TEACHING AS YOUR you joy and contentment

VOCATION. which money could not buy.

 These are the moments I
ETYMOLOGY: teach for.
NORING AS YOUR LOCATION  These are the moments I
live for.
It comes from the Latin word
"vocare" which means "to call".
Teaching is more than a noble TEACHING AS YOUR MISSION.
profession. It is a vocation...a  Teaching is your mission
calling. means it is the task
entrusted to you in this
world.
"If there's a call there must be a  Every teacher has its own
caller and someone who is called. unique mission, purpose, or
There must also be a response." objective that they need to
Christians caller is GOD accomplish.
 We are expected to
Muslims caller is ALLAH contribute to the
betterment of this world in
Believers in the SUPREME
your own unique way.
BEING will look at his voiceless
call to have a vertical dimension.
Non-believers. The call is TEACHING AS YOUR
experienced but viewed solely PROFESSION.
along a honzontal dimension. It is
like man calling another man, ELEMENTS OF A PROFESSION:
never a Superior being calling The element of a Profession "The
man. term professional is one of the
most exalted in the English
language, denoting as it does,
TEACHING AND A LIFE OF long and arduous years of
MEANING preparation, a striving for
excellence, a dedication to the
TEACHING may not be a lucrative
public interest, and commitment
position.
to moral and ethical values."
 It can not guarantee
- Hon. Hermogenes P. Pobre
financial security.
 It even means investing
your personal time, energy,
and resources. Why does a profession require
 Sometimes it means "long arid arduous years of
disappointments, preparation" and a "striving for
heartaches, and pains. But excellence"?
touching the hearts of  For us to be able to be able
people and opening the to give more (service),
minds of children can give which is the end goal of a
profession, continuing
 professional education is a  Therefore, the teachers
must. have to prepare themselves
 "We cannot give what we do to become the best and the
not have - do more, have brightest, the most caring,
more in order to be more." competent, and
 You must strive for compassionate teachers.
excellence, commit yourself
to moral, ethical and
religious values and TEACHER AS A PROFESSIONAL
dedicate yourself to public
service DEFINITION OF A
 If you take teaching as your PROFESSIONAL TEACHER BY
profession, this means that THE CODE OF ETHICS OF
you must be willing to go PROFESSIONAL TEACHERS
through a long period of  The teacher is a licensed
preparation and a professional who possesses
continuing professional dignity and reputation with
development. high moral values as well as
 End goal of profession is technical and professional
service competence. He/she
adheres to, observes and
practices a set of ethical
LESSON 2: The Demands of and moral principles,
Society from the Teacher as a standards and values.
Professional and as a Person
Demands from the TEACHER
as a PROFESSIONAL
TEACHER  Obtained a license
renewable every three
 An effective teacher makes
years provided that he/she
the good and the not so
good learner learn. can show proof of
Continuing Professional
 An ineffective teacher
Development (CPD).
adversely affects the
 Expected to abide by the
learning of both good and
Code of Ethics for
not so good student.
Professional Teachers.
 The key to the student's
 Have preparations to earn a
achievement.
teacher education degree
 Teachers are expected to
recognized by the
work with and for
Commission On Higher
communities.
Education.
 The teacher works with and
 Passed the Licensure
for the state, the
Examination For Teachers
community, the teaching
(LET) administered by the
community, school officials,
Board for Professional
non-teaching personnel,
Teachers with the
and learners as groups of
supervision of the
people.
Professional Regulation
Commission (PRC).
 identifying areas of
pedagogical strengths and
A. ROBERT MARZANO'S weaknesses.
CAUSAL TEACHER  Developing, implementing,
EVALUATION MODEL OF and monitoring a
FOUR DOMAINS professional growth plan.
1. CLASSROOM STRATEGIES 4. COLLEGIALITY AND
AND BEHAVIORS PROFESSIONALISM
 Involve routine events  Promoting positive
such as communicating interactions with
learning goals and colleagues, students and
feedbacks and parents.
establishing rules and.  Seeking mentorship for
procedures. areas of need/interest.
 Involves addressing  Mentoring other teachers
content by helping and sharing ideas and
students interact with strategies.
new knowledge, practice  Adhering to school rules
and deepen new and procedures.
knowledge.  Participating in school
 Helping students initiatives.
generate and test
hypotheses.
 Involve events enacted
B. CHARLOTTE DANIELSON'S
on the spot, such as
FRAMEWORK FOR TEACHING
engaging students,
recognizing, adherence 1. Planning and preparation
to rules and procedures,
establishing and 2. The classroom environment
maintaining effective 3. Instruction
relationships with
students and 4. Professional responsibilities
communicating high  Reflecting on teaching
expectations for all  Growing professionally
students.  Maintaining accurate
2. PLANNING AND PREPARING records
 Showing professionalism
 Planning and preparing for  Communicating with
lessons families.
 For use of technology  Participating in the
 For needs of students professional community
receiving special education
 For needs of students who
lack support for schooling C. JAMES STRONGE - Teacher
3. REFLECTION ON TEACHING Effectiveness Performance
Evaluation System (TEPES)
 Evaluating personal
performance such as
(TEPES) System: Seven believe everyone can be
Performance Standards: successful.
1. Professional Knowledge 4. CREATIVE - are resourceful
and inventive om how they teach
2. Instructional Planning their classes.
3. Instructional delivery 5. FAIR - handle students and
4. Assessment of/for learning grading fairly.

