TPRF MIDTERM II.

TEACHING AS A VOCATION,

I. MAX SCHELER’S HIERARCHY OF MISSION, AND PROFESSION

VALUES Vocation
- Comes from Latin word
Max Scheler
“vocare” means “to call”
- August 22 1874 - May 19, 1928)
- Strong feeling of suitability for a
- German Philosophor
particular career or occupation
- Axiology
- To teach with dedication
- Work in phenomenology, ethics,
Mission
philosophical anthropology
- Comes from Latin word
Axiology
“Misio” means “to send”
- Philosophical science of values
- Task assigned, allotted, or self imposed
- Need to accomplish
- We are expected to contribute to the
betterment of this world
Profession
- Long and arduous years of preparation
- Continuing professional education

1. PLEASURE VALUES
III. THE TEACHER IN THE
- Pleasant against unpleasant
CLASSROOM AND COMMUNITY
- Agreeable against disagreeable
Examples: Pleasure/pain, Sensual feelings
ARTICLE III - Code of Ethics
2. VITAL VALUES - A teacher is a facilitator of learning and
- Well being of individual or community of the development of the youth; he
Example: Health, Vitality, Capability, shall, therefore, render the best services
Excellence by providing an environment conducive

3. SPIRITUAL VALUES to such learning and growth.

- Independent of whole sphere of body - The school and the community are on

and environment the “front lines” of the teacher’s

- Preferring, loving, hating educational reach.

