Student’s Name: Wilmer Unabia Curricular Yr. & Sec.

DPE 2021

Contact No. 09273819859 Time Allotment: 2 Weeks

Residence: Poblacion, Talisay City, Cebu Inclusive Date: 04-17-2021

Course Facilitator: Dr. Bernard Evangelicom V. Jamon

DPE 102: The Teaching Profession

(Second Module)

Knowledge Building

Task 1: Classify if who’s President is made such contribution. Choose from the box your answer.

D 1. He/she instituted the National Entrance Exam.

A 2. He/she promoted the strengthening of democracy, revival of Filipino culture, austerity program,
and Filipino First Policy.

H 3. He/she signed into law the RA 10931 or the Universal Access to Quality Tertiary Education Act.

G 4. His/her administration introduced the Multi-Grade Program in Philippine Education (MPPE).

I 5. He/she signed into law the RA 10533 or the Enhanced Basic Education Act.

J 6.He/she prioritized the distribution of textbooks in Grade 1 to VI and in First Year to Second Year
high schools.

F 7. He/she signed the RA 7722 which established the Commission of Higher Education.

F 8. He/she signed the RA 7796 which created the Technical Education and Skills Development
Authority.

E 9. His/her administration emphasized the promotion and protection of the rights of all citizens to
quality education.

D 10. He/she promoted the “Study Now, Pay Later” program.

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Task 2: Match the words in column A with the definitions in column B.

Column A Column B

D 1. Heutagogy A. “Co-learning or co-creating”

A 2. Peeragogy B. “The art of teaching and learning”

C 3. Andragogy C. “Adult learning”

E 4. Cybergogy D. “Learning is self-directed”

B 5. Pedagogy E. “Learning is an online environment”

Task 3: Give the title or the short title of each give RA No.

1. RA No. 4670 - Magna Carta for Public School Teachers

2. RA No. 7836 - Philippine Teachers Professionalization Act of 1994
3. RA No. 10931 - Universal Access to Quality Tertiary Education Act
4. RA No. 10912 - Continuing Professional Development (CPD) Act of 2016
5. RA No. 11480 - An Act to Lengthen the School Calendar from Two Hundred (200) Days to Not
More Than Two Hundred Twenty (220) Class Days
6. RA No. 7796 - Technical Educational and Skills Development Act of 1994
7. RA No. 7722 - Higher Education Act of 1994
8. RA No. 8980 - ECCD Act or Early Childhood Care and Development Act
9. RA No. 7610 - Special Protection of Children Against Child Abuse, Exploitation and
Discrimination Act
10. RA No. 10533 - Enhanced Basic Education Act of 2013

Critical Thinking

Task 4: Answer the book on the Teaching Profession written by Boholano, Pacaña, et. al. on pages 77-85,
92-93, 94-95, 97-99, 103-104, and 108-111.

Learning Tasks (Pages 77-85)

A. Label the following programs of the different presidents of the country as flop, confusing,
complicated, commendable (F3Cs).

Flop 1. Philippines 2000 (Ramos)

Flop 2. Filipino First Policy (Garcia)

Complicated 3. Strengthening the Military through the National Service Law (Marcos)

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Flop 4. Agricultural Land Reform Code (Macapagal)

Confusing 5. Free Tertiary Education (Duterte)

Complicated 6. Pantawid Pamilyang Pilipino Program (Arroyo)

Complicated 7. K to 12 Program (Noynoy Aquino)

Commendable 8. 1987 Philippines Constitution (Cory Aquino)

Commendable 9. Pre-School Service Program (Estrada)

Flop 10. Internet-Based Education Program (Arroyo)

B. Read the quote from Graciano Lopez-Jaena, the first editor of La Solidaridad. Think of the
present Philippine situation and cite at least five socio-economic, and political issues that the
Filipinos are facing as reflected in his quote.

“The outstanding cause of the distressed situation of Filipinos today is the anomalous education
received by the youth in schools. They learn to read correctly and write gracefully, but they do not learn
anything useful because they are not taught any. They are taught how to pray and never go to work.”

1. Social-Economic and Political Issues

a. Unemployment and Underemployment - This must be the most prevalent problem of
the Philippine society next only to poverty. There are thousands of graduates every year
who couldn't find a decent job. Meaning, thousands more are adding to the growing
number of unemployed and underemployed citizens of the republic. In an interview,
Jikyeong Kang, President, and Dean of Asian Institute of Management said "The
Philippine problem is two-sided. On the one hand, the country does not have enough
jobs to employ graduates; on the other hand, companies argue that they are not getting
graduates with the right type of skills. As a result, the country needs to create more jobs
as well as industries that will hire new graduates that have been trained and have
acquired the right kind of skill sets. Academia is not completely at fault with regard to
this mismatch; however, part of the problem is that there is a lack of dialogue between
academia and the industry. They need to be able to understand each other and address
perception gaps." (1)

b. Income inequality - For those who land a job, the next problem is income inequality.
The average income of a fully employed Filipino worker in Luzon alone ranges between
10,000php and 21,000php that is 37.6% of 4,938,265 families. (2) This data is gathered
in the time of COVID 19.

c. Education - The majority of the population does not have access to quality education.
There are many reasons for this. One of the most evident reasons is that education gets
a low budget from the government. (3) In the urban area, classes are divided into
morning and evening due to the lack of classrooms. Some are even having their classes

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 in the gym or a tent. The rural area is no different. The lack of classrooms and teachers is
very evident that most of the children couldn't even go to school.

d. Agriculture (Food Security) - The same with Education, the sector of agriculture gets the
lowest budget from the government this year (2021). It is the lowest budget since the
Ramos administration. (4) Trade liberalization has worsened the situation of Filipino
farmers. Rice from our neighboring ASEAN countries is much cheaper than our
homegrown local rice. This is due to the removal of the tariff in rice importation.

e. Citizens' Apathy - Many people voiced their concerns about the current socio-economic
and political problem in the Philippines. It is very common in social media platforms
such as Facebook and Twitter. The problem is that all of these are meaningless unless
there's a mass movement. The problem with the majority of Filipinos is that they lack
the courage to assert their right through a mass movement. Worst, most Filipinos think
of mass movement as NPA backed program, which is wrong. The benefits and rights
we're enjoying today are the results of the struggle of the people before us. Edmund
Burke once said, "The only thing necessary for the triumph of evil is for good men to do
nothing." Graciano Lopez-Jaena quote is more relevant today than yesterday. Educated
people in the Philippines know exactly what the problem is, but they chose to turn a
blind eye. This has to do with the "Kanya-kanya" mentality; it's not my problem, why
bother. Yes, we are taught to pray but never to go to work.