5. The learning environment 6. DISPLAY A PERSONAL

TOUCH - approachable.
7. CULTIVATE A SENSE OF
D. TEACHER EVALUATION BELONGING - have a way to
STANDARDS (The McREL make students feel welcome and
Model) comfortable in their classrooms.
Mid-Continent Research for 8. COMPASSIONATE - are
Education And Learning concerned about students'
1. Teachers demonstrates personal problems and can relate
leadership to them and their problems.

 Lead in their classrooms 9. HAVE A SENSE OF HUMOR -

 Demonstrate leadership in make learning fun and do not take
the school everything seriously.
 Lead the teaching
profession
 Advocate for schools and CODE OF ETHICS FOR
students PROFESSIONAL TEACHERS
 Demonstrate high ethical  Pursuant to the provisions
standards of Article 11, of RA No.7836,
2. Teachers establish a respectful otherwise known as the
environment for a diverse Philippines Teachers
population of students. Professionalization Act of
1994 and paragraph (a),
3. Teachers know the content they section 6, PD No. 223, as
teach. amended, the Board of
4. Teachers facilitate learning for Professional Teachers
their students. hereby adopts and
promulgates the following
5. Teachers reflect on their Code of Ethics for
practices. Professional Teachers.
1. PREPARED - come to class
each day ready to teach.
2. POSITIVE - have optimistic
attitude about teaching and about ARTICLE I: SCOPE AND
students. LIMITATIONS

