Lesson 5

“Teaching as Your Vocation, Mission and Profession”

Activities:

A. An Exercise on Metaphor/Simile – Compare teaching as a

vocation/mission/profession to something by completing this statement:
TEACHING IS LIKE…

B. For Small Group Discussion

1. Does it make a difference if teaching is simply regarded as a profession, not a

vocation and a mission?

2. With the 5 qualities of a professional in mind, cite other Filipino traits that works
against the making of a true Filipino professional. Propose some remedial
measures.

3. Of the 5 qualities of professional, which to you is the most important? Why?

4. Once more, read the letter to the teacher given above then state the mission of the
professional teacher.

C. Research on:
 The other elements of a profession. Does the teaching profession fulfill all the
elements?

 The meaning of Eichmann as used in the Letter to Teacher found in this lesson

 The logos of professional teachers, the Philippine Association for Teacher

Education. The Department of Education, Commission on Higher Education.
Display them in class. Give their symbolism. Is there anything common among
the logos?

D. Panel discussion:
 Invite the Administrative Officer of the nearest Division office, the head of the
Legal Department of Civil Service Commission, a member of the Board for
Professional Teacher/Hearing Officer of PRC regional office to talk on cases
against teachers’ field at their offices. Draw your conclusion from their talks.

E. Video Presentation
Interview model teacher in your community identified by school principal’s
superintendents/PTCAs. Give a video presentation of their works and life as
model teachers.

F. Journal Entry
Conrado de Quiros of the Philippine Daily Inquirer once wrote: Being world-
class does not mean going internationally and showing our best there. Being
world-class is passion and commitment to our profession; being a world-class is
giving our best to teaching. Being world-class starts right in the classroom.”
Write what you resolve to START doing and STOP doing NOW as you embrace
teaching as your vocation, mission and profession.

 START DOING





 STOP DOING





G. Keep interest in your own career, however humble; it is a real possession in the
changing fortunes of time, says Desiderata. How can you keep your interest in
your career? Write your reflections here!
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Lesson 1
 The National Competency-Based Teacher Standards
(NCBTS)

Activities

A. Form 8 groups. Each of the 7 groups will focus on one assigned domain of the
NCBTS. The 8th group will work on the graphic organizer for the Code of Ethics
for professional teachers.

B. For the 7 groups – Prove that the NCBTS Framework and Code of Ethics for
Professional Teachers reinforce each other. Show that the Articles in the Code of
Professional Teachers also state basically the same things that are found in the
NCBTS Framework by accomplishing the Table given below:

NCBTS Domain #1 / Strand Code of Ethics for Professional Teachers

(which article and Sections in the Code of
Ethics for Professional Teachers state
basically the same thing as stated in the
NCBTS?
Domain 1 – Social regard for Article X1 – The Teacher as a Person
Learning Section 1. A teacher shall live with dignity
Strand 1. Acts as a positive role in all place at all times.
model for students
Section 3. A teacher shall maintain at all
times a dignified personality which could
serve as model worthy of emulation by
learners, peers and others.

(To be continued)

NCBTS Domain # 2 / Strands Code of Ethics for Professional Teachers

NCBTS Domain # 3 / Strands Code of Ethics for Professional Teachers
NCBTS Domain # 4 / Strands Code of Ethics for Professional Teachers
NCBTS Domain # 5 / Strands Code of Ethics for Professional Teachers
NCBTS Domain # 6 / Strands Code of Ethics for Professional Teachers
NCBTS Domain # 7 / Strands Code of Ethics for Professional Teachers

2. For Group # 8 – By means of four (4) separated graphic organizers, show the
different groups with whom the teacher relates and write down the key word/s that
describe/s how the teacher should relate to each group. See the graphic on organizer
below.
 State

Community
leader behaves with
Higher authorities’ in Professional honor and dignity at
the Phils. Teacher all time

Teaching
Community
 Fellow teachers and
other personnel

Parents Professional School Officials

Teacher

Learner

Each group is expected to present group output to the whole class.

3. For Groups 1-7 (Maintain the same groupings in # 1). Your teacher education
curriculum consists of three (3) parts, namely: General Education, Professional
Education and Specialization. Examine if the teacher education curriculum you are
presently undergoing adequately prepares you for competencies contained in the
NCBTSs. Pay specific attention to the Professional Education component of the
curriculum. To do this, a Table like the one below can be a help. An example is given
for you.

