Midterms

Chapter III - Professional Standards for Teachers in the Philippines

Objectives:
1. Discuss the professional standards in the Philippines
2. Reflect on the challenges posted by the new professional standards for all teachers
in the field
3. Appreciate the new roles of teachers specified in the new professional standards for
teachers.

Content Knowledge Learning

And Pedagogyt Environment
Knowledge Environment

Personal Growth 7 Domains of Teaching Diversity of

And Professional Excellence of Teaching Learnersners
Development
Growth

Community Linkage
Linkages Assessment And Curriculum And
And Professional
Professional Reporting Planning
Engagement
Engagement And Reporting

The contents of NCBTS (2007) identified these competences that teachers must possess.
These domains are arranged hierarchically, domains 1 and 7 represent the standards referring
to the teachers as learners, and domains 2 to 6 represent the standards referring to teachers as
facilitators of learning.
The CHED-TEC-DepEd National Competency-Based Teacher Standards (NCBTS)
1. Social Regard for Learning
2. Learning Environment
3. Diversity of Learners
4. Curriculum
5. Planning , Assessing and Reporting
6. Community Linkages
7. Personal Growth and Professional Development

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 The new Professional Standards for Teachers in the Philippines (PSTP) was develop to
strengthen the NCBTS, it aims to develop the among future teachers the professional
standards that teachers must know, understand and practice in order to improve the quality of
education in our country.
These standards are product of research and consultations with different professional
teachers, administrators, professors of teacher education, officials of Department of Education
and other stakeholders.

The Domains of Teaching Excellence in PSTP

A. Domain 1- Content knowledge and pedagogy
B. Domain 2- The Learning Environment
C. Domain 3- Diversity of Learners
D. Domain 4-Curriculum and Planning
E. Domain 5- Assessment and Reporting
F. Domain 6- Community Linkages and Professional Engagement
G. Domain 7 – Professional Growth and Personal Development
H. The Different Career Stages of Professional Teachers in the Philippines
Career Stage 1 – Beginning teachers
Career Stage 2 – Proficient teachers
Career Stage 3 – Highly proficient teachers
Career Stage 4 – Distinguished teachers

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Activities for Chapter III
A. Answer/ do the following:

1. What is your opinion about teachers who are assigned to teach on subjects that are not their
area of specialization? What will be the effect of this to the learners? What would teachers in
this situation do?
2. As a future teacher, how can you improve your knowledge of content, and pedagogical
knowledge? Cite concrete examples.
3. As a student at present, what learning strategies are effective to you? Will these be effective
to the students that you teach in the future? Explain your answer.
4. As a future teacher, how will you respond to the diversity of your students? Cite concrete
example.
5. In what way will you observe gender sensitivity in your future classes? Give example.
6. How would you handle students with disabilities? Give example.
7. How will you align learning outcomes and the curricular competence? Give example.
8. Explain and give example of the different assessment methods, explain how and when they
are effective tools of measurement.
9. As a future teacher, how will you deal with the different types of parents?
10. What are your professional goals? Write your career plans as a future teacher.

B. Watch video of classes, 1 face- to- face class and 1 online class and answer the activity
in page 38 of your book. Cite also the differences in the application of the strands for
learning environment.(Class observation is not recommended)

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 Our Philosophical Heritage
(The Teaching Profession- Purita Bilbao, Ph.D)

As teachers, our thoughts, values and actions are shaped by events, and by
people with whom we come in contact with. We, in turn, help shape society- its events,
its people and its destiny. Our influence to students and on other people depends a
great deal to our philosophy as a person and as a teacher. Our philosophy in life and in
education serves as our “window” to the world and “compass” in the sea of life.
Embedded in our philosophy are our principles and values that will determine how we
regard people and how we look at life as a whole. Philosophies govern and direct our
lifestyle, our thoughts, decisions, actions, and relationship with people and things.
There are existential questions that we often ask about human existence – “what
is life?”, “who am I, why I am here?”, “what am I living for?”, “what is reality?”, “is the
universe real?”, “How should I live life meaningfully?”. In the school context, there are
existential questions – “Why do I teach?”, “What should I tech?”, “How should I teach?”,
“What are the nature of my student?”, “How do we learn?”. So many questions that
answers are too elusive, but when we reflect and think and refer to our philosophy, we
may think of possible positive answers.