3. HOLD HIGH EXPECTATIONS - SECTION 2

set no limits on students and
  The term "teacher" shall
include industrial arts or
SECTION 7
vocational teachers and all
other persons performing  A teacher shall not use his
supervisory and /or position or official authority
administrative functions in or influence to coerce any
all school at the aforesaid other person to follow any
levels, whether on full time political course of action.
or part-time basis.
SECTION 8
 Every teacher shall enjoy
ARTICLE II: THE TEACHER AND academic freedom and shall
THE STATE have privilege of
expounding the product of
SECTION 1
his researches and
 The schools are the investigations; provided
nurseries of the future that, if the results are
citizens of the state; each inimical to the declared
teacher is a trustee of the policies of the State, they
cultural and educational shall be brought to the
heritage of the nation and is proper authorities for
under obligation to transmit appropriate remedial action.
to learners such heritage as
well as to ---
ARTICLE III: THE TEACHER AND
SECTION 3
THE COMMUNITY
 In the interest of the State
SECTION 1
and of the Filipino people as
much as of his own, every  A teacher is a facilitator of
teacher shall be physically, learning and of the
mentally and morally fit. development of the youth;
he shall, therefore, render
SECTION 5
the best service by
 A teacher shall not engage providing an environment
in the promotion of any conducive to such learning
political, religious, or other and growth.
partisan interest, and shall
SECTION 2
not, directly or indirectly,
solicit, require, collect, or  Every teacher shall provide
receive any money or leadership and initiative to
service or other valuable actively participate in
material... community movements for
moral, social, educational,
SECTION 6
economic and civic
 Every teacher shall vote betterment.
and shall exercise all other
SECTION 5
constitutional rights and
responsibility.
  Every teacher shall help the  Every teacher shall
school keep the people in establish and maintain
the community informed cordial relations with
about the school's work and parents, and shall conduct
accomplishments as well as himself to merit their
its needs and problems. confidence and respect.
SECTION 6 SECTION 2
 Every teacher is intellectual  Every teacher shall inform
leader in the community, parents, through proper
especially in the barangay, authorities, of the progress
and shall welcome the and deficiencies of learner
opportunity to provide such under him, exercising
leadership when needed, to utmost candor and tact in
extend counseling services, pointing out the learner's
as appropriate, and to deficiencies and in seeking
actively be involved ... parent's cooperation for the
proper guidance and
SECTION 6 improvement of the
 Every teacher shall help the learners.
school keep the people in SECTION 3
the community informed
about the school's work and  A teacher shall hear
accomplishments as well as parent's complaints with
its needs and problems. sympathy and
understanding, and shall
SECTION 7 discourage unfair criticism.
 Every teacher shall
maintain harmonious and
pleasant personal and LESSON 3: The Code of Ethics
official relations with other for
professionals, with
Professional Teachers:
government officials, and
Relationship with Internal
with the people, individually
Stakeholders
or collectively.
ARTICLE VIII: THE TEACHER
SECTION 8
AND THE LEARNERS
 A teacher posses freedom
SECTION 1
to attend church and
worships as appropriate, but  A teacher has a right and
shall not use his positions duty to determine the
and influence to proselyte academic marks and the
others. promotions of learners in
the subject or grades he
handles, provided that such
ARTICLE IX: THE TEACHER determination shall be in
AND PARENTS accordance with generally
accepted procedures of
SECTION 1
 evaluation and teacher shall exercise
measurement. utmost professional
discretion to avoid scandal,
SECTION 2 gossip and preferential
 A teacher shall recognize treatment of the learner.
that the interest and SECTION 8
welfare of learners are of
first and foremost concern,  A teacher shall not inflict
and shall deal justifiably corporal punishment on
and impartially with each of offending learners nor make
them. deductions from their
scholastic ratings as a
punishment for acts which
are clearly not
manifestation of poor
SECTION 3 scholarship.
 Under no circumstance shall
a teacher be prejudiced or
discriminate against by the SECTION 9
learner.  A teacher shall ensure that
SECTION 4 conditions contribute to the
maximum development of
 A teacher shall not accept learners are adequate, and
favors or gifts from learners, shall extend needed
their parents or others in assistance in preventing or
their behalf in exchange for solving learner's problems
requested concessions, and difficulties.
especially if undeserved.
SECTION 5
ARTICLE V: THE TEACHER AND
 A teacher shall not accept, THE PROFESSION
directly or indirectly, any
remuneration from tutorials SECTION 1
other what is authorized for  Teachers shall at all times,
such service. be imbued with the spirit of
SECTION 6 professional loyalty, mutual
confidence, and faith in one
 A teacher shall base the another, self-sacrifice for
evaluation of the learner's the common good, and full
work only in the merit and cooperation with
quality of academic colleagues. When the best
performance. interest of the learners, the
SECTION 7 school, or the profession is
at stake in any controversy,
 In a situation where mutual teachers shall support one
attraction and subsequent another.
love develop between
