P50,000), and the loss of the license to operate
such a place or establishment.
(e) Any person who shall use, coerce, force or intimidate a street child
or any other child to;
(1) Beg or use begging as a means of living;
(2) Act as conduit or middlemen in drug trafficking or pushing; or
(3) Conduct any illegal activities, shall suffer the penalty of prision
correctional in its medium period to reclusion perpetua.

For purposes of this Act, the penalty for the commission of acts
punishable under Articles 248, 249, 262, paragraph 2, and 263, paragraph 1
of Act No. 3815, as amended, the Revised Penal Code, for the crimes of
murder, homicide, other intentional mutilation, and serious physical injuries,
respectively, shall be reclusion perpetua when the victim is under twelve (12)
years of age. The penalty for the commission of acts punishable under Article
337, 339, 340 and 341 of Act No. 3815, as amended, the Revised Penal
Code, for the crimes of qualified seduction, acts of lasciviousness with the
consent of the offended party, corruption of minors, and white slave trade,
respectively, shall be one (1) degree higher than that imposed by law when
the victim is under twelve (12) years age.
The victim of the acts committed under this section shall be entrusted
to the care of the Department of Social Welfare and Development.

Learning Activity

Synapse Strengtheners

1. What are acts and conditions prejudicial to the child’s development?

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 2. Discuss actions that constitute child abuse at home and in school.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

3. Write your reflections on the duties and responsibilities of teachers

in DECS Service Manual as they relate to ‘parental authority.”

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
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 Lesson 8: Excerpts from Republic Act No. 7877
An Act Declaring Sexual Harassment Unlawful in
The Employment, Education or Training Environment,
And for Other Purposes
The state values the dignity of every individual. It is an act declaring
sexual harassment unlawful in the work, education or training environment. Its
primary aim is the protection of the dignity of workers, employees, and
applicants for employment as well as students in educational institutions or
training centers.
This law defines work, education or training-related sexual harassment.
It specifies the acts constituting sexual harassment and sets penalties for
violations of its provisions. It also provides for the duties and liabilities of the
employer in cases of sexual harassment.
SECTION 1. Title. – This Act shall be known as the “Anti-Sexual
Harassment Act of 1995.”
SECTION 2. Declaration of Policy. – The State shall value the dignity
of every individual, enhance the development of its human resources,
guarantee full respect for human rights, and uphold the dignity of workers,
employees, applicants for employment, students or those undergoing training,
instruction or education. Towards this end, all forms of sexual harassment in
the employment, education or training environment are hereby declared
unlawful.
SECTION 3. Work, Education or Training -Related, Sexual Harassment
Defined. – Work, education or training-related sexual harassment is
committed by an employer, employee, manager, supervisor, agent of the
employer, teacher, instructor, professor, coach, trainer, or any other person
who, having authority, influence or moral ascendancy over another in a work
or training or education environment, demands, requests or otherwise
requires any sexual favor from the other, regardless of whether the demand,
request or requirement for submission is accepted by the object of said Act.
SECTION 4. Duty of the Employer or Head of Office in a Work-related,
Education or Training Environment. – It shall be the duty of the employer or
the head of the work-related, educational or training environment or institution,
to prevent or deter the commission of acts of sexual harassment and to
provide the procedures for the resolution, settlement or prosecution of acts of
sexual harassment.
SECTION 5. Liability of the Employer, Head of Office, Educational or
Training Institution. – The employer or head of office, educational or training
institution shall be solidarity liable for damages arising from the acts of
sexual harassment committed in the employment, education or training
environment if the employer or head of office, educational or training

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institution is informed of such acts by the offended party and no immediate
action is taken.
SECTION 6. Independent Action for Damages. – Nothing in this Act
shall preclude the victim of work, education or training-related sexual
harassment from instituting a separate and independent action for damages
and other affirmative relief.
SECTION 7. Penalties. – Any person who violates the provisions of
this Act shall, upon conviction, be penalized by imprisonment of not less than
one (1) month nor more than six (6) months, or a fine of not less than Ten
thousand pesos (P10,000) nor more than Twenty thousand pesos (P20,000),
or both such fine and imprisonment at the discretion of the court.
SECTION 8. Separability Clause. – If any portion or provision of this
Act is declared void or unconstitutional, the remaining portions or provisions
hereof shall not be affected by such declaration.
SECTION 9. Repealing Clause. – All laws, decrees, orders, rules and
regulations, other issuances, or parts thereof inconsistent with the provisions
of this Act are hereby repealed or modified accordingly.
SECTION 10. Effectivity Clause. - This Act shall take effect fifteen (15)
days after its complete publication in at least two (2) national newspapers of
general circulation.