NCBTS Domain # 1 / Strand Subject in the Teacher Education Curriculum

Gen Ed Prof Ed Specialization
Domain 1. Social Regard for
Learning
1. Acts as a positive role 1. Teaching
model for students Professio
2. n
NCBTS Domain # 2 / Strand Subject in the Teacher Education Curriculum
Gen Ed Prof Ed Specialization

NCBTS Domain # 3 / Strand Subject in the Teacher Education Curriculum

Gen Ed Prof Ed Specialization

NCBTS Domain # 4 / Strand Subject in the Teacher Education Curriculum

Gen Ed Prof Ed Specialization

NCBTS Domain # 5 / Strand Subject in the Teacher Education Curriculum

Gen Ed Prof Ed Specialization

NCBTS Domain # 6 / Strand Subject in the Teacher Education Curriculum

Gen Ed Prof Ed Specialization

NCBTS Domain # 7 / Strand Subject in the Teacher Education Curriculum

Gen Ed Prof Ed Specialization

4.For Group # 8 – Study the following criteria *used by DepEd in evaluating applicants
for a teaching position in the public schools. Then explain if your pre-service education
in the College of education or teacher education institution is relevant and so increases
your chance to be hires as a teacher in the public school. Write your comment on the
space provided.

Criteria Points
A. Education (Applicant’s academic achievement indicated 25
by General Weighted Average)**
B. Teaching Experience 10
C. LET/PBET Rating 10
D. Experiential Learning Course 5
E. Specialized Training and Skills 5
F. Interviews 10
G. Demonstration Teaching 20
 H. Communication Skills 15
Total 100

*For the complete details of the hiring guidelines for Teacher 1 positions, refers
to DepEdd Order No. 20,s.2009. You may visit www.deped.gov.ph

**Applicants with non-Education degrees shall be rated by using their General

Weighted Average in their baccalaureate degrees and the 18 professional units in
education.

4.Tell something about the teacher in the classroom and in the community by
completing this acronym.

T–
E–
A–
C–
H–
E–
R–

5.Reflect on the teacher as she goes about her task in the classroom and in the
community. In what ways is he/she…

 A piece of iron?
 A well?
 A planter?
 A gardener?
 A door?
 A wake up call?
 A potter?
 A mirror?
 An assessor?
 A nurse?

8.Read this poem “You are a Teacher” then answer the following questions on page 84:

You Are a Teacher

If I speak interestingly, effectively, and well,

But do not understand my students
I am a noisy gong or a clanging cymbal.
If I know all of the methods and techniques of teaching.
 If I have complete faith that they will work,
So that I use them completely.
But think only of materials or techniques
Instead of how they can help my students.
I count for nothing.
If I go the second mile in my teaching,
Give up many activities,
But do it without understanding,
It does no good.
Love is very patient, very kind;
Love is not jealous, it does not put on airs;
It is never tyrannic, never;
Yet does insist on truth;
It does not become angry;
It is not resentful.
Love always expects the best of others;
It is gladdened when they live up to these expectations,
Slows to lose faith when they do not.
It will bear anything.
Hope for anything,
Endure anything.
This kind of love will never fail
If there are teaching methods, they will change;
If there are curricula, they will be revised,
For our knowledge is imperfect
And our teaching is imperfect,
And we are always looking for the better ways
Which an infinite God has placed ahead of us.
When I began to teach, I fumbled and failed;
Now I have put away some of my childish ways.
At present I am learning bit by bit;
But if I keep on seeking, I shall at last understand
As all along I myself have been understood.
So faith, hope and love endure.
These are the great three.
But the greatest of them is love.

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

 What mental portrait of the teacher in the classroom and the teacher in the
community is painted by the poem, “You are a Teacher”?

9. Read your name through the poem like this: Brenda, you are a teacher:
 If Krystyle speaks interestingly, effectively and well
But does not understand her students
Krystyle is a noisy gong or a clanging cymbal.

Call on other students to read their names through the other lines of the poem.