Source:

1. Jikyeong Kang, 2017. https://oxfordbusinessgroup.com/interview/jikyeong-kang-

president-and-dean-asian-institute-of-management-aim-philippines-2017
2. https://www.ibon.org/luzon-income-inequality-in-the-time-of-covid-19/
3. https://www.imbalife.com/7-key-issues-and-problems-of-philippine-education
4. https://www.ibon.org/chronically-low-budget-for-agriculture-agrarian-reform-lowest-
since-the-ramos-administration/

2. Write at lease five critical contents (topics that can probably generate biases) in the changes
in the Philippine education from pre-Spanish to contemporary period. Suggest ways on how to
strike a balance in teaching these topics.
a. Gender Bias - It's very common. When you're a girl you must be modest and soft. When
you're a boy you must be strong and macho. When you're neither, you are ostracized
and joked. As a teacher, one must not tolerate this behavior, especially inside the
classroom. It must be made clear that all gender and orientation must be tolerated.
Gone are the days that only men can do manly things.
b. Age Bias - When one will go to school too old, he/she can either get special treatment
or threatened. When dealing with this kind of situation, a teacher must maintain
authority over the situation and treat everyone accordingly.

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 c. Religion Bias - In a classroom, a teacher must consider the religious background of
his/her students. A common mistake is that a teacher puts a child in a situation where
her/his religious conviction has been violated, i.e. participate in prayer.
d. Cultural Bias - Same with the Religion Bias, a teacher must be sensitive to the
differences in cultural practices. One way to balance this is to profile the student
accordingly. It's important to know what are the culturally accepted activities and not.
e. PWD Bias - When discussing PWD, a teacher must know if his/her student has a family
member with that problem. Again, the best way to approach this problem is to profile
the student properly. A teacher must be extra sensitive to this topic because it could
break a student.

3. Based on the speech of President Manuel L. Quezon in the box. Make a comparative analysis
of the outcomes of Philippine education before and now that the country has embraced the K
to 12 Program. Suggest a kind of educational framework that the country needs to promote in
order to speed up socio-economic development driven by the present education system under
Duterte’s regime.

In his speech, the late President Manuel L. Quezon pointed out the following problems with
education during his time. First is the Government permits the establishment of schools without
giving them the necessary funds. Second, the government has not been able to acquire the right
kind of teachers for the schools. Third, there is no enough enrollee. Forth, teachers are
underpaid. Fifth, lack of books, teachers, and other instructional materials for quality education.

Most of these problems are still prevalent in present Philippine society. The country lacks the
facilities and schools for quality education. This is so true, especially in the countryside. When I
was in the seminary 13 years ago, I was assigned to the hinterlands of Negros Oriental, then I
found out that children there needed to walk kilometers away from their home to the school. I
went back there 4 years ago and nothing has been changed. There was also no electricity back
then. So the program of President Gloria Arroyo on modernizing the school through the use of
the internet is not even possible. In the urban area, classes need to be divided into morning and
evening due to a lack of classrooms.

As for the problem of teachers, I think we've got enough teachers nowadays. The problem is
that the government is not willing to hire them or train them. Some of our competent teachers
are not even looking forward to teaching in the Philippines. This must be due to the substandard
salary our teachers are getting.

The problem of yesterday is the same problem we're facing today. It seems that we're not
learning from experience. Here, I'm tasked to suggest a kind of educational framework that the
country needs to promote in order to speed up socio-economic development.

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 Let me quote the late President Manuel Quezon's word, "It is all right to ask for more funds if
you know at least the ultimate financial responsibility the system would entail. But you cannot
do that unless you know where you are going... It will be much better for us to have less schools
and less children if we can only increase the literacy of the people, rather than have many
schools without producing results. But above all, I am interested in getting boys and girls who
are capable of doing something, and who understand life and its responsibilities. The problem of
our Government is to give practical education to our children. They should be inspired to do
things which their parents are doing."

The problem of the government is very obvious. The solution on the other hand is not effective.
I think the government must know their priority. Since we've got enough teachers, it would be
great to build additional schools, fund researches, and support our local scientists. The schools
and the local businesses must also work collaboratively to produce graduates that will address
the gap of talent and skills required to perform the required job in a certain industry. Most,
importantly the government must prioritize national industrialization and modernization of
agriculture for a self-sufficient country. This should be the vision of the future. I think we must
develop talent locally and address the key problems of our society. Again, the problem of our
Government is to give practical education to our children.

4. The national goal of education in the Philippines is socio-economic development. Choose at

least five educational programs of the presidents of the Philippines from Aguinaldo to Duterte
that led to socio-economic development.

I’d like to focus on the present administration. President Duterte administration has 10-point
economic agenda. I will only present 5 here which I believe the most important.

1. Promote rural and value chain development toward increasing agricultural and rural
enterprise productivity and rural tourism.
2. Invest in human capital development, including health and education systems, and match
skills and training to meet the demand of businesses and the private sector.
3. Promote science, technology, and the creative arts to enhance innovation and creative
capacity towards self-sustaining, inclusive development.
4. Strengthen implementation of the Responsible Parenthood and Reproductive Health Law to
enable especially poor couples to make informed choices on financial and family planning.
5. Accelerate annual infrastructure spending to account for 5% of GDP, with Public-Private
Partnerships playing a key role.

Source:

https://doh.gov.ph/node/6750

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5. The 1987 constitution is the document that contains the objectives of the Philippine education.
Enumerate these objectives in this constitution and indicate at least two issues in each
objective. Based on the speech of President Manuel L. Quezon in the box. Make a comparative
analysis of the outcomes of Philippine education before and now that the country has
embraced the K to 12 Program. Suggest a kind of educational framework that the country
needs to promote in order to speed up socio-economic development driven by the present
education system under Duterte’s regime.
a. Establish, maintain, and support a complete, adequate, and integrated system of
education relevant to the needs of the people and society.
i. The current pool of available jobs in the Philippines does not match the pool of
courses in the academe.
ii. Most of the government offices lack the basic training of customer service.
b. Establish and maintain a system of free public education in the elementary and high
school levels. Without limiting the natural right of parents to rear their children,
elementary education is compulsory for all children of school age.
i. There are still out of school youth and child workers in the Philippines.
ii. Basic education is free but there are still miscellaneous fee from the school
officials.
c. Establish and maintain a system of scholarship grants, student loan programs, subsidies,
and other incentives which shall be available to deserving students in both public and
private schools, especially to the underprivileged.
i. The information about these scholarship grants is very hard to find and the
requirement are very stiff.
ii. Scholarship grants are used by politicians for their political interest.
d. Encourage non-formal, informal, and indigenous learning systems, as well as self-
learning, independent, and out-of-school study programs particularly those that
respond to community needs.
i. There is basically limited to no support for our indigenous people.
ii. ALS has been introduced but the program after is not so clear. There are many
graduates from this program who couldn’t land a decent job.
e. Provide adult citizens, the disabled, and out-of-school youth with training in civics,
vocational efficiency, and other skills.
i. There are few schools which have SPED centers.
ii. Access to education for PWD is far from ideal.
f. Academic freedom shall be enjoyed in all institutions of higher learning.
i. There are some institutions who do not really like this idea.
ii. The budget for research and development is far from sufficient.
g. Every citizen has a right to select a profession or course of study, subject to fair,
reasonable, and equitable admission and academic requirements.
i. There is lack of guidance for students to get the appropriate course that will
enable them effectively.
ii. The courses do not match the demand of the industry.