Examples: Beauty against Ugliness, - The school serves as the center for

Right/Wrong, Pure Knowledge educational pursuits while the

institutions and establishments of the
4. VALUES OF THE HOLY
community serve as extended learning
- Absolute objects
centers and sources of instructional
Examples: Belief, Adoration, Bliss
materials.
- Every teacher shall provide leadership
and initiative to actively participate in
community movements for moral,
social, educational, economic and civic
betterment
THE TEACHERS COMPETENCES: Tips for maintaining good time
1. Organizing a well – managed management
classroom in terms of time 1. Schedule all activities with
management, record-keeping, corresponding time allotment way
orderliness and discipline; ahead of time.
2. Fostering linkages for mutual 2. Provide enough time for everything you
concerns, expect to happen.
3. Undertaking networking activities 3. Avoid rushing since you know you have
with organizations for educational, carefully allotted required time for every
social and civic purposes. activity.
4. 4. Anticipate difficulties or failure of
A. ORGANIZATIONAL PLAN some operations in order to be able to
1. Structured Classroom pursue alternative actions.
- Learning activities in a structured 5. Be flexible with time assignments.
classroom are well-planned ahead of 6. Use fillers in case you finish the lesson
time and the procedures follow accepted ahead of time.
rules and regulations established by the 7. Set the example by showing that you are
school. time conscious.
2. Flexible Classroom
- Spontaneous explorations and discovery C. RECORD KEEPING
of information encouraging active 1. Daily Attendance
participation in their own style of - Presence or absence.
learning. - Consulted in cases of declining
Examples: Individualized approach, group set performance in classroom tasks.
up, combination 2. Students’ Progress
- One of the most important
B. SCHEDULING responsibilities that teachers
- Good time management is the key to a - Must perform with utmost proficiency.
smooth flow of planned activities. - Reporting pupil progress to parents help
- Proper timing could sustain motivation build a positive and harmonious
and interest, resulting in students’ active relationship
involvement in class. ● Have a record book for recording
- Teachers must be able to plan ● Each student should have a portfolio
thoroughly for their daily lessons and for
additional activities such as:
● Parent – teacher conference after classes
● Working with other teachers
● Preparing new teaching devices
● Advanced requests for supplies and
materials
● Supervising students
D. PHYSICAL ENVIRONMENT b. Clear understanding of the objectives of
- Clean and classroom where everything is the lesson and the strategies to be used.
arranged neatly is both attractive and a c. Prime importance are the teachers’
comfortable place to stay in. personal attributes such as; patience,
1. Maintaining Cleanliness compassion, concern and caring
2. Look after proper ventilation and attitude, respect and trust for others.
lighting for their comfort and ease. d. The teachers’ personalities are their
3. Unnecessary noise due to careless surest “arms” that can either win or fail
closing and opening of doors and amidst a controllable learning situation.
windows must be avoided. - Warm respectful relationships
4. Bulletin Boards and Display - Students - Unpretentious gesture, genuine
must assist in the preparation of the - Facial expression
bulletin board. - Kind words or praise, greetings
5. Seating Arrangements - Caring attire
- Avoid favoritism
E. DISCIPLINE e. Teacher’s teaching style will determine
- Controlled behavior. how the students will respond, at times
- Next important concern of teachers as receptive, sometimes withdrawn.
part of good management. 3. Common Ways of Establishing
1. Causes of disciplining problem Discipline/Classroom Control
- Lack of adequate knowledge and skills - Discipline occupies the center stage in
in handling occurrences of misbehavior all learning activities.
likewise contribute to a trouble-prone a. Discipline is the student’s responsibility.
setting. b. Discipline is the teacher’s way of
The classroom may not be conducive to establishing a desirable
learning if it is: student-oriented environment for
a. Overcrowded learning.
b. Poor lighting facilities and inadequate c. Discipline is coupled with effective
ventilation. teaching strategies and techniques.
c. Furniture and storage cabinets d. Discipline is achieved through the
disorderly positioned, making the effects of group dynamics on behavior.
collection and retrieval of tools less e. Discipline is believed to be the exclusive
efficient. responsibility of the teacher.
d. Inappropriate seating arrangement 4. Some Tips to Make You a Good
e. Near sources of noise Disciplinarian
2. Prevention - Be firm and consistent in following
- know how to anticipate trouble so that “do’s” and “don’ts” AT ALL TIMES.
minor skirmishes may not erupt to - Be prepared to face a class with
full-pledged battles. multi-behavior tendencies. Each
a. Depending on the students abilities and individual acts in a unique manner.
interests, teachers can implement - Know your students well – their names,
group-oriented methodologies such as; family composition, and socio-
cooperative learning approach, team economic status. In case of misbehavior,
learning, peer tutoring, group projects you will understand them easily and an
and collections. appropriate assistance will come in time.
 - Show your sincere concern for their F. ESTABLISHING ROUTINE
welfare. - regular procedure or a normal practice
- Commendable behavior is reciprocal. that is to be followed.
- Be calm, poised and tactful in solving - Schedule of activities that is mostly
discipline problems. time-paced and is attuned to lesson
- Refrain from unkind words and harsh objectives.
punishments. 1. Advantages