Here is an exercise to determine your Educational Philosophy to determine your

educational philosophy to guide you in your future endeavour as teacher.

Find out to which educational philosophy you adhere. To what extent does each
statement apply to you? Rate yourself 4, if you agree with the statement always, 3 if you
agree but not always, 2 if you agree sometimes, and 1 if you don’t agree at all.

Statements Check one number for your answer

4 3 2 1
1. There is no substitute for concrete experience in learning.
2. The focus of education should e the ideas that are as
relevant today as
When they are first conceived.
3. Teachers must not force their students to learn the subject
matter if it does not interest them.
4. Schools must develop students’ capacity to reason by
stressing on the humanities.
5. In the classrooms, students must be encouraged to interact
with one another to develop social virtues such as
cooperation and respect.
6. Students should read and analyse the Great Books, the
creative works of history’s finest thinkers and writers.
7. Help students expand their knowledge by helping them apply
their previous experiences in solving new problems.
8. Our course of study should be general, not specialized;
liberal not vocational; humanistic not technical.

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9. There is no universal inborn human nature, we are born and
exist, and then we ourselves freely determine our essence.
10. Human beings are shaped by their environment.
11. Schools should stress on the teaching of basic skills.
12. Change of environment can change a person.
13. Curriculum should emphasize on the traditional disciplines,
such as math, natural science, history, grammar, literature.
14. Something beautiful for others may not be beautiful for you.
15. Schools should help individuals accept themselves as unique
individuals and accept responsibility for their thoughts,
feelings and actions.
16. A scientifically developed code is preferred over that what is
derived from history, and culture of particular groups.
17. For the learner to acquire the basic skills, s/he must go to the
rigor of discipline of serious study.
18. The teacher and the school head must prescribe what is most
important for the students to learn.
19. An individual is what s/he chooses to become, not dictated by
his/her environment.
20. A learner must be allowed to learn at his/her own pace.

Now, interpret your scores following these instructions:

1. Group the number of questions into clusters:

Group A – numbers 1,3,5,7 (Progressivist)

B- numbers 2,4,6,8 (Perennialist)
C- numbers 9,15,19,20 (Existentialist)
D- numbers 10,12,14,1 6 (Behaviorists)
E- numbers 11,13,17,18 (Essentialist)

2. Find if you got at least two 4 answers to a group, that is your philosophy
adherence. It is possible that you adhere to more than one philosophy.
If you have 2 scores of 4 in several group or clusters, you have an eclectic
philosophy- meaning you put the 5 philosophies together, if your scores in each
cluster are less than 4, it means that you are not very definite in your philosophy,
or if your scores are less than 3 in most of the items, this means your philosophy
is quite vague.

3. Write your own philosophy of education based on your philosophical adherence

that you found out in your answers.

4. Write your reflection on your philosophical adherence and explain how you can
use this philosophy to help your future learners.

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 Let us now know more about these philosophies.

The 5 Basic Philosophies of Education

 Essentialism- essentialist teachers teach for learners to acquire basic knowledge,
skills and values.
 Why teach? (Reason for teaching) This philosophy contends that teachers
teach for learners to acquire basic knowledge, skills and values. Teachers
teach “not to radically change/reshape the society” but rather “to transmit
the traditional moral values and intellectual knowledge that students need
to become model citizens.”
 What to teach? The emphasis is on academic content for students to learn
the fundamental R’s – reading, ‘riting, ‘rithmitic, right conduct as these are
important to the acquisition of higher learning. The essentialist’s
curriculum includes the traditional disciplines such as math, natural
science, history foreign language and literature.
 How to teach? Essentialist teachers emphasize on mastery of subject
matter, they expected to be intellectual and moral models to their
students. They are seen as “fountain of information” and “paragon of
virtues”. They observe “core requirements, longer school day, and longer
academic year. They rely on the use of prescribed textbooks, drill method,
there is a heavy stress on memorization and discipline.