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 h. The State shall enhance the right of teachers to professional advancement. Non-
teaching academic and non-academic personnel shall enjoy the protection of the State.
i. Teachers lament that most of the courses are not for free.
ii. Most of teachers remain in “the beginning teacher”.
i. The State shall assign the highest budgetary priority to education and ensure that
teaching will attract and retain its rightful share of the best available talents through
adequate remuneration and other means of job satisfaction and fulfillment.
i. Education does not really get the biggest budget.
ii. The budget will be divided further to DepEd, CHED, and TESDA.
j. The national language of the Philippines is Filipino. As it evolves, it shall be further
developed and enriched on the basis of existing Philippine and other languages. Subject
to provisions of law and as the Congress may deem appropriate, the Government shall
take steps to initiate and sustain the use of Filipino as a medium of official
communication and as language of instruction in the educational system.
i. Most of our teachers still ought to teach using English.
ii. The mix of local dialect, Tagalog and English somehow limit the cognitive
development of the students, research suggests.

Read the write ups of the students of Professor Gloria Macapagal-Arroyo in Ateneo de Manila
University. Write a short feature of President Macapagal-Arroyo as a teacher.

Based on the testimonies from her previous students, it seems that Professor Gloria Arroyo is a
dedicated teacher. What’s important is that she is always prepared when she goes to class. She doesn’t
allow mediocrity. She doesn’t spoon feed but she guides very well. She sits with her students in a
personal basis to teach them. She is strict but not to the point of terrorizing her students. She does not
overwhelm them. Most importantly, she is always punctual. These are good characteristics of a good
teacher.

A. Different Philippine presidents promoted a program for national development. One important
element of any development program of the top leader of the country is moral and spiritual
vigor. Trace back the programs of the different presidents of the country and identify at lest
five programs having the moral and spiritual fiber.
a. On his Executive Order No. 43, s. 2011, President Noynoy Aquino, presented his socio-
economic agenda. The starting point of his administration was the slogan "Daang
Matuwid". On this Executive order, he reiterated a re-awakened sense of right and
wrong, through the living examples of our highest leaders. He further added that a
collective belief that doing the right thing does not only make sense morally, but
translates into economic value as well.

Source: https://www.officialgazette.gov.ph/programs/

b. The administration of President Rodrigo Duterte laid out 10 socio-economic agenda.

Their goal is to contribute to the attainment of a “matatag, maginhawa, at panatag na

8
 buhay para sa lahat,” the Philippine Development Plan (PDP) 2017-2022 contains
strategies that fall under three pillars of “Malasakit” (enhancing the social fabric),
“Pagbabago” (inequality-reducing transformation), and “Patuloy na Pag-unlad”
(increasing growth potential of the economy). These are supported by cross-cutting
strategies for national security, infrastructure development, socioeconomic resiliency,
and ecological integrity, which provide a bedrock for all strategies to work.

Source: https://www.neda.gov.ph/wp-content/uploads/2018/02/PDP-Brochure.pdf

c. President Gloria Arroyo also presented four pillars to strengthen the socio-economic
development of the country. First, a competitive economy capable of building wealth for
our people in a more interactive global setting. Second, a caring society ensuring the
building of wealth is interlinked with equity for our people;Third, a robust agricultural
sector matching the global benchmarks of efficiency. Fourth, modern institutions of
public and corporate governance maintaining globally-accepted standards of
accountability and transparency in a secure, rules-based society, free from fear and
confident in the effective enforcement of laws. We are now looking to clear the
hundreds of bottlenecks that get in the way of enterprise and effective governance in all
sectors. Many inadequate policies need to be revamped, many procedures and ways of
doing things need to be changed. Dead capital and unrealized potential must be
reincarnated by new thinking, as Hernando de Soto tells us, and as many Latin American
countries have already begun to listen. These are immediate challenges.

Source: https://www.officialgazette.gov.ph/2001/12/10/speech-of-president-arroyo-at-
the-national-socio-economic-summit-december-10-2001/

d. Under the “Erap Para sa Mahirap” vision of the Estrada administration, the government
identified poverty eradication as the focus of all development programs and
interventions. The office of the president specified the guidelines on his Executive Order
No. 159.

Source: https://dhsud.gov.ph/wp-content/uploads/Laws_Issuances/01_Laws/EO/
EO_159.pdf

e. President Fidel Ramos on his second state of the nation address (SONA) invoked to the
traditional moral of the Filipino. To put it in his own words, we Filipinos have always
accepted that people with more are obliged to help people with less—in the name of a
common, compassionate humanity. This traditional moral code we shall make a
principle of public policy... Development is impossible if it is not people-powered and
people-centered. Whenever foreign observers look at our country, their principal
wonder is how we have managed to languish in underdevelopment in spite of our
tremendous human resources, especially our labor force—their literacy, their
competence, their resourcefulness, their high sense of moral values.

9
 Source: https://www.officialgazette.gov.ph/1993/07/26/fidel-v-ramos-second-state-of-
the-nation-address-july-26-1993/

B. Write your reflection on each of questions below.

1. If only the country did not fall into the hands of the colonizers, do you think we could have
achieved a way of life that is greater than what we have today?

This is a hypothetical question, nevertheless a very interesting one. Yes, I believe even
without the Spanish colonizers we will still achieve a way of life that is greater than what we
have today. I will always interpret society the way Georg Wilhelm Friedrich Hegel and Karl
Marx did. A society will always develop on its own because of the conflicting classes and the
advancement of technology. The ruling class will be replaced by another class and so on.
There is always thesis, antithesis, and synthesis. Michel Foucault's once said, where there is
power, there is resistance, and yet, or rather consequently, this resistance is never in a
position of exteriority in relation to power. Meaning, regardless of whether the Spanish
came here or not, the Philippines will eventually develop on its own based on the power
struggle, advancement of technology, and the mode of production.

2. Since 2015, countries under ASEAN exchange goods and services without restrictions.
People can also work and study or practice their profession and trade in any of the
member countries. Do you think the country is having an absolute advantage in this
affiliation considering the current system of education?

The ASEAN trade liberalization did help somehow in further developing the relationship
between countries, but when you asked me if the country has an absolute advantage, my
answer will always be "no". There are good points to this and bad points as well. The good
points are that we can share knowledge, goods, and services and vice-versa. The bad point is
that the liberalization of our policies, especially in taxation, harms our economy. We
lessened the tariff we got from import products which will eventually and slowly kill our
medium business enterprises and the sector of agriculture. Not to mention, the Department
of Agriculture gets the lowest budget for the year 2021. You may think it's not related to our
educational system but I think otherwise. Education cannot be separated from the other
branches of the government. It must be the foundation of how we are going to draft laws
and implement the existing laws. Education is the bedrock of how we prepare our children
and countrymen to deal with the changes in policies. I believe the government must
reconsider it position in the existing trade agreement between the ASEAN members.

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Learning Tasks (Pages 92-93)

A. Fill in the chart with the required information based on the provisions of Presidential Decree
1006, RA 7836, and the RA 9293. Write your analysis on the process of molding the teacher
until he or she becomes a professional.