Learning Activity

Synapse Strengtheners

1. You have read many cases of sexual harassment filed against

teachers and other employees. Explain the provision the sexual
harassment is committed when the act is “against one who is under
the care, custody or supervision of the offender…”
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 2. Cite other circumstances of sexual harassment in the education and
training environment.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

3. When is sexual harassment committed in a work-related

environment?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

4. Research on two decided cases of sexual harassment against

teachers and one case committed by teachers. Who is the
disciplining authority if he/she is a public school teacher? A private
school teacher?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
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 Lesson 9: Excerpts From R.A 8980
An Act Promulgating A Comprehensive Policy and A
National System for Early Childhood Care and Development
(ECCD), Providing Funds Therefor and For Other Purposes.
This ensures the survival rates and adequate health of every child by
different nutritional programs accessible for young children. This also enhance
the role of adults like parents and caregivers as an educator from birth and
onwards. Young children should be ready for formal learning system both
public and private school. They should be responsive for the needs of these
children and provide them service.

Section 1. Short Title. - This Act shall be known as the "ECCD Act,"
Section 2. Declaration of Policy. - It is hereby declared the policy of the
State to promote the rights of children to survival, development and special
protection with full recognition of the nature of childhood and its special
needs; and to support parents in their roles as primary caregivers and as their
children's first teachers. The State shall institutionalize a National System for
Early Childhood Care and Development (ECCD) that is comprehensive,
integrative and sustainable, that involves multi-sectoral and inter-agency
collaboration at the national and local levels among government; among
service providers, families and communities; and among the public and
private sectors, nongovernment organizations, professional associations, and
academic institutions.
Section 3. Objectives. - The objectives of the National ECCD System are:
(a) To achieve improved infant and child survival rates by ensuring that
adequates health and nutrition programs are accessible to young children and
their mothers from the pre-natal period throughout the early childhood years;
(b) To enhance the physical, social, emotional, cognitive,
psychological, spiritual and language development of young children;
(c) To enhance the role of parents and other caregivers as the primary
caregivers and educators of their children from birth onwards;
(d) To facilitate a smooth transition from care and education provided
at home to community or school-based setting and to primary school;
(e) To enhance the capabilities of service providers and their
supervisors to comply with quality standards for various ECCD programs;
(f) To enhance and sustain the efforts of communities to promote
ECCD programs and ensure that special support is provided for poor and
disadvantaged communities;

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 (g) To ensure that young children are adequately prepared for the
formal learning system and that both public and private schools are
responsive to the developmental needs of these children;
(h) To establish an efficient system for early identification, prevention,
referral and intervention for developmental disorders and disabilities in early
childhood; and
(i) To improve the quality standards of public and private ECCD
programs through, but not limited to, a registration and credential system for
ECCD service providers.
Section 4. Definitions. - For purposes of this Act:
(a) Early Childhood Care and Development (ECCD) System refers to
the full range of health, nutrition, early education and social services programs
that provide for the basic holistic needs of young children from birth to age six
(6), to promote their optimum growth and development. These programs
include:
(1) Center-based programs, such as the day care service established
under Republic Act No. 6972, public and private pre-schools, kindergarten or
school-based programs, community or church-based early childhood
education programs initiated by nongovernment organizations or people's
organizations, workplace-related child care and education programs, child-
minding centers, health centers and stations; and
(2) Home-based programs, such as the neighborhood-based play
groups, family day care programs, parent education and home visiting
programs.
Section 5. System Framework and Components. - The ECCD System
shall include the following components:
(a) ECCD Curriculum - which focuses on children's total development
according to their individual needs and socio-cultural background. It shall
promote the delivery of complementary and integrative services for health
care, nutrition, early childhood education, sanitation, and cultural activities. It
shall use the child's first language as the medium of instruction.
(b) Parent Education and Involvement, Advocacy, and Mobilization of
Communities - which harness and develop parents' strengths as providers of
ECCD at home, active partners or other stakeholders, advocates for
community concerns that affect children, and pillars of support for local and
national ECCD programs through community organization efforts.
(c) Human Resource Development Program - which establishes
mechanisms for the systematic professionalization of ECCD service
providers, through enrolment in educational programs in site-based or
distance educational modes, through pre-service or in-service training