 Progressivism – progressivists accept the impermanence of life and the

inevitability of change.
 Why teach? Progressivist teachers teach to develop learners into
becoming lightened and intelligent citizens of a democratic society. These
teachers teach learners so they may live life fully NOW, not to prepare
them for adult life.
 What to teach? Progressivist teacher are known to be identified with
need-based and relevant curriculum that “responds to students’ needs and
that relate to students’ personal lives and experiences”. They are
concerned with teaching the learners with skills to cope with change, skills
and processes in gathering and evaluating information and in problem
solving.
The subjects that are given emphasis are natural and social sciences.
Teachers expose the students to many new scientific, technological, and
social developments that reflect change. Students are required to solve
problems that are similar to problems they may encounter in real and daily
lives.
 How to teach? Progressivist teachers employ the experiential methods,
they believe that one learns by doing. This is the famous dictum of John

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 Dewey- the most popular advocate of progressivism. Teachers heavily
rely on problem-solving method that applies scientific method.
 Some of the “hands-on-minds-on” teaching method are the use of field
trips, where students interact with nature and society and historical
events/sites.Teachers stimulate the students through games and puzzles.

 Perennialism – the perennialist curriculum is a universal one on the view that all
human beings possess the same essential nature. It is more on the humanities,
on the general education. It has less emphasis on vocational and technical
education.
 Why teach? The perennialists believe that all human are rational animals,
therefore, the school must develop the students’ rational and moral
powers. According to Aristotle, if the student’s development of reasoning
skills, we deprive them the ability to use their higher faculties to control
their passions and appetites.
 What to teach? Philosopher Mortimer Adler claims that the Great Books of
ancient and medieval as well as the modern times are a “repository of
knowledge and wisdom, a tradition of culture which must initiate each
generation”. The perennialists teachings are lifted from the Great Books.
 How to teach? The perennialist classroom is “centered on teachers,” they
do not allow students’ interests or experiences to dictate what they teach.
They apply creative techniques and other tried out and true methods.
Students are engaged in Socratic Method or mutual inquiry sessions to
develop their understanding of history’s timeless concepts.

 Existentialism – the main concern of existentialists is “to help students

understand and appreciate themselves as unique individual who accept
responsibility for their thoughts, feelings and actions.
 Why teach? Since existentialists precede essence, the existentialist
teacher’s role is to help students define their own essence by exposing
them to various paths they take and by creating an environment in which
they freely choose their own preferred way. They are concerned with the
education of the whole person, not just the mind.
 What to teach? An existentialist curriculum provides a wide variety of
options from which students are free to choose. The Humanities is given a
tremendous emphasis to give students a wide avenue of experiences to
help them unleash their creativity and self- expression. Example, in
teaching History, instead of focusing on historical events, the existentialist
teacher focuses on the historical person’s achievement.
 How to teach? Existentialist teacher focus on the individual, Learning is
self-paced and self-directed. It includes more individual contact between
teacher and students. The teacher helps students know themselves and
their place in the society. Teachers employ values clarification strategies,
he remains non- judgmental and do not impose their own values to
students since values are very personal.

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 Behaviorism – behaviorists are concerned with the modification and shaping of
students’ behavior.
 Why teach? Behaviorist teachers modify and shape their students’
behavior by providing for a favorable environment since they believe that
learners are a product of their environment. They help students to exhibit
desirable behavior in the society.
 What to teach? Behaviorist teachers look at people and other animals – “a
complex combinations of matter that act only in response to internally or
externally generated physical stimuli”- they teach students to respond
favorably to various stimuli in the environment.
 How to teach? Behaviorist teachers arrange environmental conditions so
that students can make favorable responses to stimuli. The physical
variables have to be controlled to get the desired responses from the
learners. They provide appropriate incentives to reinforce positive
responses and lessen or eliminate negativity.