- Be enthusiastic. - Helps in accomplishing everything that
- Let out your good sense of humor. is planned.
- Speak with a good voice volume - The students feel secure since they know
- Be humble with words and actions. every step in the procedure.
5. Common Ways of Dealing with - Builds a teacher’s confidence in
Discipline Problems following a well-planned procedure.
● Acceptable and effective: 2. Ways of Establishing Routine
- Verbal reinforcers that encourage good - Routine could be scheduled on a weekly
behavior and discourage bad tendencies. or monthly instead of daily.
- Nonverbal gestures, frown or hard look - Plan a routine for an entire class
to dissuade them from mischiefs. - Plan a procedure for the whole unit with
- Dialogues could help in discovering a corresponding time allotment for each
problems and agreeing on mutually topic.
beneficial solutions. - You might find the class in a situation
- Focus attention on one who is unruly when the interest and concentration is
and is about to disturb the neighbors. at its peak. Though beyond time limit,
- Award merits for good behavior and you may continue for the sake of
demerits for inconsistency and lapses. additional learning and experiences
- A private, one-on-one brief conference being achieved.
- Allow students the freedom to express - Give clear and direct instructions to
● Unacceptable and ineffective: avoid guessing on what to do next.
- Scolding and harsh words - Practice some signals that would mean
- Nagging, fault finding, sermons the class is about to start and they must
- Keeping a student in a “detention area” be ready.
- Denying a student some privileges - Model time-consciousness.
- Assignment of additional homework
compared to the rest
- Use of ridicule or sarcasm
- Grades for academic achievement
should not be affected
 IV. NATIONAL COMPETENCY BASED DOMAIN 1: SOCIAL REGARD FOR
TEACHER STANDARDS (NCBTS) LEARNING
- Teachers serve as positive and powerful
Domains role models of the values of the pursuit
- Distinctive sphere of the of learning and of the effort to learn
teaching-learning process, - Teachers actions, statements, and
- Well-defined arena for demonstrating different types of social interactions with
positive teacher practices. students exemplify this ideal.
Strand 1.1: Acts as a positive role model for
Strands
students
- Specific dimension of positive teacher
● Performance Indicator
practices
1. Implements school policies and
Indicator
procedures
- Concrete, observable, measurable
2. Demonstrate punctuality
teacher behavior, actions, habits…
3. Appropriate appearance
4. Is careful about the effect of one’s
TRADITIONAL NCBTS behavior on students
- Technical process - Facilitating learning 5. Shows respect for other persons and
their ideas
- Technical - Complex and
knowledge problematic
- Applicable to all - Applicability varies DOMAIN 2: LEARNING ENVIRONMENT
learners
- Importance of providing for a social and
- Consistent - Reflective and flexible
application of application physical environment where regardless
technical knowledge of their individual differences in
- Dependent on - Determined within learning, can engage the different
prerequisite inputs in the limits and learning activities and work towards
teaching environment opportunities found in
learning environment attaining high standards of learning.
Strand 2.1: Creates an environment that
promotes fairness
● Performance indicator
1. Maintains a learning environment of
courtesy and respect for different
learners.
2. Gender-fair opportunities for learning
3. Recognizes that every learner has
strengths
Strand 2.2: Makes the physical environment
safe and conducive to learning
● Performance Indicator
1. Arranges challenging activities given the
physical environment
Strand 2.3: Communicates higher learning Strand 3.1: Is familiar with learners’
expectations to each learner background knowledge and experiences
● Performance Indicator: ● Performance indicators:
1. Uses individual and cooperative 1. Obtains information on the learning
learning activities styles, multiple intelligences and needs
2. Encourages learners to ask questions of learners.
3. Provides learners with a variety of 2. Designs or selects learning experiences
learning experiences suited to different kinds of learners.
4. Provides varied enrichment activities to 3. Establishes goals that define appropriate
nurture the desire for further learning expectations for all learners
5. Communicates and maintains high 4. Paces lessons appropriate to needs
standards of learning performance and/or difficulties of learners
Strand 2.4: Establishes and maintains 5. Initiates other learning approaches for
consistent standards of learners’ behavior learners whose needs have not been met
● Performance Indicators by usual approaches.
1. Handles behavior problems quickly and Strand 3.2: Demonstrates concern for holistic
with due respect to children’s rights development of learners
2. Gives timely feedback to reinforce ● Performance Indicator:
appropriate learner’s behavior 1. Recognizes multi-cultural background of
3. Guides individual learners required learners when providing learning
development of appropriate social and opportunities
learning behavior 2. Adopts strategies to address needs of
4. Communicates and enforces school differently-abled students
policies and procedures for appropriate 3. Makes appropriate adjustments for
learner behavior learners of different socio- economic
5. Encourages free expression of ideas background.
from the students
6. Creates stress-free environment DOMAIN 4: CURRICULUM
7. Arranges challenging activities given the - All elements of the teaching-learning
physical environment process that work in convergence to help
students attain high standards of
DOMAIN 3: DIVERSITY OF LEARNERS learning and understanding of the
- Teachers can facilitate the learning curricular goals and objectives.
process in diverse types of learners, by - Teacher’s knowledge of subject matter,