Requirements PD 1006 RA 7836 RA 9293

1. Certification Guro Teachers Teachers
2. No. of units in filling At least eighteen units 10 Credit Units With at least eighteen
for licensure in professional (18) units in
examinations education. professional education
3. Special permit (use Qualification An elementary or Those who have failed
a bigger space if requirements for secondary teacher for the licensure
description does examination three (3) years in good examination for
not fit on the blank applicants. No standing and a holder professional teachers,
provided for) applicant shall be of a master's degree in with a rating of not
admitted to take the education or its lower than five
examination unless, on equivalent. Provided, percentage points from
the date of filing of the That they shall be the passing general
application, he shall given two (2) years average rating, shall be
have complied with the from the organization eligible as para-
following of the Board for teachers upon issuance
requirements: professional teachers by the Board of a two-
within which to year special permit,
(a) Except those who register and be renewable for a non-
have been engaged in included in the roster extendible period of
teaching as herein of professional two (2) years. The
defined for at least five teachers: Provided, para-teachers shall be
years in schools in the further, That those assigned to areas
Philippines not incumbent teachers where there is a
organized exclusively who are not qualified shortage or absence of
for nationals of a to register without a professional teacher,
foreign country at the examination under this as identified and
time of the effectivity Act or who, albeit provided by the
of this Decree, the qualified, were unable Department of
applicant must be a to register within the Education and the
citizen of the two-year period shall Autonomous Region
Philippines; be issued a five-year for Muslim Mindanao
temporary or special (ARMM) education
(b) That he is of good permit from the time department to the
moral character; the Board is organized Board for professional
within teachers and to the
(c) That he is free from which to register after Commission. The
any physical and/or passing the special permit shall
mental defect which examination and indicate the area of

11
 will incapacitate him to complying with the assignment of the
render efficient requirements provided para-teacher.
service; and this Act and be
included in the roster A special permit may
(d) That he possesses of professional also be issued by the
the following minimum teachers: Provided, Board to a person who
educational furthermore, that has excelled and
qualifications: those who have failed gained international
the licensure recognition and is a
1) For teachers in the examination for widely acknowledged
kindergarten and professional teachers expert in his or her
elementary grades, shall be eligible as respective field of
Bachelor’s degree in para-teachers and as specialization.”
Elementary Education such, shall be issued by
(B.S.E.Ed.) or its the Board a special or Special permits, with a
equivalent; temporary permit, and validity of three (3) and
shall be five (5) years, issued to
2) For teachers of the assigned by the para-teachers by the
secondary schools, Department of Board for Professional
Bachelor’s degree in Education, Culture and Teachers before the
Education or its Sports (DECS) to effectivity of this Act
equivalent with a schools as it may shall be allowed to
major and minor, or a determine under the expire based on the
Bachelor’s degree in circumstances. period granted therein:
Arts or Sciences with at Provided, That only
least eighteen units in special permits with a
professional education; validity of three (3)
and years may be renewed
upon expiration for a
3) For teachers of non-extendible period
secondary vocational of two (2) years.”
and two-year technical
courses, Bachelor’s
degree in the field of
specialization with at
least eighteen units in
professional education.
4. Agencies in charge DECS; CSC; National Professional Regulation Department of
Board for Teachers Commission Education, Civil Service
Commission,
Professional Regulation
Commission
5. Roles/Functions of As used in this Decree, (a) "Teaching" — refers Not define in RA 9293.
a professional the following shall be to the profession
teacher construed as follows: concerned primarily
with classroom
(a) Teaching refers to instruction, at the
the profession elementary and

12
 primarily concerned secondary levels in
with the classroom accordance with the
instruction, at the curriculum prescribed
elementary and by the Department of
secondary levels, in Education, Culture and
accordance with the Sports, whether on
curriculum prescribed part-time or full-time
by National Board of basis in the private or
Education, whether on public schools.
part-time or full-time (b) "Teachers" — refers
basis in the public or to all persons engaged
private schools. in teaching at the
elementary and
(b) Teachers refers to secondary levels,
all persons engaged in whether on full-time or
teaching at the part-time basis,
elementary and including industrial arts
secondary levels, or vocational teachers
whether on a full-time and all other persons
or part-time basis, performing supervisory
including guidance and/or administrative
counselors, school functions in all schools
librarians, industrial in the aforesaid levels
arts or vocational and qualified to
teachers and all other practice teaching
persons performing under this Act.
supervisory and/or
administrative
functions in all schools
in the aforesaid levels
and legally qualified to
practice teaching
under this Decree.

(c) Board refers to the

National Board for
Teachers duly
constituted under this
Decree.
6. Consequences if: Prohibition. Three Penal Provisions. — Not define in RA 9293.
a. A licensed years after the The following shall be
teacher does effectivity of this punishable by a fine of
not practice Decree, no person shall not less than Five
his/her engage in teaching thousand pesos
profession and/or act as a teacher (P5,000.00) nor more
b. A person has as defined in this than Twenty thousand
engaged in Decree, whether in the pesos (P20,000.00) or
teaching even public or private imprisonment of nor

13
without a elementary or less than six (6) months
license secondary school, nor more
unless he is holder of a than five (5) years, or
Professional Teacher both, at the discretion
Certificate or is of the court:
considered a
Professional Teacher (a) Any person who
under this Decree. practices the teaching
profession in the
Penal Provision. Any Philippines without
person who shall being certified in
practice the teaching accordance with the
without a valid provisions of this Act;
Professional Teacher
Certificate, or any (b) Any person who
person presenting as represents or attempts
his or her own the to use as his own
certificate of another, certificate of
or any person giving registration that of
any false or forged another;
evidence in order to
obtain a Professional (c) Any person who
Teacher Certificate or gives any false, or
admission to an fraudulent evidence of
examination, or any any kind to the Board
person assuming or any member thereof
himself as a registered in obtaining a
professional teacher or certificate of
any person violating registration as teacher;
any provision of this
Decree shall be (d) Any person who
penalized by a fine of impersonates any
not less than One registrant of the same
Thousand Pesos nor or different name;
more than Five
Thousand Pesos with (e) Any person who
subsidiary uses a revoked or
imprisonment or to suspended certificate
suffer an imprisonment of registration;
of not less than six
months nor more than (f) Any person who, in
two years, or both such connection with his
fine and imprisonment name, otherwise
at the discretion of the assumes, uses or
Court. advertises any title or
description tending to
convey or conveys the
impression that he is a

14
 teacher without
holding a valid
certificate; and

(g) Any person who

violates or who abets
the violation of any of
the provisions of this
Act.

The penalty of fine or

imprisonment or both,
as provided in this
section, shall also apply
to any school official
who shall cause or be
responsible for the
commission of any of
the above-enumerated
acts.

B. Write your analysis on the process of molding the teacher based on the provisions of the law,
including the regulation of his/her practice of the teaching profession.

According to the provision of the law, a teacher must at least 18 years old and a citizen of the
Philippines or an alien whose country has reciprocity with the Philippines in the practice of the
teaching profession. A teacher must also in good health and of good reputation with high moral
values. A teacher must also be a graduate with Bachelor's degree in early childhood education
(BECED), a bachelor's degree in elementary education (BSEED), or with at least eighteen (18)
units in professional education. Also, to encourage continuing professional growth and
development and to provide an additional basis for merit promotion, in addition to their
performance rating, teachers may take an oral and written examination at least once in five (5)
years as the basis for merit promotion.