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including continuing education programs, whereby a registration and
credential system shall be developed in the ECCD System.
(d) ECCD Management - which focuses on a continuing process of
planning, implementation, supervision, financial management, monitoring,
evaluation and reporting. It shall encourage the active involvement and build
the capabilities of service providers, parents, and local government officials to
sustain the program, and it shall be guided by the principles of
decentralization as stipulated in the Local Government Code of 1991.
(e) Quality Standards and Accreditation - which ensures that each
component in the ECCD System complies with national quality standards, to
be established by the National ECCD Coordinating Council as provided for
under Section 8 of this Act, linked to an accreditation process.
Section 6. Establishment of ECCD System. - The National ECCD
System shall be established in at least three (3) regions each year, as may be
determined by the National ECCD Coordinating Council, to achieve national
coverage over a five-year period.

Learning Activity

Synapse Strengtheners

1. Which to you is the most important objective of the ECCD Act?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

2. What further education and training do you need to become a pre-

school teacher?

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___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

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 Lesson 10: REPUBLIC ACT NO. 10157
AN AC T INSTITUTIONALIZING THE KINDERGARTEN
EDUCATION INTO THE BASIC EDUCATION SYSTEM AND
APPROPRIATING FUNDS THEREFOR

Kindergarten is now a part of the basic education and it is

institutionalized by the state as mandatory and compulsory for the entrance to
grade 1. For this stage, the state provided a mother-tongue-based multilingual
medium of instruction. It is an advantage because in my experience, it is really
hard to adopt in the school system when you didn’t have the chance to
undergo kindergarten. I was enrolled in Grade 1 without being in any pre-
primary school and it becomes hard to keep pace with my other classmates.
They knew things that I didn’t know. They can turn the page of their book
whenever our teacher tells us to turn it into a certain page while I cannot. But
as the cycle repeats, I soon learned and get used to it. My learning if I will
compare to my classmate is developing so late and I think this mandatory
stage of being in school is a nice and effective idea.

SECTION 1. Short Title. – This Act shall be known as the “Kindergarten

Education Act”.
SEC. 2. Declaration of Policy. – In consonance with the Millennium
Development Goals on achieving Education for All (EFA) by the year 2015, it
is hereby declared the policy of the State to provide equal opportunities for all
children to avail of accessible mandatory and compulsory kindergarten
education that effectively promotes physical, social, intellectual, emotional and
skills stimulation and values formation to sufficiently prepare them for formal
elementary schooling. This Act shall apply to elementary school system being
the first stage of compulsory and mandatory formal education. Thus,
kindergarten will now be an integral part of the basic education system of the
country.
Kindergarten education is vital to the academic and technical
development of the Filipino child for it is the period when the young mind’s
absorptive capacity for learning is at its sharpest. It is also the policy of the
State to make education learner-oriented and responsive to the needs,
cognitive and cultural capacity, the circumstances and diversity of learners,
schools and communities through the appropriate languages of teaching and
learning.
SEC. 3. Definition of Terms. – The terms used in this Act are defined as
follows:
(a) DepEd shall refer to the Department of Education;

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 (b) BEE shall refer to the Bureau of Elementary Education;
(c) Kindergarten education shall be understood in this Act to mean
one (1) year of preparatory education for children at least five (5) years old as
a prerequisite for Grade I; and
(d) Mother tongue refers to the language first learned by a child.
SEC. 4. Institutionalization of Kindergarten Education. – Kindergarten
education is hereby institutionalized as part of basic education and for school
year 2011-2012 shall be implemented partially, and thereafter, it shall be
made mandatory and compulsory for entrance to Grade 1.
SEC. 5. Medium of Instruction. – The State shall hereby adopt the mother
tongue-based multilingual education (MTB-MLE) method. The mother tongue
of the learner shall be the primary medium of instruction for teaching and
learning in the kindergarten level. However, exceptions shall be made to the
following cases:
(a) When the pupils in the kindergarten classroom have different
mother tongues or when some of them speak another mother tongue;
(b) When the teacher does not speak the mother tongue of the
learners;
(c) When resources, in line with the use of the mother tongue, are not
yet available; and
(d) When teachers are not yet trained how to use the MTB-MLE
program.
In such exceptional cases, the primary medium of instruction shall be
determined by the DepEd aligned with the framework being used in the
elementary level including teacher training and production of local resources
and materials under DepEd Order No. 74, series of 2009.
The DepEd, in coordination with the Commission on Filipino Language
and in close collaboration with academic and research institutions concerned
with education, shall formulate a mother tongue-based multilingual framework
for teaching and learning: Provided, That the DepEd will include teaching
strategies as defined in Section 7(c) which aims to introduce and eventually
strengthen the child’s understanding of English, which is the official language.
SEC. 6. Implementing Agency. – The authority to regulate the
organization, operation and/or implementation of the kindergarten education
program of both public and private schools shall be vested upon the DepEd,
through the creation of a new Division under the BEE and other necessary
support to achieve successful implementation of kindergarten education to
include, but not limited to, increasing the number of kindergarten teacher
positions with the required salaries and benefits, enhancing teacher training in
early education, and providing the necessary allocations for classrooms and
chairs, facilities and equipment, and textbooks.

