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Learning Module II - Teaching Profession Lesson 3 - The Demands of Society From The Teacher As A Professional

Society expects today's teachers to have advanced knowledge and skills, adhere to high academic and ethical standards, and promote students' academic and social-emotional development. While these expectations can feel overwhelming, teachers strive to continually improve themselves and meet the demands of their profession through activities like taking online classes. The rewards of teaching, such as the gratitude received from students, motivate teachers to continue in their passion of educating students and bettering society.

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Wincel Ann Go
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0% found this document useful (0 votes)
1K views8 pages

Learning Module II - Teaching Profession Lesson 3 - The Demands of Society From The Teacher As A Professional

Society expects today's teachers to have advanced knowledge and skills, adhere to high academic and ethical standards, and promote students' academic and social-emotional development. While these expectations can feel overwhelming, teachers strive to continually improve themselves and meet the demands of their profession through activities like taking online classes. The rewards of teaching, such as the gratitude received from students, motivate teachers to continue in their passion of educating students and bettering society.

Uploaded by

Wincel Ann Go
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Learning Module II – Teaching Profession

Lesson 3 – The demands of Society from the Teacher as a Professional

A.1- Activity 1

T - eacher with competence

E - nsure the student’s development and success

A - dhere to high professional and moral values and standards

C - ompetent and efficient by all means

H - old a strong belief about the potential of the students

E - xcellent and have a solid grasp of the content they teach

R - esourceful in creating meaningful learning experience

A. Analysis

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

Today's teacher is expected to have advance knowledge, skills, high academic and ethical
standards. Teachers are expected to promote students academic progress as well as further
students' social, emotional and moral development ant to safeguard students' health and well-being.

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

A teacher better himself/herself and rises above all odds to meet the requirements of the
moment. This is proved by the online classes taken by teachers at a day.

3. Are you changing your “YES” to call all the teach? Give Your reason/s.

YES, I still want to teach, I believed that my worth as a teacher was defined by the amount of
gratitude I received.

A. Application

1.

2. For the millennial learners: is the professional teacher aptly described as PETMALU, LODI and
WERPA? Explain your answers.
For me, professional teacher is rightly to described as PETMALU, LODI and WERPA because
of their duties and responsibilities they have. They continue their passion in teaching for the
betterment of everything for everything.

3. What can you say about teachers who are academically bright (per college record) but cannot
be “reached” by students and parents?

Improvement of school and teacher-parent focused educational decision-making


learning curve but one which knits together my practitioner experience with information
about practice, whilst talking about might be teachers listening to situations, the challenges
and idiosyncrasies of different schools each with them.

End of Module Assessment

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

B- I. Technically Competent
II. Highly and Ethical and Moral

2. The teacher is usually requested by barangay officials to lead and/or assist in


community activities. But the teacher says. “I am concerned only with classroom
teaching”. Give your reaction to this

Teaching as a profession has become a huge concern in our society. ... a


professional teacher would want to conduct their classroom with character and dignity. ...
“Education is the only investment that will have highest return on investment”.

3. With the qualities of a professional in mind, create at least three (3) Filipino traits that work
against the making of a true Filipino professional teacher.

* You are calm under pressure

You’re poised, and can keep a cool head when everybody around you is going crazy, so you can
come up with an answer or action that will save the day. It’s about cultivating that quality of being
unflappable even when you’re being grilled in a big meeting or facing an important deadline and
something goes wrong. This quality is about thinking clearly and taking the right actions in
emergencies.

* You take the high road

You have a choice in how you react to difficult situations and how you make decisions about what to
do and say in a tricky situation. Taking the high road means choosing an option that is honest and
honorable, rather than sinking down to the lowest common denominator. You respect others and
treat people fairly. You don’t gossip, but rather you’re discreet. You don’t blame others and finger
point. Instead you admit your own mistakes when you make them.

* You can be counted on

Being counted on means honoring your commitments and not leaving people wondering whether
you’re going to come through. You do what you say you’re going to do. It means creating a track
record of delivering on your commitments, and not leaving others with the anxiety of wondering
whether they need a backup option when they’ve asked you to do something.