first recognizing and respecting teaching learning approaches and
individual differences, then using activities, instructional materials and
knowledge about students’ differences to learning resources.
design diverse sets of learning activities Strand 4.1: Demonstrates mastery of the
to ensure that all students can attain subject
appropriate learning goals. ● Performance Indicator
1. Delivers accurate and updated content
knowledge using appropriate
methodologies, approaches and
strategies
 2. Integrates language, literacy and Strand 4.5. Teacher recognizes general
quantitative skill development and learning processes as well as unique processes
values in his/her subject area of individual learners
3. Explain learning goals, instructional ● Performance Indicators:
procedures and content clearly and 1. Design and utilizes teaching methods
accurately to students that take into account the learning
4. Links the current content with past and process.
future lessons Strand 4.6. Teacher promotes purposive
Strand 4.2: Communicates clear learning study
goals for the lessons that are appropriate for ● Performance Indicator:
learners 1. Cultivates good study habits through
● Performance Indicator appropriate activities and projects
1. Sets appropriate learning goals. Strand 4.7. Teacher demonstrates skills in the
2. Understands the learning goals. use of information and communication
Strand 4.3: Makes good use of allotted technology in teaching and learning.
instructional time ● Performance Indicator:
● Performance Indicator 1. Utilizes Information and Communication
1. Establishes routines and procedures to Technology to enhance teaching and learning.
maximize instructional time.
2. Plans lessons to fit within available DOMAIN 5: PLANNING, ASSESSING
instructional time. AND REPORTING
Strand 4.4: Selects teaching methods, - Assessment and planning activities to
learning activities and instructional materials ensure that the teaching-learning
or resources appropriate to learners and activities are maximally appropriate to
aligned to the objectives of the lesson the students’ current knowledge and
● Performance Indicator learning levels.
1. Translate learning competencies to - Use of assessment data to plan and
instructional objectives. revise teaching-learning plans, as well as
2. Selects, prepares and utilizes the integration of formative assessment
instructional materials appropriate to procedures in the plan and
the learners and to the learning goals. implementation of teaching-learning
3. Provides activities and uses materials activities.
which fits the learners’ learning styles, Strand 5.1: Communicates promptly and
goals and culture. clearly to learners, parents, and superiors
4. Uses a variety of teaching approaches about the progress of learners
and techniques appropriate to the ● Performance Indicators:
subject matter and the learners. 1. Shows proof of instructional planning.
5. Utilizes information derived from 2. Implements instruction as plan
assessment to improve teaching and 3. Demonstrate ability to cope with varied
learning. teaching milieu
6. Provides activities and uses materials
which involve the students to
meaningful learning.
Strand 5.2: Develops and uses a variety of Strand 6.1: Establishes learning
appropriate assessment strategies to monitor environments that respond to the aspirations
and evaluate learning of the community
● Performance Indicator ● Performance Indicators
1. Prepares formative and summative test 1. Involves community in sharing
in line with the curriculum. accountability for the learners’
2. Employs non-traditional assessment achievements.
techniques. 2. Uses community resources to support
3. Interprets and uses assessment results learning.
to improve teaching and learning. 3. Uses the community as a laboratory for
4. Identifies teaching-learning difficulties learning.
and possible causes and takes 4. Participates in community activities that
appropriate action to address them. promote learning.
5. Uses tools for assessing authentic 5. Uses community networks to publicize
learning. school events and achievements.
Strand 5.3: Monitors regularly and provides 6. Encourages students to apply classroom
feedback on learners’ understanding of content learning to the community.
● Performance Indicators
1. Provides timely and accurate feedback DOMAIN 7: PERSONAL GROWTH AND
to learners to encourage them to reflect PROFESSIONAL DEVELOPMENT
on and monitor their own learning - Teachers value having a high personal
growth. regard, concern for professional
2. Keeps accurate records of development, and continuous
grades/performance levels of learners. improvement as teachers.
3. Conducts regular meetings with learners Strand 7.1: Takes pride in the nobility of
and parents to report learners’ progress. teaching as a profession.
4. Involves parents to participate in school ● Performance Indicators:
activities that promote learning. 1. Maintains stature and behavior that
upholds the dignity of teaching.
DOMAIN 6: COMMUNITY LINKAGES 2. Allocates time for personal and
- School activities are meaningfully linked professional developments through
to the experiences and aspirations of the seminars and workshops, reading
students in their homes and educational materials regularly and
communities. engaging in educational research.
- Focuses on teachers’ efforts directed at 3. Manifest personal qualities such as
strengthening the links between school enthusiasm, flexibility and caring.
and community activities, particularly as 4. Articulates and demonstrates one’s
these links help in the attainment of the personal philosophy of teaching.
curricular objectives. Strand 7.2: Builds professional links with
colleagues to enrich teaching practice
● Performance Indicators
1. Keeps abreast with recent developments
in education.
2. Links with other institutions,
organizations for sharing best practices.