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 SEC. 7. Duties, Powers and Functions. – The DepEd, through the BEE,
shall exercise the following powers and functions:
(a) Oversee and supervise the organization, operation and
implementation of the kindergarten education program;
(b) Develop the curriculum for kindergarten education consistent with
the universally accepted norms and standards, including values formation all
of which shall be developmentally appropriate, and use of the MTB-MLE as a
medium of instruction and to periodically review such for purposes of
upgrading;
(c) Develop teaching strategies using the unique feature of the MTB-
MLE which shall include, but not limited to, the following:
(1) The two-track method (storytelling and reading, listening story, oral
communication activities);
(2) Interactive strategies;
(3) Use of manipulative games; and
(4) Experiential, small group discussions and total physical response
(TPR) among others.
The learning development materials shall consist of the following at the
minimum:
(i) Listening story;
(ii) Small books;
(iii) Big books;
(iv) Experience story;
(v) Primer lessons; and
(vi) Lessons exemplars;
(a) Conceive, develop and extend a continuing professional
development program for kindergarten teachers to ensure constant updating
of their knowledge in current trends, pedagogy, methodologies and concepts
on early childhood education;
(b) Prescribe the necessary qualifications for the hiring and
accreditation of teachers who will handle the kindergarten education program;
(c) Exercise authority over the operation of private kindergarten
institutions;
(d) Supervise the establishment of various venues for early childhood
education which may be institution-based, home-based, hospital-based or
community-based, and which shall be duly accredited by the DepEd; and

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 (e) Introduce innovative programs in kindergarten that shall include
educational technologies, whenever applicable.
SEC. 8. Appropriations. – The DepEd shall immediately include in the
program of the Department the operationalization of the free, mandatory and
compulsory public kindergarten education, the initial funding of which shall be
charged against the current appropriations for kindergarten education of the
DepEd. Thereafter, such sums which shall be necessary for the continued
implementation of the free public kindergarten education program shall be
charged to the General Fund and included in the annual General
Appropriations Act.
SEC. 9. Implementing Rules and Regulations. – Within ninety (90) days
after the effectivity of this Act, the DepEd, in consultation with the Department
of Budget and Management, shall promulgate the rules and regulations
needed for the implementation of this Act.
SEC. 10. Separability Clause. – If any provision of this Act is held invalid
or unconstitutional, the same shall not affect the validity and effectivity of the
other provisions hereof.
SEC. 11. Repealing Clause. – Pertinent provisions of all other laws,
decrees, executive orders and rules and regulations contrary to or
inconsistent with the provisions of this Act are hereby repealed or modified
accordingly.
SEC. 12. Effectivity Clause. – This Act shall take effect fifteen (15) days
after its publication in the Official Gazette or in two (2) newspapers of general
circulation.

Learning Activity

Synapse Strengtheners

1. What is meant by the institutionalization of Kindergarten?

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2. What is the policy of CHED on the pre-service education and training of
pre-school/kindergarten teachers?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

3. Which language is the medium of instruction in Kindergarten?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

4. Discuss the mandates in the law as regards:

a. Teaching Strategies

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___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

b. Learning Materials

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 Lesson 11: UNESCO
UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND
CULTURAL ORGANIZATION

The main objective of UNESCO is to contribute to peace and security

in the world by promoting collaboration among nations through education,
science, culture and communication in order to further universal respect for
justice, for the rule of law and for the human rights and fundamental freedoms
which are affirmed for the peoples of the world, without distinction of race,
sex, language or religion, by the Charter of the United Nations.

