PROFESSIONAL EDUCATION (5)
Progressive: these are newer and more improved methods of teaching
It makes use of the principles of learning
It utilizes the principles of “learning by doing
It provides for growth and development
it liberates the learners
it stimulates thinking and reasoning
THE TEACHER, SCHOOL AND COMMUNITY RELATIONS
Schools and community are linked together to provide support to parents who are charged with the primordial responsibility to educate their children. Schools will not succeed without the participation of parents. (NCBTD-Based In-Service Teacher Training Modules. The members of the community, in addition to the parents and the school, include the local government units, the non-government agencies civic organizations and all the residents
PARENTAL INVLOVEMENT: The influence of parental involvement on a student’s academic success should not be underestimated. While brain power, work ethic, and even genetics all play important roles in student achievement, the determining factor comes down to what kind of support system she has at home.
School and Community Relations: The school and the community are the mainsprings of effective and powerful forces that can create a wholesome climate for mutual gains and betterment
PTCA
Public safety, beautification and cleanliness
Instructional centers in the community
Linkages and Networking with Organizations: The school can enjoy linkages and networking activities with international, national and local organizations in the community for mutual benefits and assistance needed
International (Pi Lamda Theta, Innotech, World Council for Curriculum Instruction)
National and local ( cross enrollment, joint researches)
Networking (consortia, BIOTA, MATHED, MTAP, SUCTEA, NOPTI, FAAP, PACU-COA, PAASCU, AACUP NOTED etc.)
NATIONAL COMPETENCY BASED TEACHER STANDARDS (NCBTS)
A unified framework for teacher development
An integrated theoretical framework that defines the different dimensions of effective teaching
Effective teaching means being able to help all types of students learn the different learning goals in the curriculum.
It is based on the core values of Filipino teachers and on effective teaching and learning
It is based on the seven domains, which one representing the desired features of the teaching and learning process.
What is NCBTS? The NCBTS is an integrated theoretical framework that defines the different dimensions of effective teaching, where effective teaching means being able to help all types of students learn the different learning goals in the curriculum.
What does competency-based mean? Means that the standards or criteria for characterizing good teaching are defined in terms of the teacher’s credential, LET scores, grades in graduate school, degrees, personality traits, and so on, we look at what the teacher can do competently.
A technical working group was set up to study what types of classroom learning experiences were defined.
These practices were then organized and presented in a series of national, zonal, and sectorial consultations for validation and finalization
The bulk of participants were teachers, master teachers, principals, superintendents, TEI’s, CHED,PRC,CSC, BEAM,NGO'
Why do we need the NCBTS?
The NCBTS provides a single framework that shall define teaching in all aspects of a teacher’s professional life and in all phases of teacher development.
The use of a single framework should minimize confusion about what effective teaching is.
The single framework should also provide a better guide for all teacher development programs and projects from the school-level up to the national level.
The 7 Domains of NCBTS
Social Regard for Learning
Acts as a positive role model
Follows school policies
Demonstrate punctuality
Maintain appropriate appearance
Careful with behavior on students
Respects others
Learning Environment
Create an environment that promotes fairness
Makes the physical environment safe and conducive for learning
Communicates higher learning expectations to each learner
Establishes and maintains consistent standards of learners’ behavior
Diversity of Learners
Demonstrates concern for holistic development of learners
Is familiar with learner’s background knowledge and experiences
Code of Ethics
CURRICULUM. This refers to all elements of the teaching-learning process that work in convergence to help students understand the curricular goals and objectives, and to attain high standards of learning defined in the curriculum. These elements include the teacher’s knowledge of subject matter and the learning process, teaching-learning approaches and activities, instructional materials and learning resources.
Demonstrates mastery of the subject matter.
Communicates clear learning goals for the lessons that are appropriate for learners.
Makes good use of allotted instructional time.
Selects teaching methods, learning activities and instructional materials or resources appropriate to learners and aligned to the objectives of the lesson.
Teacher recognizes general learning processes as well as unique processes of individual learners.
Teacher promotes purposively study.
Teacher demonstrates skills in the use of information and Communication Technology in teaching and learning.