teacher and learner, the SECTION 2
  A teacher is not entitled to ARTICLE VI: THE TEACHER
claim credit or work not of AND HIGHER AUTHORITIES IN
his own, and shall give due THE PROFESSION
credit for the work of others
SECTION 1
which he may use.
 Every teacher shall make it
SECTION 3
his duty to make an honest
 Before leaving his position, effort to understand and
a teacher shall organize for support the legitimate
whoever assumes the policies of the school and
position such records and the administration
other data as are necessary regardless of personal
to carry on the work. feeling or private opinion
and shall faithfully carry
SECTION 4 them out.
 A teacher shall hold SECTION 3
inviolate all confidential
information concerning  A teacher shall transact all
associates and the school, official business through
and shall not divulge to channels except when
anyone documents which special conditions warrant a
has not been officially different procedure, such as
released, or remove records when special conditions are
from files without advocated but are opposed
permission. by immediate superiors, in
which case, the teacher
SECTION 6 shall appeal directly to the
 A teacher may submit to appropriate higher
the proper authorities any authority.
justifiable criticism against
an associate, preferably in
writing, without violating ARTICLE IV: A TEACHER AND
the right of the individual THE PROFESSION
concerned.
SECTION 1
SECTION 7
 Every teacher shall actively
 A teacher may apply for a insure that teaching is the
vacant position for which he noblest profession, and
is qualified; provided that shall manifest genuine
he respects the system of enthusiasm and pride in
selection on the basis of teaching as a noble calling.
merit and competence;
SECTION 2
provided, further, that all
qualified candidates are  Every teacher shall uphold
given the opportunity to be the highest possible
considered. standards of quality
education, shall make the
best preparations for the
career of teaching, and shall
 be at his best at all times Some of the privileges
and in the practice of his granted are the following:
profession.
1. Persons in Authority
SECTION 3 Commonwealth Act No. 578
 Section 3. Every teacher  this law recognizes
shall participate in the supervisors, teachers and
Continuing Professional professors of public and
Education (CPE) program of recognized private schools
the Professional Regulation as persons in authority.
Commission, and shall
2. Study Leave
pursue such other studies
as will improve his  A one-year study leave with
efficiency, enhance the pay shall be granted to a
prestige... teacher who has rendered
at least seven years of
SECTION 4
satisfactory teaching.
 Every teacher shall help, if  Magna Carta's Section 24
duly authorized, to seek states: "During the period of
support from the school, but such leave, the teacher
shall not make improper shall be entitled to at least
misrepresentations through 60% of his salary
personal advertisements
3. Maternity Leave
and other questionable
means.  Commonwealth Act No. 647
sec 1 provides maternity
SECTION 5
leave to regular and
 Every teacher shall use the temporary female who are
teaching profession in a married.
manner that makes it
4. Outside Teaching
dignified means for earning
a decent living.  RA 4670 Sec 13-Any teacher
engaged in actual
Japanese Sayings
Classroom instruction shall
 “If you missed the bus, not be required to render
maybe you missed the more than six hours of
accident too.” actual classroom teaching a
 “If you got rejected maybe day
life saved you from the
wrong place.”
 “If someone left your life, 5. Retirement Benefits RA
maybe they were making 8291
room for someone better.”
 “Trust the detour. Not Option 1: 5-Year Lump Sum
everything lost is meant to and Old Age Pension
be yours.”  Under this option, retirees
can get their five-year
pension in advance. The
 lump sum is equivalent to OTHER LAWS
60 months of the Basic
Republic Act No. 660
Monthly Pension (BMP)
payable at the time of  This Act amended Section
retirement. After five years, 12 of Commonwealth Act
retirees will start receiving 186. The Act provides for
their monthly pension. automatic retirement at the
age of 65 if the teacher has
Option 2: Cash payment and
completed 15 years of
Basic Monthly
service. If he has not, he
 In option 2, retirees will shall be allowed to continue
receive a Cash Payment in service until he
equivalent to 18 times the completes 15 years, unless
Basic Monthly Pension he is otherwise eligible for
(BMP) payable upon disability retirement.
retirement and then a
Republic Act No. 842 sec 3
monthly pension for life,
subsec (a)
payable immediately after
retirement date.  This Act provides further
that a teacher with
7. Vacation Pay
educational qualifications or
 Vacation leave, often civil service eligibility higher
abbreviated as VL, is a form than the standard required
of paid leave available to for the position to which he
Filipino employees. It is a is appointed, shall be given
benefit provided by a higher entrance salary
employers, allowing than a teacher merely
employees to take time off meets the standards.
with pay for rest, relaxation,
or personal matters.
8. Service Incentive Leave THE MAGNA CARTA FOR
PUBLIC SCHOOL TEACHERS
 Service Incentive Leave
Republic Act No. 4670
(SIL) is a benefit under
Article 95 of the Philippine  it seeks to enhance their
Labor Code. As such, living and working
employees who have put in conditions, terms of
at least a year of work shall employment, and career
receive a minimum of five prospects.
(5) yearly SIL credits.
9. Salary Loan CA 186 & RA
8291 ARTICLE XIV