This is for the implementation of international agreements. In

UNESCO, there are four pillars of education that is:
• Learning to Know, by combining a sufficiently broad genera!
knowledge with the opportunity to work in depth on a small number of
subjects. This also means learning to learn, so as to benefit from the
opportunities education provides throughout life.
• Learning to Do, in order to acquire not only an occupational skill but
also, more broadly, the competence to deal with many situations and work in
teams. It also means learning to do in the context of young peoples' various
social and work experiences which may be informal, as a result of the local or
national context, or formal, involving courses, alternating study and work.
• Learning to Live Together, by developing an understanding of other
people and an appreciation of interdependence - carrying out joint projects
and learning to manage conflicts -in a spirit of respect for the values of
pluralism, mutual understanding and peace.
• Learning to Be, so as better to develop one's personality and be able
to act with ever greater autonomy, judgement and personal responsibility. In
that connection, education must not disregard any aspect of a person's
potential: memory, reasoning, aesthetic sense, physical capacities and
communication skills.
Knowing something is not effective without acquiring it and we can able
to do this by mutual understanding in peace as a concept of pluralism so we
can develop one’s personality and sense of responsibility.

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 Education for All
The Philippines was a signatory in the World Conference on Education
for All (EFA) on a global plan to give child in the world quality basic education.
Universal basic education is the central goal of the Philippine EFA strategy.
Four major interventions defined in the UNESCO’s Framework for Action to
Meet Basic Learning Needs are as follows:
• Institutionalize early childhood care and development.
• Provide universal quality primary education
• Eradicate illiteracy
• Launch continuing education programs for adults and out-of-
school youth.

EFA has become “inextricably woven into the Department of Education

fabric, the overriding responsibility of all units.” It has become an exemplar in
vision assimilation and organizational adaption and integral part of the
“overarching philosophy and integral strategy of the basic education in the
Philippines.”

The Philippine EFA Plan reaffirmed the commitment of the country

during the Millennium Summit of the member states of the United Nations
towards “reducing poverty and worst forms of human deprivation. The
Millennium Development Goals (MDGs) set within 2015 include the following:

The Eight Millennium Development Goals are:

1. to eradicate extreme poverty and hunger;
2. to achieve universal primary education;
3. to promote gender equality and empower women;
4. to reduce child mortality;
5. to improve maternal health;
6. to combat HIV/AIDS, malaria, and other diseases;
7. to ensure environmental sustainability; and
8. to develop a global partnership for development.
The MDGs are inter-dependent; all the MDG influence health, and
health influences all the MDGs. For example, better health enables children to
learn and adults to earn. Gender equality is essential to the achievement of
better health. Reducing poverty, hunger and environmental degradation
positively influences, but also depends on, better health.

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 Child Friendly School System
In 1999 the Philippine government through the Department of
Education, the local government units and the United Nations Children’s Fund
(UNICEF) initiated the Child Friendly School System (CFSS). The CFSS was
piloted in the elementary schools. For the year 2006-2007 the CFFS project is
being piloted in selected secondary schools.
The characteristics of a Child-Friendly School are:
• gender sensitive and not-discriminating. Specifically, the CFS
treats all children equally regardless of gender, social status,
cultural origin or religious belief.
• Child-centered, imparts quality learning and encourages
children to participate in school and community activities.
• Promotes good health practices and behaviors and guarantees
that school premises are safe and clean.
• Has the best interest of children in mind and seeks to provide
an environment that is safe, secure and a home away from
home;
• Works closely with children’s families and engages the support
and interaction of community institutions and other individual.

Learning Activity

Synapse Strengtheners

1. Relate the four (4) pillars of learning to the 3 domains of teaching -

learning.
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2. By means of a graphic organizer, present the characteristics of a
Child—Friendly School.

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References:
1. Bilbao, P. P., Corpuz, B. B., Llagas, A. T, Salandanan, G. G. (2015)
The Teaching Profession (3rd ed).
2. https://www.w3schools.com/, Retrieved July 2019
3. Norton, P. (2018). Introduction to Computers. New York: The
McGraw-Hill Companies.
4. Reynolds, G. W. (2017). Ethics in information technology. Ma:
CENGAGE Learning.
5. https://prezi.com/tuavhzoqbnn1/code-of-ethics-for-professional-
teachers/
6. https://depedtambayan.net/the-code-of-ethics-for-professional-
teachers/
7. https://theroadtoproteaching.wordpress.com/2015/10/14/code-of-
ethics-for-professional-teachers/
8. Student Handbook

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