PLANNING, ASSESSING & REPORTING. The domain of Planning, Assessing and Reporting refers to the alignment of assessment and planning activities. In particular, the domain focuses on the:
use of assessment data to plan and revise teaching-learning plans
the integration of assessment procedures in the plan and implementation of teaching -learning activities
reporting on learner’s actual achievement and behavior. Communicates promptly and clearly to learners, parents and superiors about the progress of learners.
Develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning.
Monitors regularly and provides feedback on learners’ understanding of content.
COMMUNITY LINKAGES. The domain of Community Linkages focuses on the ideal that classroom activities are meaningfully linked to the experiences and aspirations of the students in their homes and communities. Thus the domain focuses on teachers’ efforts directed at strengthening the links between schools and communities, particularly as these links help in the attainment of the curricular goals.
Establishes learning environments that respond to the aspirations of the community.
PERSONAL GROWTH & PROFESSIONAL DEVELOPMENT. The domain of Personal Growth and Professional Development emphasizes the ideal that teachers value having a high personal regard for the teaching profession, concern for professional development, and continuous improvement as teachers.
Takes pride in the nobility of teaching as a profession.
Builds profession links with colleagues to enrich teaching practice.
Reflects on the extent of the attainment of professional development goals.
Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise known as the Philippine Teachers Professionalization Act of 1994 and paragraph (a), section 6, P.D. No. 223, as amended, the Board for Professional Teachers hereby adopt the Code of Ethics for Professional Teachers.
Preamble
Teachers are duly licensed professionals who possesses dignity and reputation with high moral values as well as technical and professional competence in the practice of their noble profession, and they strictly adhere to, observe, and practice this set of ethical and moral principles, standards, and values.
Article I: Scope and Limitations
Section 1. The Philippine Constitution provides that all educational institution shall offer quality education for all competent teachers. Committed to its full realization, the provision of this Code shall apply, therefore, to all teachers in schools in the Philippines.
Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical, or non-formal. The term teachers 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.
Article II: The Teacher and the State
Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a trustee of the cultural and educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to elevate national morality, promote national pride, cultivate love of country, instill allegiance to the constitution and for all duly constituted authorities, and promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher
shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty. 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.
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility. Section 7. A teacher shall not use his position or official authority or influence to coerce any other person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of his researches and investigations; provided that, if the results are inimical to the declared policies of the State, they shall be brought to the proper authorities for appropriate remedial action.
Article III: The Teacher and the Community
Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the best service by providing an environment conducive to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate in community movements for moral, social, educational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with honor and dignity at all times and refrain from such activities as gambling, smoking, drunkenness, and other excesses, much less illicit relations.
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.
Section 5. Every teacher shall help the school keep the people in the community informed about the schools work and accomplishments as well as its needs and problems.
Section 6. Every teacher is intellectual leader in the community, especially in the barangay, and shall welcome the opportunity to provide such leadership when needed, to extend counseling services, as appropriate, and to actively be involved in matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with government officials, and with the people, individually or collectively.
Section 8. A teacher possess freedom to attend church and worships as appropriate, but shall not use his positions and influence to proselyte others.
Article IV: A Teacher and the Profession
Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall manifest genuine enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best preparations for the career of teaching, and shall be at his best at all times and in the practice of his profession.
Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make improper misrepresentations through personal advertisements and other questionable means. Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means
for earning a decent living.
Article V: The Teachers and the Profession
Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, and faith in one another, self-sacrifice for the common good, and full cooperation with colleagues. When the best interest of the learners, the school, or the profession is at stake in any controversy, teachers shall support one another.
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.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not divulge to anyone documents which has not been officially released, or remove records from files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an unprofessional and unethical conduct of any associate. However, this may be done only if there is incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in writing, without violating the right of the individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified; provided that he respects the system of selection on the basis of merit and competence; provided, further, that all qualified candidates are given the opportunity to be considered.
Article VI: The Teacher and Higher Authorities in the Profession
Section 1. Every teacher shall make it his duty to make an honest effort to understand and support the legitimate policies of the school and the administration regardless of personal feeling or private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against superiors, especially under anonymity. However, if there are valid charges, he should present such under oath to competent authority.
Section 3. A teacher shall transact all official business through channels except when special conditions warrant a different procedure, such as when special conditions are advocated but are opposed by immediate superiors, in which case, the teacher shall appeal directly to the appropriate higher authority.
Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to the administration and to extent possible, shall raise grievances within acceptable democratic possesses. In doing so, they shall avoid jeopardizing the interest and the welfare of learners who’s right to learn must be respected.
Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfer of teachers are made only on the basis of merit and needed in the interest of the service. Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming full knowledge of employment terms and conditions.
Article VII: School Officials, Teachers, and Other Personnel
Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy towards teachers and other personnel, such practices being standards of effective school supervision, dignified administration, responsible leadership and enlightened directions.
Section 2. School officials, teachers, and other school personnel shall consider it their cooperative
responsibility to formulate policies or introduce important changes in the system at all levels. Section 3. School officials shall encourage and attend the professional growth of all teachers under them such as recommending them for promotion, giving them due recognition for meritorious performance, and allowing them to participate in conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates except for cause.
Section 5. School authorities concern shall ensure that public school teachers are employed in accordance with pertinent civil service rules, and private school teachers are issued contracts specifying the terms and conditions of their work; provided that they are given, if qualified, subsequent permanent tenure, in accordance with existing laws.
Article VIII: The Teachers and Learners
Section 1. A teacher has a right and duty to determine the academic marks and the promotions of learners in the subject or grades he handles, provided that such determination shall be in accordance with generally accepted procedures of evaluation and measurement. In case of any complaint, teachers concerned shall immediately take appropriate actions, observing due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concern, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner. Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learners work only in merit and quality of academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner.
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.
Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are adequate, and shall extend needed assistance in preventing or solving learners problems and difficulties.
Article IX: The Teachers and Parents
Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit their confidence and respect.
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 the learner's deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage unfair criticism.
Article X: The Teacher and Business
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.
Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the settlement of his debts and loans in arranging satisfactorily his private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial venture which furnish textbooks and other school commodities in the purchase and disposal of which he can exercise official influence, except only when his assignment is inherently, related to such purchase and disposal; provided they shall be in accordance with the existing regulations; provided, further, that members of duly recognized teachers cooperatives may participate in the distribution and sale of such commodities.
Article XI: The Teacher as a Person
Section 1. A teacher is, above all, a human being endowed with life for which it is the highest obligation to live with dignity at all times whether in school, in the home, or elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principle of personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of men and nations.
Article XII: Disciplinary Actions
Section 1. Any violation of any provision of this code shall be sufficient ground for the imposition against the erring teacher of the disciplinary action consisting of revocation of his Certification of Registration and License as a Professional Teacher, suspension from the practice of teaching profession, or reprimand or cancellation of his temporary/special permit under causes specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and Regulations Implementing R.A. 7836.
Article XIII: Effectivity
Section 1. This Code shall take effect upon approval by the Professional Regulation Commission and after sixty (60) days following its publication in the Official Gazette or any newspaper of general circulation, whichever is earlier.
ETHICS GENERALIZATION
What is the definition of professional ethics? Professional ethics is defined as the personal and corporate rules that govern behavior within the context of a particular profession. An example
of professional ethics is the American Bar Association's set of ethical rules that govern an attorney's moral obligations.
What is the code of ethics? A code of ethics document may outline the mission and values of the business or organization, how professionals are supposed to approach problems, the ethical principles based on the organization's core values and the standards to which the professional is held.
Why is there code of ethics? A well-written code of conduct clarifies an organization's mission, values and principles, linking them with standards of professional conduct. It can also serve as a valuable reference, helping employees locate relevant documents, services and other resources related to ethics within the organization.
What is the importance of professional ethics? Good Ethics is a fundamental requirement of any profession. It is integral to the success of the business as well. Ethics is a system of moral principles governing the appropriate conduct of a person or a group. Maintaining good ethics is being consistent with the principles of correct moral conduct constantly.
What is the purpose of having a code of ethics? The word "ethics" comes from a Greek term meaning "duty". Thus, a code of ethics consists of all the obligations that professionals must respect when carrying out their duties. It includes the core values of the profession and the behaviour which should be adopted; it's a code of professional conduct.
What is the difference between a code of ethics and a code of conduct? The terms “Code of Ethics” and “Code of Conduct” are often mistakenly used interchangeably. They are, in fact, two unique documents. Codes of ethics, which govern decision-making, and codes of conduct, which govern actions, represent two common ways that companies self-regulate.