 Public school teachers are EDUCATION

allowed to borrow money SECTION 1
from the Government
Insurance System, an  The state, shall protect and
amount not to exceed his promote the right of all
monthly salary. citizens to quality education
 at all levels and shall take [Link] a conducive learning
appropriates steps to makę, environment
such education accessible
3. Facilitating learning
to all.
4. Preparing appropriate lesson
LESSON 5: ON BECOMING A
plans in line with the school's
GLOCAL TEACHER
vision and mission
GLOBAL
5. Developing higher-order
 Global is defined to as a thinking skills (HOTS)
word relating to the whole
B. Competencies for Global
world or worldwide. (Oxford
Teachers cont'd...
dictionary)
 It is something that 6. Developing and utilizing
happens in all parts of the teaching and learning resources
world or affects all parts of
the world.(Collins 7. Enhancing ethical and moral
dictionary) values
8. Assessing and evaluating
learner's performance
WHAT IS A GLOBAL
EDUCATION? 9. Engaging in professional
development
 The global education
promotes the knowledge, 10. Networking with stakeholders,
attitudes, and skills relevant especially with parents
to living responsibly in a 11. Managing student welfare and
multicultural and other tasks
interdependent world.
A. Attributes of a Global
Teacher GLOCAL
1. Personal attributes  Luk-Feng (2005) and Tong &
(CHARACTER) Cheung (2011) suggest the
Character refers to notion of 'glolocalization'.
his/her personal This is a term which
characteristics such combines "global" with
as passion, love and "localization".
care to the students, Glolocalization presents the
being enthusiasm, twin relationships that may
good role model, and occur between globalization
other good character and localization.
traits as a good  Education and teaching
teacher. needs pupils and society
able to deal with future
B. Competencies for Global challenges which are both
Teachers of global and local
1. Facilitating the development of character. The relation
learner's li life and career skills between the global and
local can be described as a
 "Glocal" perspective. Glocal LESSON 5.1.2: A Closer Look
education is about diversity, at the Teachers and the
understanding the Teaching Profession in the
differences and teaching ASEAN and Beyond
the different cultural groups
in their own context to
achieve the goals of global THE ASEAN: ONE VISION, ONE
education. IDENTITY, ONE COMMUNITY

WHAT IS A GLOCAL TEACHER? A. What is ASEAN?