There is also a provision under PD 1006 that states "no person shall engage in teaching and/or
act as a teacher as defined in this Decree, whether in the public or the private elementary or
secondary school, unless he is holder of a Professional Teacher Certificate or is considered a
Professional Teacher under this Decree."

The government ensures that all teachers pass the national board examination to teach.
Otherwise, it is unlawful. The law does state the limitations and provisions of being a teacher,
but what makes a teacher truly a good teacher. For me, a great teacher inspires. A great teacher
demonstrates. A great teacher upholds the highest standard of moral value. Getting a
certification is a plus but is never a measure of being a good teacher.

15
Learning Tasks (Pages 94-95)

A. Get a copy of the full tech of the Code of Ethics for teachers. Answer what is asked in each
question based on your understanding of the provisions of the Code.
1. Give at least five descriptions of the teachers based on the preamble of the Code of Ethics for
Professional Teachers.
a. Duly licensed professionals
b. Possesses reputation with high moral values
c. Possesses dignity
d. Possesses technical and professional competence in the practice of their noble
profession
e. Strictly adhere to, observe, and practice this set of ethical and moral principles,
standards, and values.

2. In the school system, identify those people who can be called “teachers”.

The term “teacher” shall include industrial arts or vocational teachers and all other persons
performing supervisory and /or administrative functions in all school at the aforesaid levels,
whether on full time or part-time basis.

3. Answer each item with Yes or No. Support your answer using the provisions of the Code of
Ethics for Professional Teachers.

a. Yes, Article II, Section 1. Each teacher is a trustee of the cultural and educational heritage of the
nation.
b. No, Article II, Section 1. Schools are the nurseries of the future citizens of the state. We’ll have
to be specific in the regard.
c. No, Article II, Section 1. Indicates teachers must promote national pride. Filipino families will
have their own free will to do so or not.
d. No, Article II, Section 3. Every teacher shall be physically, mentally and morally fit. It does not
require one to be globally renowned.
e. Yes, Article II, Section 6. Every teacher shall vote and shall exercise all other constitutional rights
and responsibility.
f. No, Article II, Section 5. A teacher shall not engage in the promotion of any political, religious, or
other partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive any
money or service or other valuable material from any person or entity for such purposes.
g. Yes, Article III, Section 4. Every teacher shall live for and with the community and shall,
therefore, study and understand local customs and traditions in order to have sympathetic
attitude, therefore, refrain from disparaging the community.
h. No, Article III, Section 8. A teacher possess freedom to attend church and worships as
appropriate, but shall not use his positions and influence to proselyte others.

16
 i. No, Article V, Section 2. A teacher is not entitled to claim credit or work not of his own, and shall
give due credit for the work of others which he may use.
j. Yes, Article X, Section 1. A teacher has the right to engage, directly or indirectly, in legitimate
income generation; provided that it does not relate to or adversely affect his work as a teacher.
k. No, Article X, Section 2. A teacher shall maintain a good reputation with respect to the financial
matters as in the settlement of his debts and loans in arranging satisfactorily his private affairs.
l. No, Article IX, Section 2. Every teacher shall inform parents, through proper authorities, of the
progress and deficiencies of learner under him, exercising utmost candor and tact in pointing
out learners’ deficiencies and in seeking parent's cooperation for the proper guidance and
improvement of the learners.
m. No, Article VIII, Section 3. Under no circumstance shall a teacher be prejudiced nor
discriminated against by the learner.
n. No, Article VIII, Section 8. A teacher shall not inflict corporal punishment on offending learners
nor make deductions from their scholastic ratings as a punishment for acts which are clearly not
manifestation of poor scholarship.
o. Yes, Article VIII, Section 7. In a situation where mutual and subsequent love develop between a
teacher, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and
preferential treatment of the learner.

B. The provisions on the moral standard of the teachers’ behavior a vehicle for personal and
professional growth, compliance for social norm or a stumbling block to unleash their full
potential?

The moral standard of teachers' behavior is a guide to uphold the highest ethical responsibility
of a teacher to the state, community, and learners. It will, by no means, hinder a teacher to
achieve his/her full potential. It is, on the other hand, a tool to be exploited for personal and
professional growth. Also, it is expected from a teacher to uphold the highest moral standard
whether there's a Code of Ethics or not.

Learning Tasks (Pages 97-99)

A. Read the cases below and write your comments in each situation on the space provided for.

Case No. 1: On the Issue of Misbehavior Outside the School Campus

A resort owner filed a complaint against a group of tertiary students who misbehave outside the
campus. Does this misconduct directly affect the university where the students are currently enrolled?

Yes, although there is no specific legislation yet on penalizing students for their misbehavior outside the
campus, aside from the existing criminal laws, any ill action of students will affect the school's
reputation. It is commonsense when the action of the students would paralyze the normal operation of

17
the school resulting in damage or destruction of school goals, then the school has the right to enforce
their own rules and regulation. This is one of the reasons we must pass HOUSE BILL NO. 5735 into law.

Case No. 2: On the issue of Students’ Grades

Teacher F does not like how the graduating students behave in her class. To find out how great
is the ability of these students to cope with the requirements of their course, she gave them a task that
was considered difficult for most students to comply with. Majority of the students failed to complete
the given task and as result, most of them failed. The parents of the students file a complaint against the
teacher to the office of the university president. If you were the president, how would you resolve the
case?

Although a teacher has the right and duty to determine the academic marks and the promotions of
learners, it shall be in accordance with generally accepted procedures of evaluation and measurement.
(Article VIII, Section 1 of Code of Ethics). Since Teacher F intention is to test the ability of these students
to cope with the requirement of the course, as the president, I will invoke Article VIII, Section 9 of the
Code of Ethics, which mandates the teacher to extend needed assistance in solving problems and
difficulties of the students. Teacher F must conduct remedial classes and reevaluate the students again.

Case No. 3: On Fighting Inside the Campus

Two members of the faculty were involved in a brawl inside the campus. One of them sustained
bruises on the different part of his body. Though the department head has already pacified them, the
university president was determined to dismiss them out of the institution. Is the move of the president
legally justifiable?

Each school has its own set of rules and regulations. Depending on the gravity of the issue, the school
president has the prerogative to dismiss them. However, it must go through due process and hearing.
Both parties must present their side of the story. Article VII, Section 4 of the Code of Ethics states that
no school officials shall dismiss or recommend for dismissal a teacher or other subordinate except for
cause. Under our Constitution (Section 18, Article II) and the Labor Code (Article 3), workers are
guaranteed security of tenure. They can be terminated from service only for a valid cause supported by
substantial evidence and after due process where they are afforded the opportunity to be heard and to
present their defense.

Case No. 4: On Student Publication

Some of the university officials were allegedly involved in a lot of anomalous transaction. This
situation has alarmed the Student Council officials and the school publication writers. As a result, there
are articles widely disseminated in the school campus through the school organ which the

18
administrators found offensive. The head of the institution called the attention of the student writers
and told them to retract what they have written on the school paper or else they would be suspended if
not expelled. Is expulsion or suspension of these students justifiable?

The constitution itself guarantees the freedom of expression and speech under Article III, Section 4. It is
unjust to expel or suspend the students based on exercising their freedom of expression and speech. If
the allegation has sufficient ground, teachers could be held accountable under Article X of the Code of
Ethics and other administrative or, possibly, criminal charges.