Reflection Question:

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

10. Give the poem “You Are a Teacher” a tune then sing it. Choreograph it.

11. Conduct a meta-analysis of research on the qualities of a good teacher. Between the
professional qualities and personal qualities of a teacher, which ones are perceived to be
more important?

Lesson 2
The 21st Century Teacher

Activities

1. By means of a graphic organizer, describe the 21st century teacher by completely

presenting the 21st century skills.

2. Develop a questionnaire that makes use of a Likert scale to determine the extent
to which a teacher possesses the 21st century skills. The first is done for you.

Direction: to what extent do you do the each of the following? Check the column that
corresponds to your answer.

Legend: 1- never
2- rarely
3- sometimes
4- often
 5- always

21st Century Skills 1 2 3 4 5

1. Use the computer with ease when I lecture

3.Use the questionnaire for you to determine the extent to which you possess the 21st
century skills.

Lesson 3
School and Community Relations

Activities

1. Name some problems originating from the community that are experienced by
teacher in the school, regarding:
 Traffic and transportation
 Availability of water and lighting system
 Security measures for children

In what way can the community help?

2. Describe how school and community officials work together in each of the
following events:

 Socio-cultural activities
 Peace and order situation
- In school
- Outside the school
  Projects

3. What are some learning resources existing in the community that school children
and personnel can visit for mutual assistance and enjoyment? Please check.

- Parks ___________ - factories ___________

- Museums ________ - industries __________
- Library __________ - shopping mall _______
- Concert halls ______ - conference mall ______
- Movie house ______ - sports and
- Art gallery _______ recreation hall ______

Others, specify _____________

4. How is the community assisted by the school in return? Please check.

 As resources persons in town assemblies

 Participants in town celebrations
 Modeling desirable values
 Helping in community projects
Others, specify _______

Lesson 4
Linkages and Networking with Organizations

Activities

1. Survey the organizations (civic and academic) that exist in a particular city
province or town. Discuss how they assist the school.

2. Research on:
 How ABS-CBN and GMA Foundation assist schools and school children
nationwide

 A foundation that is known for its educational activities. Interview a member

of the foundation and discuss their active partnership with the school.

 How a school networks with the following:

-a neighbor school
-women’s club
-Religious groups
 -health organization
-security organizations
 An agency/organization with which the school can network regarding:
-sports
-cultural affairs
-currents events
-national shrines
-tourist attraction
-classical music
 Some foundations/organizations that donate of the following for the schools.
a. books, journals and other reading materials
b. scholarships for students
c. scholarships for teachers
d. study tour for school personnel
e. film, tapes and documentaries
 Some news agencies and their publications which could serve as learning
resources for school children.

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Lesson 1
Global Education and the Global Teacher
Activities

Lesson 1 – Self-check Questions

Instruction: Answer agree or disagree with the statements that follow.

_____ 1. A teacher has to earn a prestigious award to be labeled as a global teacher.

_____ 2. To become a global teacher, one should be fluent in English and in other
languages.
_____ 3. A Filipino teacher cannot qualify to teach in other countries because of the
differenced in curriculum.
_____ 4. To be globally competitive, teachers should develop competencies in the use
of technology.
_____ 5. Global education provides the same standards for quality education
worldwide.
_____ 6. Teachers who embrace global education, must have a good understanding of
the different cultures of the learners.
_____ 7. For Filipino teachers, the NCBTS is a national standard that meets global
competencies.
_____ 8. Teachers in far flung schools cannot be considered global teachers.
_____ 9. Your curriculum in teacher education prepares you to be global teachers.
_____ 10. A global teacher has wider view of what education is about.
Lesson 1 – Take Action

1. As a group, go to a school and ask the principal or school head for the
Outstanding School Teacher. Request for an interview with the Teacher. Among
others, your interview protocol should include the characteristics or qualities
mentioned in your text. Write a report and share this with your classmates.

Lesson 1 – Make a Reflection

1. Can an outstanding teacher in the neighborhood school whom you have

interviewed be classified as a global teacher? Why? Why not?

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

3. Reflect on the statement: “As a global teacher, act locally but think globally.”
Add this reflection in your portfolio.

Lesson 2
A Closer Look on the Education System of Selected
Countries of the

Activities

Lesson 1 – Take Action!