 Glocal teacher is someone  This is an Association of
who has a global outlook Southeast Asian Nations
adapted to the local (ASEAN) with the grouping
condition or a local outlook or coalition of 11 member-
adapted to the global states in Southeast Asia
condition. Also, he /she is which aim to foster regional
someone who thinks and cooperation. The three
acts both locally and ASEAN pillars were also
globally with worldwide highlighted, namely:
perspectives but is teaching Political Security, Economic
in the communities, Community, and Socio-
localities, towns, provinces Cultural Community.
and regions where he/she is  It was formed on August 8,
situated. 1967 with Indonesia,
Malaysia, Philippines,
A. Characteristics of a Glocal
Singapore, and Thailand as
Teacher
founding members but
 Incorporates the global ASEAN has grown over the
dimension into school based years with the joining of
activities as an integral part Brunei Darussalam,
of teaching practice Cambodia, Lao People's
 Believe and take action for Democratic Republic,
education that will sustain Myanmar, Vietnam and East
the future Timor (Timor Leste).
 Facilitate digitally mediated
learning
 Possess good A. The Levels of Schooling as
communication skills a Teaching Meliu
 Be creative and innovative
 Knows that he or she can [Link] level is composed
become an agent of change usually of Pre- primary (Play-
 Thinks globally but act school, Pre-K, Kindergarten) and
locally or think local but act the Primary Level which is
global composed of Grade 1, Grade 2,
Grade 3, Grade 4, Grade 5, and
Grade 6.
Primary Level Sub-levels:
  Primary Grades: Typically Tertiary level (college) within the
refers to the earliest years ASEAN educational context,
of formal education (often specifically regarding teacher
Grades 1–3). education.
 Intermediate Grades: Key Characteristics
Generally covers the upper  Position: It is the stage beyond
years of elementary basic education across all
education (often Grades 4– ASEAN countries.
 Objective: It is the level where
6).
students earn a bachelor's
degree in teacher education.
 Professional Requirement:
Secondary Level of Schooling This degree is a prerequisite for
in ASEAN taking the licensure
Based on the text provided, the examination, which is
secondary level of education necessary to become a certified
follows the primary level and professional teacher.
typically includes the following
characteristics across ASEAN B. THE TEACHER
countries: PROFESSIONALS ACROSS THE
 Structure: It is generally ASEAN
composed of two main  In remote areas of Lao PDR,
stages: Junior High School Indonesia, Myanmar, and
and Senior High School. Cambodia, future pre-school
 Pathways: Graduates from and kindergarten teachers
senior high school have two may enter training with 9
primary options: years of basic education
and complete 3 additional
o Proceeding to years of teacher
college/higher preparation.
education.  Alternatively, these remote-
area teachers may undergo
o Entering the
10 years of teacher
workforce in a job
preparation following their
appropriate to their
basic education.
qualifications.
 For lower secondary level
 Variations: There are slight teachers, the requirement is
differences in structure 12 years of basic education
between countries. For followed by 2 years of
example: teacher preparation to earn
a Diploma in Teaching.
o Lower Secondary:
May consist of 3 years
(Grades 7, 8, and 9).
Upper Secondary
o Upper Secondary: Requirement: Teachers need 12
May consist of Grades years of basic education plus 4–5
10, 11, and 12. years of teacher preparation to
earn a bachelor's degree.
Alternative Path: Graduates The cluster of subjects in
with non-education degrees can liberal education provides
complete a postgraduate diploma the development of the
in Education/Teaching to qualify. person-hood of the future
teacher. (What to Know
Total Training Required: This about Oneself and World).
alternative route equates to 12
years of basic education, a 4–5 2. Pedagogy
year bachelor's degree, and a 1-
 This component provides
year postgraduate diploma.
variety of teaching delivery
Practical Experience: Teacher approaches beyond the
education programs include a traditional methods of
teaching practicum, student teaching. The more
teaching, or field experiences innovative methods
course to apply theories in real including student-centered
classrooms. approaches, cooperative
learning, project-based
learning and many more
1. Academic Preparations of based on international
Teacher Professionals in Basic values to enhance, peace
Education education, sustainable
development, respect for
ASEAN countries have diversity, inclusive
comparable academic teacher education, and global
education preparations, however citizenship. Pedagogical
there are those who have gone theories and principles are
beyond their borders, while others also included. (How to
are still strengthening their Teach)
programs. Differences are
according to the context and 3. Teaching Practicum/
needs and the education system Experiential Learning
of a particular member country,  In this cluster, knowledge,
their history culture and theories, principles and
aspirations. pedagogies learned are
validated in real life
situation as teachers. In all
2. Components of Teacher ASEAN countries, teaching
Preparation practicum and experiential
1. General knowledge and learning are required as a
understanding component of training or for
certification to teach.
 This cluster of knowledge (Immersion to the real world
and understanding are of Teaching/ Practicum/
embedded in the general Teaching Internship)
education or liberal arts
education subjects in 4. Specialized knowledge/
college as preparatory to Major courses
the core content subjects in  For those who will teach the
the professional education. content or discipline in the
 upper elementary or Actual Teaching as one of a
secondary levels, major teacher's major responsibilities.
content courses are Here is a summary of the key
learned. For the early years points provided:
pre school to grade three,
 Definition: It refers to the
more comprehensive
time of engagement
knowledge of child growth
between the teacher and
and development is given
the learners.
emphasis. (What to teach in
specific discipline or subject  Timing: This activity occurs
area) within official teaching
hours.
4. Specialized knowledge/
Major courses  Variability: Actual teaching
hours differ depending on
 Several standards and
the country and the specific
competencies were
school.
developed as a guide for all
teachers some of which will  Synonyms: It is also
be discussed in detail in the commonly referred to as
succeeding lesson. But the contact time or time on
most common are task.
standards that revolve
around on the following  Definition: Management of
domains: Learning encompasses activities
supporting actual learning, extending
1. Skills in the 21st Century
beyond direct instruction.
2. Professionalism and
accountability  Examples: Key components
include remediation, enhancement,
3. Pedagogical competence homework, and co-curricular activities.
4. Teacher's
 Purpose: These activities help
characteristics/qualities
ensure learning goals are achieved
5. Knowledge competence effectively by organizing resources and
inspiring students.