Case No. 5: On the issue of Plagiarism

Professor Prospera Tuco was invited to participate in a research conducted by Professor George
Dapin. Several assignments on the parts of the proposed research were given to her but she failed to
submit the same to the author. The final copy of the research output does not include the name of
Professor Tuco since she did not submit her part of the research work. Upon receiving the copy of the
completed research, Professor Tuco produced another copy and put her name on it as co-author. Is
there legal or moral question that can be raised against Professor Tuco in this case?

Professor Tuco can be held liable according to Article V, Section 2 of the Code of Ethics, a teacher is not
entitled to claim credit or work not his own. Also, Republic Act No. 8293, Section 172 defines Literary
and artistic works, hereinafter referred to as “works”, are original intellectual creations in the literary
and artistic domain protected from the moment of their creation which includes books. There is a
corresponding penalty when is proven guilty. Penalties for false designation of origin and false
description or representation range from a fine of PhP50,000 to PhP200,000 and/or 2 to 5 years of
imprisonment. (1)

Source:

https://www.chanrobles.com/legal7code.htm#.YHh4MugzZPZ

B. Does the academic freedom of the professors in a college or a university compete with the
academic freedom of the institution and of the students?

No, one’s freedom ends when it’s about to infringe the other's freedom. I believe that academic
freedom encourages discourses and dialogue between the students, professors, and the school
administrator. The outcome of this discussion will serve the purpose of the academic freedom
itself which is to create something good for the betterment of all the parties involved.

19
Learning Tasks (Pages 103-104)

A. Read and understand the task given in each number.

1. Make an illustration of the linkage or collaboration between and among the DepEd, TEDP,
and CHED in molding the beginning teachers following the Professional Standards for
Teachers in the Philippines. Give comments on how does this preparation of the pre-
service and in-service teachers contribute to the Philippines Qualification Framework
(PQF).

Source: https://pqf.gov.ph/

The PQF has eight (8) Levels of qualifications differentiated by descriptors of expected learning
outcomes along three domains: knowledge, skills and values; application; and degree of
independence. It has sub-frameworks corresponding to the subsystems of the education and
training system. For example, the Technical Education and Skills Development Authority (TESDA)
subsystem covers National Certificates (NC) I through IV corresponding to the first four levels
while the Commission on Higher Education Subsystem cover Baccalaureate, Postgraduate
Diploma, Masters, and Doctorate that correspond to Levels VI to VIII. The two Sub-systems
interfaces in the provision of qualifications at level V. (1)

Source:

https://pqf.gov.ph/Home/Details/17

20
 B. Write a comparative analysis of the Philippine and Singaporean Qualifications Framework. In
what aspects are the two countries similar and different? What does PQF promote in the
country? Cite evidences on any development or issue of education system following PQF.
What opportunities or challenges does the Department of Education face because of PQF?

Philippines Singapore
Philippines Qualification Framework (PQF) Workforce Skill Qualification (WSQ)
Compare Contrast Compare Contrast
1. The PQF provides a 1. It provides 1. Promote 1. Training programs
standard for the employers with recognition of skills developed under
recognition of specific training and competencies the WSQ system
certificates and standards and to facilitate are based on skills
licenses that qualifications that progression, and competencies
individuals may are aligned to mastery and validated by
move and progress industry mobility. Promote employers, unions
through. requirements. recognition of skills and professional
2. It helps guarantee 2. Job mismatch can and competencies bodies.
that these be reduced and to facilitate 2. Support economic
providers adhere productivity progression, development by
to specific increased. mastery and professionalizing
benchmarks and mobility. skills and
are accountable for 2. Promote holistic competencies to
achieving the development of drive industry
same, ultimately the workforce transformation,
ensuring the through technical productivity and
quality of and generic skills innovation efforts.
education and and competencies;
training.
3. The PQF
coordinates and
balances education
and employment
opportunities for
nation building and
holistic economic
growth.
1. In what aspects are the two countries similar and different?

The two countries' qualification framework aims at recognition of individual skills and competencies
to facilitate learning, progress, and mastery of skills. They both promote quality and holistic
development of the workforce through education. In contrast, Singapore does not require academic
pre-requisites for entry and recognizes prior learning, such as work experience and credentials. While
in the Philippines, it focuses more on the recognition of certificates and licenses of an individual.
While WSQ is already at the stage of providing support for economic development to drive industry
transformation, the PQF is at the level of reducing job mismatched. Both, on the other hand, want to
help the existing industries increase their productivity.

21
 2. What does PQF promote in the country?

The PQF shows a pathway for students to help them make informed choices in education and
employment growth. It aims to connect the academe and the business spectrum that are aligned to
industry requirements.

3. Cite evidences on any development or issue of education system following PQF. What
opportunities or challenges does the Department of Education face because of PQF?

We don’t have to look elsewhere. Although PQF is a bold move from the government to help the
students and employers achieve the industry needed skills and competency to address the job
mismatched; it failed to address the basic problems of our schools. The lack of laboratories,
classrooms, workshops, trainers, and equipment remains the number 1 problem in our school. In an
interview by the Rappler correspondence Sofia Tomacruz to Bagong Silangan Faculty President John
Robido, he told Rappler students in Grades 7 and 8 are most affected by this, with around 80 to 100
students occupying a room for a given class. The challenge for the Department of Education is how to
properly implement this program amid the shortage of machinery. (1)

Source:
1. Sofia Tomacruz, NP, June 2019; https://www.rappler.com/nation/teachers-students-troop-
back-school-2019-greeted-classroom-shortage

C. Write a short essay on the role of the Philippine Qualifications Framework in response to
Asian Qualification Framework.

The AQRF (ASEAN Qualification Reference Framework) is a common reference framework,

functioning as a device to enable comparisons of qualifications across AMS (ASEAN Member
States). The purpose of AQRF is to standardize the qualification framework of the AMS through
referencing.

In response, the Philippines as a member state adopted the ASEAN Economic Community (AEC)
Blueprint (ASEAN, 2007). It called for cooperation, including the recognition of professional
qualifications. In addition to Mutual Recognition Arrangements (MRAs) in Engineering and
Nursing signed in 2005 and 2006 respectively, five MRAs were concluded between 2007 and
2009 in the fields of Architecture, Surveying, Medicine, Dentistry and Accountancy. Another
important component of the AEC Blueprint was the creation of the free flow of skilled labor
through ‘harmonization and standardization’ (ASEAN, 2007:18), particularly with the
establishment of the AEC in 2015. (1)

Source:
(1) https://pqf.gov.ph/Uploads/AQRFC%204-35%20Ref.%20AQRF%20Referencing%20Guidelines
%20(September%202016).pdf

22
Learning Tasks (Pages 108-111)

A. Read the statement in each item and say “Accept” or “Reject.” Make a justification of your
choice.
1. Teachers are evangelizers.

Accept, evangelizer means to preach the good news. As a teacher, it is one of our duties to
preach good things to our students and to inspire them.

2. Teachers remain teachers whatever they feel, say, and do.

Reject, a teacher refuses to be a teacher when one acts with evil intention. It is also
unbecoming of a teacher when one commits evil acts.