So you have traveled to some places of the world. You surveyed examples of
educational system that have educated millions of citizens in one big classroom: the
world. As a future GLOBAL teacher, it is best that you become familiar with some of
these educational systems. Let us now find out how much have you learned:

1. Make a matrix using the example below;

Title: Educational System of Selected Countries of the World

Description of each
Name of country Levels of Education Special Features
level
1. Australia
2. China
3. Japan
 4. South Africa
5. England
6. United States
of America
7. New Zealand
8. Philippines

2. Enrichment activity – through the internet, search at least two other countries and
take note of their educational system both in basic education and higher
education. Compare with the list included in this lesson.

B. Search about the K to 12 Basic Education Curriculum of the Philippines.

Lesson 2 – Make a Reflection!

1. Bases on your matrix of the various educational systems of other countries, how
would you compare our Philippine educational system? In what aspects are we
similar with other countries? Is our educational system globally competitive?
How do you see yourself in the K to 12 Curriculum as a teacher?

2. If given an opportunity to experience teaching in another country listed below,

where would you like to teach? Why?

Lesson 2 – Self-check Questions

All the items refer to Lesson 2. Choose the correct answer from the choices
given.

1. For the majority of sample countries given, in this lesson at what level is free-
compulsory education provided?
a. Primary level
b. Primary up to certain level in secondary level.
c. Both primary and secondary levels.
d. Post-secondary level only.

2. From what educational system does Australia patterns its own?

a. England
b. United State of America
c. Japan
d. United Nations
 3. Based on the curriculum requirement provided by the selected countries, the
language which is seemingly universal is
a. Spanish
b. English
c. Chinese
d. French

4. Higher education in all countries presented can be described as _______.

a. Selective and not compulsory
b. Compulsory but selective
c. Voluntary and very affordable
d. Accessible and democratic for all

5. All of the examples countries have basic education for ________.

a. Six years
b. Ten years
c. Twelve years
d. Fourteen years

6. The unique feature of the current K to 12 is that the Filipino learner will become
__.
a. Monolingual
b. Multilingual
c. English speaking only
d. Tagalog speaking only

7. Philippine education now has become comparable to other countries, by ______

a. Using English as a medium of instruction
b. Adding two more years in basic education
c. Using a spiral curriculum
d. Returning back to the basics

Lesson 3
Multicultural Diversity :
A Challenge to Global Teachers

Activities

Lesson 3 – Take Action!

By groups or cluster, choose only one of two actions.
1. Let us make observations if the concepts we learned are present in our
classrooms. Secure the necessary permit to observe in a classroom. Based on
your observations, answer the following questions:

1.1 How do the children differ from each other in one class?
1.2 Identify in what aspect do they differ? Describe the difference.
a. Culture
b. Ethnic origin
c. Religion
d. Gender
e. Economic status
1.3 What behaviors of the children in the classroom indicate the diversity in
the backgrounds?
1.4 What did the teacher do to respond to this diversity?

2. Using the worldwide web, identify at least two three learners (elementary or
high school) from other parts of the world. Example: 1 from Asia, 1 from
America and 1 from Europe. Identify their characteristics as an individual and
as a learner. What are the similarities? What are the differences? Share your
observations with the class.

Lesson 3 – Make a Reflection

Situation 1:
Mrs. Rosa Rose a teacher born and raised in the Visayas married a Tausog in
Jolo, Sulu. The marriage necessitated her to transfer teaching in the place of her
husband who is also a teacher. Coming from a different family background in terms of
religion, ethnic origin, and social background, Mrs. Rose has to adjust to her present
relocated residence. She was accepted to teach in one of the elementary schools in the
area where a mixture of different ethnic groups is enrolled. Reflect on the situation
given.

Reflection:
1. What teaching challenges will Mrs. Rose encounter with her diverse students?

2. How would she address these challenges as a multicultural teacher?

3. What personal dilemmas will she encounter? If you were in her place, what
would you do?

Situation 2:
You are to teach in an international school in Indonesia. You graduated
From one of the teacher education institutions in the Philippines. The school
Curriculum is American-based, but your students come from different countries
But majority are Indonesian nationals.