1. Teacher's Major
Responsibilities Administrative work is defined
as teacher duties beyond
 There are three major classroom instruction, such as
responsibilities of writing test items and recording
professional teachers across results.
the different countries.
These are:  It includes managing parent
relations and creating
1. Actual teaching reports.
2. Management of learning  Recent policy changes aim
to remove these tasks from
[Link] work public school teachers to
 allow more focus on 3. The New Processes of
classroom teaching. Learning and How These will
be facilitated.
With the advancement in the
study of the mind and cognition,
Some Key Categories of the various processes of learning.
Different Changes and evolved with human intervention
Developments in the 21st of Leachers and peers as well as
Century Teaching and non- human intervention. of
Learning (Zhou, 2006) artificial intelligence (AI) of robots.
These include the idea of mulliple
1. The New Learning ways of learning which can be
Environment. mediateed by the following:
 The idea of learning  Face to face
environment. has  Distance learning
broadened from the  Blended Modalities and
confines of the four walls of  Experiential and life long
the classroom to places and
spaces that support 4. The New Types of Learners.
learning. The new breed of Learners does
It is characterized by the not have age boundaries.
following: Learners may be are in an
informal, formal or informal
 I learner-centered setting. The new type of learner
 new spaces and borderless is:
 enhanced opportunity for
creativity and innovations,  a confident person who
and use of ICT thinks independently and
critically and who
2. The New Learning communicates effectively;
Contents.  self-directed and who
With the new learning questions, reflects and
environment and the explosion of takes responsibility for
knowledge, content or subject his/her own learning;
matter of learning has been  a concerned citizen,
modified. From a specific informed about the world
discipline or subject area, subject and local affairs, has a
matter of lerning has the following strong sense of civic
characteristics: responsibilities and
participates actively in
 Integrated/Interdisciplinary; improving the lives of
 demand-driven; others;
 emphasis on learning tools  a member of the new
on how to retrieve generation: pop-culture,
knowledge; and different ways of thinking,
 balance of scientific, responding.
technological cultural,
global, local concepts. 5. The New Type of Teachers.
As teachers are curently
preparing students for jobs and
technologies that don't even exist
yet, the challenge then is to
produce the new type of teachers.
Teachers for the 21" century
learners teach within the context
of new environment, new content
or knowledge and new processes
of teaching and learning. Hence
the new type of teachers must
possess the following
characteristics:
 Clear standards and
accountability that their
learners should know and
be able to do at the end of
their schooling;
 Use broad pedagogies
including inquiry-based
learning, cooperative
learning, other pedagogies:
 Skillful in the integration of
ICT in pedagogy:
 Skillful in the use of
assessment to guide
teaching and learning;

Characteristics of Learners
Who Have Developed Life and
career Skills
Productivity and
Accountability
 Individuals who possess
these skills are able to
produce results. They
respect. teamwork and
cooperation.