3. The students can, if the teachers think they can.

Accept, a teacher must always have a "can attitude". He/she must be the source of
inspiration and the reason for it. It is one of the reasons students will learn from a teacher
effectively.

4. Teachers can make or unmake a child.

Accept, a teacher is a great motivator. He can either destroy or build a child's future, self-
esteem, confidence.

5. Teachers make other professionals.

Accept, there are no other jobs that can produce leaders, doctors, lawyers, and engineers
than that of a teacher.

B. Think of a Teacher that you had before and connect his/her influence on you through these
quotes.
1. Teachers affect eternity; no one can tell where their influence stops. – Henry Brooks Adams
Fr. Nello, OFM has the greatest influence on me. He taught me the Franciscan way of life
which to live in simplicity and appreciate nature. This has been my way of life until now.

2. If we teach today’s students as we taught yesterday’s, we rob them of tomorrow. – John

Dewey

Gerry Lanuza, one of my professors, once told me that education must be a transformative
tool to enact change in society. Change is dynamic so is teaching. We cannot teach students
the same old stuff over and over again.

3. Students don’t care how much you know until they know how much you care. – Anonymous

23
 My first impression of Fr. Nello was very strict. His method was a bit unconventional. Then I
realized his methods were for us to see the reality of the world outside - suffering, poverty,
desperation, and love.

4. The test of a good teacher is not how many questions he can ask his pupils that they will
answer readily, but how many questions he inspires them to ask him which he finds it hard
to answer. – Alice Wellington Rollins

When it comes to class discourses, the first teacher that will come to mind is Gery Lanuza.
He is the kind of teacher who aroused student's emotions by giving real situations. One
question leads to another question, then to another one. Diversity -- that's how I can
remember him.

5. The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates.
The great teacher inspires. – William A. Ward

I couldn't agree more. My teachers back in the seminary did a good job in inspiring me to do
things that make me happy. They taught me passion and dedication. They're the reason I
see the world differently.

C. Write an open letter to your teacher who has or had a great impact in your life. Express freely
your gratefulness for his/her teachings, and that he or she was/is instrumental to your success
in your studies. For the teacher who guided you well, send the letter through electronic mail or
post office.

Dear Fr. Nello,

It's been a while since the last time we've talked to each other. The last one was when I told you
about my political view on certain issues. It was fun to reminisce those old days. It has been 13
years already since I left the seminary but your teaching to me about love, compassion, humility,
and social justice is as vivid as ever.

I haven't told you this personally and I'm telling you now. I always consider you as my father. I
love you. Back in the seminary, you were always the first person who can understand me. You
brought me to places I have never been. You love me unconditionally.

I simply want to say "Thank you, Fr. Nello." It was a great honor to be one of your companions in
this lifetime. I pray for your good health. I hope we'll see each other again when you visit Cebu. I
wish I can also visit you.

24
 May God bless and keep you. May His countenance show to you.

Pax et bonum,

Wilmer

Serious Thinking

Write your thoughts on these issues.

1. Continuing Professional Development training is a necessity for professional growth.

I couldn't agree more. A teacher must always be hundreds of steps ahead of his students.
Learning is an inherent trait of a teacher. So it must be part of his daily life and for his
professional growth too.

2. There teachers in the field who are into teaching practice for a long period of time but remain
“beginning teachers” in their pedagogical skill.

Some teachers are contented with what they've already achieved. They choose to remain as
they are for various reasons. I've talked to one of my relatives who is a teacher. I asked her,
"why don't you apply for a master teacher?" Her reply was simple and candid. I'm old for that. I
am happy of what I've already reached.

3. Individual Performance Commitment Review Form only gives burden to the primary
stakeholders of education.

I don't think so. Individual Performance Commitment Review is a tool where a teacher can lay
out his/her achievement as a teacher and his plans for the future. It is a tool where you can
identify your strength and weaknesses. Knowing oneself is always the starting point of self-
improvement.

4. Academic freedom remains an idea to some students, faculty members, and administration.

Precisely. I don't think it's because they were constrained, but I think they just don't have the
right mindset. Others think academic freedom may entail more work and research. For some,
it's better to have a set of already made materials than to create a new one.

25
Task 5: Explain each quotation briefly.

1. As an education student, why do you think should you study the history of the Philippine
education?

It's a "must" to study the history of Philippine education. This is to know where we are at
present and to avoid mistakes from happening again. I always believe history is important for
growth and development.

2. What or who do you think are the driving forces that shape the Philippine education system?
Why?

The economy drives not just Philippine education but education itself. There's an adage that
says who controls the economy, controls politics, and begets culture. Education is one of those
superstructures that proliferate and maintain a culture.

3. If you were to become a Secretary of Education, what educational programs or innovations

would you introduce or adopt? Explain.

If I'm the Secretary of Education, I would start by identifying what are the needs of our economy
and what are the skills needed to support the businesses. When I'm done doing that I will
restructure the curriculum based on the need of our economy. This is to reduce job mismatch
and to tend to the needs of the existing businesses. This will in return produce jobs and attract
investors. However, I will not stop there. Next is I will fund researches in agriculture and
technology. This will cover my long-term plan of national industrialization and modernization of
agriculture for a self-sustaining country that is not dependent on a service-oriented industry. My
goal is to make the Philippines education a pioneer of innovation when it comes to agriculture.
Philippines is largely an agricultural country in the first place.

4. If you were to become a Chairperson of Commission on Higher Education, what educational

programs or innovations would you introduce or adopt? Explain.

My short-term goal is to address the pressing issue of the existing problem of the Philippine
economy. I would conduct seminars in collaboration with DepEd and TESDA about the courses
that will address the job mismatch in the marketplace. I will target the graduating students and
introduce them to courses that will benefit them financially and will make them happy
personally. I'll start renaming and restructuring the courses based on the existing business
needs. As for my long-term goal of national industrialization and modernization of agriculture, I
will fund the research and development in agriculture and science and technology. I will grant
scholarships to deserving students who want to enroll in agriculture and technology courses. I
will work with other government agencies to make sure that when these students graduate they
will have work in agri-businesses, research institutions, and farms. Meaning my program will
help them secure a job.

26
Task 6: Think of five roles of teachers then, five roles of teachers now, and five roles of teachers in the
future. Fill in the table.