VI. The Seven (7) basic philosophies

THE SEVEN PHILOSOPHIES OF EDUCATION

PHILOSOPHY

WHY TEACH

WHAT TO TEACH

HOW TO TEACH

1. Essentialism

This philosophy contends that teachers teach for learners to acquire basic knowledge, skills and
values. The emphasis is on the academic content for students to learn the basic skills and
fundamental r’s – reading, ‘riting, ‘rithmetic and right conduct. The teachers and administrators
decide what is most important for the students to learn. Essentialist teachers emphasize the mastery
of the subject matter. They are expected to be intellectual and moral models of their students. They
are seen as “fountain of knowledge” and as “paragon of virtue”.

2. Progressivism

Progressivist teachers teach to develop learners into becoming enlightened and intelligent citizens of
a democratic society. The progressivists are identified with need-based and relevant curriculum. The
curriculum should respond to students’ needs and that relates to students’ personal lives and
experiences. Progressivist teachers employ experiential methods.

3. Perennialism

To develop the students’ rational and moral powers. The perennialist curriculum is a universal one
on that all human beings possess the same essential nature. It is not a specialist curriculum but
rather a general one. The perennialist classrooms are “centered around teachers”. The students do
not allow the students’ interests and experiences to substantially dictate what they teach.
4. Existentialism

To help students understand and appreciate themselves as unique individuals who accept
complete responsibility for their thoughts, feelings and actions. To help students to define their own
essence by exposing them to various paths they take in life. In an existentialist curriculum, students
are given a wide variety way of options from which to choose. Provide students with vicarious
experiences that will help unleash their own creativity and self-expression. Existentialist methods
focus on the individual. They help students know themselves and their place in society.

5. Behaviorism

Behaviorist schools are concerned with the modification and shaping of students’ behavior by
providing for a favorable environment. Behaviorist teachers teach students to respond favorably to
various stimuli in the environment. Behaviorist teachers ought to arrange environmental conditions
so that students can make the responses to stimuli. Teachers ought to make the stimuli clear and
interesting to capture and hold the learners’ attention. They ought to provide appropriate incentives
to reinforce positive responses and weaken eliminate the negative ones.

6. Linguistic Philosophy

To develop the communication skills of the learner. To develop in the learner, the skill to send
messages clearly and receive messages correctly. Learner should be taught to communicate clearly –
how to send clear, concise messages and how to receive and correctly understand messages sent.
Communication takes place in three (3) ways – verbal, non-verbal and Para verbal. Experiential is the
most effective way to teach language and communication. The teacher facilitates dialogue among
learners and between his/her students.

7. Constructivism

To develop intrinsically motivated and independent learners adequately equipped with learning
skills for them to construct knowledge and make meaning of them. The students are taught how to
learn. They are taught learning processes and skills such as searching, critiquing and evaluating
information. The teachers provide students with data or experiences that allow them to
hypothesize, predict, manipulate objects, pose questions, research, investigate, imagine and invent.
Learning Module #4
Prof. Ed. 13- The Teaching Profession