What are the Code of Ethics for Professional Teachers? 2. Preamble Teachers are duly licensed professionals who possesses dignity and reputation with high moral values as well as technical and professional competence in the practice of their noble profession, and they strictly adhere to, observe, and practice this set of ethical and moral principles, standards, and values.
Why is it important to have a code of ethics for teachers? The code of ethics for teachers is designed to protect the rights of the students, all the students. It is important
that teachers understand that when they get a teaching position they are agreeing to follow the code of ethics You can't push your personal beliefs on students because they are a "captive audience".
What are the ethics in teaching? Despite their contrasting lenses on moral development, when applied to the teaching profession, these two ethical perspectives complement each other. Teachers should be motivated by a universal respect for human life and also be guided by principles of caring.
What are the professional ethics of a teacher? As role models, teachers must follow a professional code of ethics. This ensures that students receive a fair, honest and uncompromising
education. A professional code of ethics outlines teachers' main responsibilities to their students and defines their role in students' lives.
CLASSROOM MANAGEMENT
Organizational Plan
Structured Classroom: The learning activities in a structured classroom are well-planned ahead of time, and the procedures follow accepted rules and regulations established by the school.
Flexible Classroom: In a flexible classroom, there is allowance for free movement, time allotment and even in decisions regarding modes of undertaking the learning activities. It could be individualized approach or Grouping.
Scheduling: Good time management is the key to a smooth flow of planned activities
Teachers must be able to plan thoroughly for their daily lessons and for additional activities such as:
Parent – teacher conference after class
Working with other teachers during occasional school events
Preparing new teaching devices
Advanced request for supplies and materials for the week’s lessons and for learning centers
Supervising students along the corridors and school grounds or while eating in the canteen
Filler or Emergency Activities: If you will be able to finish the lesson ahead of time, be ready with “fillers” or activities which are connected with the lesson
Tips for maintaining good time management
Schedule all activities with corresponding time allotment ahead of time
Provide enough time for everything you expected to happen
Avoid rushing since you know have carefully allotted required time for every activity
Be flexible with assignment
Set the example by showing that you are time-conscious
Record keeping
Daily attendance
Students’ Progress
Physical Environment
Maintaining cleanliness
Using proper ventilation
Avoiding unnecessary noise
Bulletin boards and displays
Seating arrangements
Discipline: Causes of discipline problems
Overcrowded students in class
Poor lighting facilities
Inadequate ventilation
Disorderly cabinets
Inappropriate seating arrangement
Near sources of noise
Prevention
Cooperative learning, team learning, peer tutoring
Switch form one technique to another as needed arises
Patience, compassion, caring attitude, respect for others
Warm, respectable relationship with students
Unpretentious gestures
Proper facial expression
Kind words or praises
Avoiding unusual closeness/favoritism and biased treatment
Common ways of establishing discipline/classroom control
Discipline is students responsibility
Discipline is the teacher’s way of establishing a desirable student-oriented environment for learning
Discipline is coupled with effective teaching strategies and techniques
Discipline is achieved through the effects of group dynamics on behavior
Tips to make the teacher a good disciplinarian
Be prepared to face a class with multi-behavior tendencies
Know your students well
Show your sincere concern for their welfare
Commendable behavior is reciprocal
Be calm, poised and tactful
Be firm at all times
Be enthusiastic
Practice good sense of humor
Speak with good voice, volume and pitch
Be humble
Common ways of dealing with discipline problems
Acceptable:
Using verbal reinforces that encourage good behavior
Using nonverbal gestures to dissuade them from mischief
Dialogues could help discover problems and agree on mutually beneficial solution time out
Awarding merits for good behavior
A private, one-on-one brief conference
Allowing students the freedom to express themselves
Unacceptable
Scolding
Harsh words
Nagging
Long sermons
Keeping students in” detention area”
Denying a student some privilege
Using ridicule or sarcasm
Assigning of additional homework
Subtracting points from grades due to misbehavior
Establishing Routine: Routine is a regular procedure or a normal practice that is to be followed. It is a schedule of activities that is mostly time-spaced and is attuned to the lesson objectives. It contributes to a smooth flow of activities this lessening the unnecessary disruptions. These include:
Keeping tables and chairs in order before leaving
Returning barrowed tools and materials after use
Cleaning chalk board to be ready for the next topic
Transferring from one room to another on time
Order in waiting for ones turn in borrowing books
Cleaning stains or drops after the lesson
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