1. What challenges are seen in your classroom?

2. How would you prepare to meet these challenges?

Lesson 3 – Self-check Question

1. Name at least five characteristics of a multi-cultural classroom.

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

3. List some cultural stereotypes that must be avoided.

Lesson 4
Broadening Teaching Perspectives:
Teacher Exchange Programs

Activities

Lesson 4 – Take Action!

1. Download from the internet more information about the teacher exchange
program.

2. Write the Philippine-American Educational Foundation to inquire about the

Fulbright Teacher Exchange Program. Secure as much information as possible.
Share your findings with your classmates.

3. Interview a member of your faculty or any other teacher who has participated in
any faculty exchange programs or scholarship programs abroad. Make a brief
report of your interview.

Lesson 4 – Make a Reflection!

 Using the data that you have gathered on the item number 3 above, make a
reflection. Focus your reflection on the following items.

1. Personal gains or benefits derived from the exchange or scholarship program

abroad

2. Professional development achieved from the experiences

3. Challenges met and solutions made

4. Transfer of professional gains to current teaching assignment

Lesson 4 – Self-Check Questions

1. What are the purpose of the Teacher Exchange Programs?

2. As a prospective Filipino teacher, what benefits will you derive from these
programs?

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

Lesson 5
Bringing the World into the Classroom Through Educational
Technology

Activities

Lesson 5 – Take Action!

This activity focuses on what a school is doing with technology. Try not to focus
too much on the technology itself (how many computers) but on what is happening with
the computers. Write a short narrative of your visit that includes your views on what is
happening in the school and some ideas that you would want to implement if you were
teaching in that environment. To help you write your narrative, use the observation
sheet for your visit.

Observation Worksheet
Technology Use in the Classroom
Directions: do not use actual names of school, teachers, administrators or students when
using this worksheet.

Observer’s name:
Date:
Grade level:
Subject:
Class size:
Technology in the Classroom:
Location and Placement in the room:

Background Information: Give a brief general description of the school. (Social,

economic, school population: teachers and students) Include the school’s goal for use of
technology.

Observation:
During your observation, notice how many students use technology and how
technology is being used. Observations can be recorded in narrative form. You may
include the information gathered from the questions raised below:

1. How familiar are the students with the technology?

2. What kinds of software are the students using?

3. Are the students really engaged in their activities?

4. How does the teacher interact with the students with the use of technology?

5. What are the other materials used by the students along with computers?

1. Teacher Question:
Try to arrange to interview the teacher for a few minutes about his/her use
of technology. Ask questions such as the following:

1. What kinds of thing do you use technology for?

2. Do you think technology has been useful for your students?

3. What kinds of technologies would you like to have in your class?

 4. How good is the support that you get at a school, district or division level for
working with technology?

5. What innovations have you introduced with the use of technology?

2. Student Questions
Ask permission from the teacher to interview one students from the class.
Ask questions such as the following:

1. Do you like using technology?

2. What do you like to do most with the help of technology?

3. What kinds of technology would you like to have in the class that you do not
have now?

4. Does the technology make you learn? In what ways?

Make a record of the answers to the questions in your notebook as a basis

of your narrative report.

Lesson 5 – Make a Reflection!

Based on your observations and interviews make a reflection on the following:

a. The level of technology used in the classroom

b. The learning outcomes derived from the technology use

c. Your suggestions if you are the one teaching with the use of technology

d. Your overall reflections on technology and innovative teaching

Lesson 5 – Self-check Questions

I. Identify the following concepts that you have learned in this lesson.

1. Outputs of discoveries and inventions which are utilized to improve teaching and
learning such as computers and all its software is referred to as ___________.
 2. Simulations or exploratory environments which allow actions and investigations
right inside the classroom through computer software is called ____________.

3. The entire National Geographic is now kept in database called __________.

4. A very popular hypertext system labeled as www is referred to as _________.

5. Which term is used when student participants are brought to a field trip without
physical bringing them to the site? ___________.

II. Read and make a decision based from your experiences and information. Write
Agree or Disagree before the number.

1. __________ The introduction of technology in the classroom leads to teaching

innovations.
2. __________ It is imperative for a teacher to learn and use technology in teaching.
3. __________ Only those who have access to the internet can use technology.
4. __________ Even with use of technology, the diversity of learners should be
considered.
5. __________ Technology in the classroom should learning, rather than hinder it.