ROLES OF THE TEACHERS

THEN NOW FUTURE
1. Teaching Knowledge - The 1. The Controller: The teacher 1. A change in the ‘why’
most common role a is in complete charge of the of education - Shifting
teacher plays in the class, what students do, from the concept of
classroom is to teach what they say and how they ‘delivering learning’ to
knowledge to children. say it. The teacher assumes ‘enabling learning to
2. Creating Classroom this role when a new happen’.
Environment - Teachers are language is being 2. Technology changing
responsible for the social introduced and accurate the nature of human
behavior in their reproduction and drilling capability and capacity
classrooms. techniques are needed. - The unpredictability of
3. Role Modeling - Teachers 2. The Prompter: The teacher the future workforce
typically do not think of encourages students to and rapid
themselves as role models, participate and makes advancements of
however, inadvertently they suggestions about how automation. The jobs of
are. Students spend a great students may proceed in an today were not the jobs
deal of time with their activity. The teacher should of 10 years ago and will
teacher and therefore, the be helping students only be not the jobs of 2030.
teacher becomes a role when necessary. 3. Change in concept of
model to them. 3. The Resource: The teacher knowledge - Thinking
4. Mentoring - Mentoring is a is a kind of walking resource more of knowledge as a
natural role taken on by center ready to offer help if set of cognitive
teachers, whether it is needed, or provide learners strategies than as as a
intentional or not. This with whatever language ‘thing’ or as the goal of
again can have positive or they lack when performing learning.
negative effects on children. communicative activities. 4. Shifts in the ownership
Mentoring is a way a The teacher must make of learning - Increased
teacher encourages her/himself available so learner agency with
students to strive to be the that learners can consult learners also being
best they can. her/him when (and only teachers within the
5. Signs of Trouble - Another when) it is absolutely environment.
role played by teachers is a necessary. 5. Increased focus on
protector role. Teachers are 4. The Assessor: The teacher culturally responsive
taught to look for signs of assumes this role to see practice - Recognition
trouble in the students. how well students are of local languages,
When students’ behaviors performing or how well cultural practices and
change or physical signs of they performed. Feedback history with in the
abuse are noticed, teachers and correction are national and local
are required to look into the organized and carried out. curriculum. Prioritizing
problem. 5. The Organizer: Perhaps the bicultural perspectives
most difficult and important over a dominant culture
role the teacher has to play. discourse.

27
 The success of many
activities depends on good
organization and on the
students knowing exactly
what they are to do next.
Giving instructions is vital in
this role as well as setting
up activities.

Sources:

1. https://etoninstitute.com/blog/the-7-roles-of-a-teacher-in-the-21st-century
2. https://core-ed.org/research-and-innovation/ten-trends/2019/changing-role-of-teachers/
3. https://www.education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1603-roles-of-a-
teacher-in-the-classroom

CREATING

Task 7: Create a mind map of the “Education of Tomorrow”. Draw your mind map in a separate sheet of
paper.

(See separate sheet of paper)

Task 8: Read each given question and try to comment or argue based on the existing legal bases of
education. You may cite specific provisions from specific laws and jurisprudence to strengthen your
arguments. Write your comment or argument on the blanks provided.

1. John took an entrance test at Talisay City College. Unfortunately, he failed that entrance test.
As a consequence, Talisay City College refused his admission. Can he assert for education for
all? Is his right to education violated? Why?

Although the constitution promotes the rights of all citizens to quality education at all levels and
makes sure such education is accessible to all; the school has the right to determine its academic
standards. It has the right to refuse anyone who is deemed to be inadequate and inefficient
based on their standards. Based on RA No. 8292 or the Higher Education Modernization Act of
1997, Sec., 4, Par. 14, the governing board of a school or college institution has the prerogative
to set policies on admission and graduation of students.

2. Domeng, a Grade 12 students who is 19 years of age leaves the class without the teacher’s
permission. Then, he meets an accident outside the school campus. Are the teacher and school
liable? Why?

28
 Yes, the teacher and the school can be held liable for what happened to Domeng. The school
authorities and teachers are considered a substitute parent or one who stands in loco parentis
and as such, shall exercise substitute parental authority over his students (Art. 349, par. 2 of RA
386). Therefore, they are responsible to Domeng and answerable for the accident he
committed.

3. Teacher Bernard, a young, single, and handsome high school teacher senses that the oldest
female student in his class, Grace (18 years of age) is attracted to him. The attraction is
becoming mutual. Eventually, the mutual feeling turned into a relationship. Is the act of
teacher Bernard ethical? Why?

The Code of Ethics for Professional Teachers does tolerate a relationship between a teacher and
a student (COE, Art. X, Sec. 7) given that the teacher shall exercise utmost professional
discretion to avoid scandal, gossip, and preferential treatment of the learner. However, it is not
advisable and strongly discourage to have a relationship with a student. As teachers, we stand in
loco parentis as regards their minor wards. Also, a student is vulnerable and therefore protected
by laws against abuses such as RA 7610, or the Special Protection of Children Against Abuse,
Exploitation and Discrimination Act; and RA 7877, or the Anti-Sexual Harassment Act of 1995.
When the student is minor, it is not only immoral and unethical to have a relationship with a
student; it can also a crime.

4. Teacher Rosa, a teacher in private school got pregnant out of wedlock. Unfortunately, the one
who impregnated her refused to marry her. The school discovered her situation. The school
principal called her and advised her to resign because what she did was immoral and
unethical. Is the advice of the principal correct? Why?

The advice of the principal is not correct. The case of Union School International vs. Charley Jane
Dagdag, G.R. No. 234186 was the best example. The supreme court reiterates the ruling of the
court in Leus and Capin-Cadiz, pregnancy of a school teacher out of wedlock is not a just cause
for termination of employment, absent any showing that the pre-marital sexual relations and,
consequently, pregnancy out of wedlock, are indeed considered disgraceful or immoral. (G.R.
No. 187417 CHRISTINE JOY CAPIN-CADIZ, Petitioner, vs. BRENT HOSPITAL AND COLLEGES, INC.,
Respondent.)

5. Teacher Dona dislikes the attitude of Mara, her senior high school student. Since she dislikes
Mara, she deducts scores from her actual scores for her to get a lower grade. Is the act of
teacher Dona allowed? Why?

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 The act of teacher Dona is not allowed. According to Code of Ethics for Professional Teacher,
Art. 8, Sec. 8, a teacher shall not inflict corporal punishment nor make deductions from their
scholastic ratings as a punishment for acts which are clearly not a manifestation of poor
scholarship.

6. Teacher Robert got angry with Mark, his 18-year-old junior high school student because he
was caught stealing a cellphone from his classmates. As a punishment, he required him to sit
on the air for one hour under the heat of sun. Is the act of disciplining of teacher Robert
acceptable? Why?

No, teacher Robert's way of disciplining Mark is a violation of Code of Ethics for Professional
Teacher, Art. 8, Sec. 8 which states a teacher shall not inflict corporal punishment nor make
deductions from their scholastic ratings as a punishment for acts which are clearly not a
manifestation of poor scholarship. Also, the Civil Code of the Philippines, Art. 352, Par. 6, states
that in no case shall corporal punishment be countenanced. The teacher shall cultivate the best
potentialities of heart and mind of the pupil or student.

7. Teacher Josephine applied to the Department of Education as an Elementary Teacher 1. She is

a graduate of Bachelor of Elementary Education and a LET passer. After undergoing the
screening process (interview, English Proficiency Test, and Teaching and Skill Demonstration),
she ranked number 1 in the registry of Qualified Applicants (RQA). She was called by the
Human Resource Management and was given an appointment with a “Probationary” status
of appointment. Is the act of Human Resource legal or appropriate? Why?

According to the RA No. 4670, Art. 2, Sec. 4, when recruitment takes place after adequate
training and professional preparation in any school recognized by the Government, no
probationary period preceding regular appointment shall be imposed if the teacher possesses
the appropriate civil service eligibility. Since teacher Josephine is a LET passer and ranked
number 1 in the registry of Qualified Applicants, she must not be given a probationary status of
appointment. So, the act of Human Resource is not appropriate.

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