A – 1 Activity

THE SEVEN PHILOSOPHIES OF EDUCATION

PHILOSOPHY WHY TEACH WHAT TO TEACH HOW TO TEACH

1. Essentialism  This philosophy  The emphasis is on  Essentialist


contends that the academic teachers
teachers teach content for emphasize the
for learners to students to learn mastery of the
acquire basic the basic skills and subject matter.
knowledge, fundamental r’s –  They are
skills and values. reading, ‘riting, expected to b e
‘rithmetic and intellectual and
right conduct. moral models of
 The teachers and their students.
administrators  They are seen as
decide what is “fountain of
most important for knowledge” and
the students to as “paragon of
learn. virtue”.
2. Progressivism  Progressivist  The progressivists  Progressivist
teachers teach are identified with teachers employ
to develop need-based and experiential
learners into relevant methods.
becoming curriculum.
enlightened and  The curriculum
intelligent should respond to
citizens of a students’ needs
democratic and that relates to
society. students’ personal
lives and
experiences.
3. Perennialism  To develop the  The perennialist  The perennialist
students’ curriculum is a classrooms are
rational and universal one on “centered
moral powers. that all human around
beings possess the teachers”.
same essential  The students do
nature. not allow the
 It is not a specialist students’
curriculum but interests and
rather a general experiences to
one. substantially
dictate what
they teach.
4. Existentialism  To help  In an existentialist  Existentialist
students curriculum, methods focus
understand and students are given on the
appreciate a wide variety way individual.
themselves as of options from  They help
unique which to choose. students know
individuals who  Provide students themselves and
accept complete with vicarious their place in
responsibility experiences that society.
for their will help unleash
thoughts, their own
feelings and creativity and self-
actions. expression.
 To help
students to
define their own
essence by
exposing them
to various paths
they take in life.
5. Behaviorism  Behaviorist  Behaviorist  Behaviorist
schools are teachers teach teachers ought
concerened students to to arrange
with the respond favorably environmental
modification to various stimuli conditions so
and shaping of in the that students
students’ environment. can make the
behavior by responses to
providing for a stimuli.
favorable  Teachers ought
environment. to make the
stimuli clear and
interesting to
capture and
hold the
learners’
attention.
 They ought to
provide
appropriate
incentives to
reinforce
positive
responses and
weaken
eliminate the
negative ones.
6. Linguistic  To develop the  Learner should be  Experiential is
Philosophy communication taught to the most
skills of the communicate effective way to
learner. clearly – how to teach language
 To develop in send clear, concise and
the learner the messages and how communication.
skill to send to receive and  The teacher
messages correctly facilitates
clearly and understand dialogue among
receive messages sent. learners and
messages  Communication between his/her
correctly. takes place in students.
three (3) ways –
verbal, non-verbal
and paraverbal.
7. Constructivism  To develop  The students are  The teachers
intrinsically taught how to provide
motivated and learn. students with
independent  They are taught data or
learners learning processes experiences that
adequately and skills such as allow them to
equipped with searching, hypothesize,
learning skills critiquing and predict,
for them to evaluating manipulate
construct information. objects, pose
knowledge and questions,
make meaning research,
of them. investigate,
imagine and
invent.

2. What should a licensed professional possess as embodied in the preamble of code


ethics for professional teachers? List them down.

 Students Matter Most. Teachers must model strong character traits, such as


perseverance, honesty, respect, lawfulness, patience, fairness, responsibility and
unity.
 Commitment to the Job. Teachers must wholly commit to the teaching profession.
 Keep Learning.
 Healthy Relationships Top the List.
3. It is said that professionalism is not passing the LET. what are the
elements/requirements of professionalism?

Professionalism involves consistently achieving high standards, both in the work you


do and the way you behave. The eight core characteristics of professionalism are:
Competence, Knowledge, Conscientiousness, Integrity, Respect, Emotional Intelligence,
Appropriateness, and Confidence.

4. Is the code of ethics for professional teachers applicable to teachers at all levels?

This Code covers all public and private school teachers in all educational institutions


at the preschool, primary, elementary, and secondary levels whether academic, vocational,
special, technical, or non-formal.

5. Which of the seven philosophies has the following characteristics?

a. does not favor vocational education

b. focus on the 4Rs

c. creativity in what is learned

d. focus on purpose-driven life

6. What does technical competence mean as stated in the preamble of the code of
ethics for professional teachers?

Technical competencies are behaviors directly related to the nature of training and


the technical proficiency required to exercise effective control. Competency on a task
requires a match between the operator's competencies and the competencies required to
safely and effectively perform that task.

Preamble Teachers are duly licensed professionals who possesses dignity and


reputation with high moral values as well as technical and professional competence in the
practice of their noble profession, and they strictly adhere to, observe, and practice this set
of ethical and moral principles, standards, and values.

7. One of the most popular and enduring maxim of Socrates is know yourself. Explain
how this maxim applies to teacher effectiveness.

In knowing yourself, wisdom comes with it thus the greatest desire


that Socrates while, in the contemporary monotheistic culture, there being one God, it is
considerably applied as it is expected that not all-social welfare is good to all.

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