The Teaching Profession

Midterms Reviewer | First Semester

Code of Ethics
Teaching and Teacher Roles ➔​ Teachers must live with dignity at all
times (in school, at home, or
elsewhere).
What is Teaching? ➔​ Teachers must show self-discipline
in personal behavior in all
➔​ Teaching is influencing another
relationships.
person to change their behavior
potential.
➔​ Teaching is an interactive process As a Professional
that mainly involves classroom talk
between teacher and students
during defined activities. Two Main Elements of a Profession
➔​ Competence
Roles of a Teacher ➔​ Code of Ethics

As a Person Other Elements of a Profession

➔​ Initial professional education
➔​ Licensing
Characteristics of a Teacher
➔​ Accreditation
➔​ Good personality ➔​ Professional development
❖​ Presentable ➔​ Professional societies
❖​ Respectable character and
appearance. 7Rs of Professional Teachers
➔​ Fairness
❖​ Impartial ➔​ Remember to perform your duties
❖​ Just with a high degree of
❖​ Does not discriminate professionalism.
➔​ Honest ➔​ Respond to the needs, welfare, and
➔​ Dedicated wellbeing of each student.
➔​ Creative ➔​ Recognize the need for continuous
➔​ Flexible career growth.
➔​ Enthusiastic ➔​ Reawaken passion and mission to
➔​ Role model serve all types of learners.
➔​ Renew commitment to help learners
build a better life.
 ➔​ Re-evaluate attitudes toward
Key Principles of Brain-based
students and work ethics.
➔​ Relearn, learn, and unlearn to stay Learning
updated with new knowledge.
Movement and Physical Activity
As a Community Leader and
➔​ Movement breaks, active learning
Social Advocate games, and kinesthetic
(body-based) activities energize the
➔​ Take part in projects related to
brain.
education and child welfare.
➔​ Support free and honest elections.
Making Connections
As an Expert ➔​ New information should be linked to
students’ prior knowledge so it fits
into what they already know.
Kinds of Knowledge Teachers Must
Have
Active Engagement
➔​ Content knowledge (subject matter).
➔​ Students learn best through
➔​ Pedagogical content knowledge
hands-on and interactive activities,
(how to teach subject matter
such as visual aids, multimedia, and
effectively).
real-world examples.
➔​ Knowledge of learners
(understanding students).
➔​ General pedagogical knowledge 5 Brain-based Strategies to Keep
(teaching strategies and methods). Students Engaged
➔​ Knowledge of educational contexts
(school and community).
➔​ Curriculum knowledge. Use indirect signals and visuals
➔​ Knowledge of educational ends,
purposes, and values. ➔​ Helps students absorb and recall
information.

Brain-based Education Make sure all students respond

➔​ Ask them to answer, ask a question,
Brain-based Learning predict, or evaluate—this keeps
everyone involved.
➔​ Is the purposeful use of teaching
strategies based on principles from
scientific research about how the Protect students from fear of
brain learns best. mistakes/failure
➔​ Fear demotivates.
 ➔​ Create a safe space where students ➔​ Improved Memory → Aids in
believe they can succeed. memory-building and retention.

Avoid putting students “on the spot”

Children with Special Needs
(unless you are specifically testing
this skill)
Inclusive Education
➔​ Instead, use quick conversations or
call-and-response activities to give ➔​ An education system that welcomes
them time to process. and supports all students, no matter
their abilities or requirements.
Promote curiosity as the central goal
Inclusive Education Requires:
➔​ Encourage exploration, questioning,
and excitement about learning. ➔​ Non-discrimination
➔​ Best interests of the child
➔​ Right of the child to be heard
Measuring the Impact of
➔​ Protection from violence and abuse
Brain-based Learning ➔​ Opportunities to live within the
community
➔​ Support with mobility
Assessing Student Progress
➔​ Access to healthcare
➔​ Use project-based assessments, ➔​ Habilitation and rehabilitation
portfolios, and performance tasks
(not just traditional tests).
Why is Inclusive Education
Important?
Long-term Benefits
➔​ Improves learning for all children
➔​ Helps students develop emotional
(with or without disabilities).
intelligence, social skills, and
➔​ Prepares children with disabilities to
resilience—all essential for
work and contribute socially and
21st-century success.
economically in their communities.
➔​ Promotes understanding, reduces
Benefits of Brain-based Learning prejudice, and strengthens social
integration.
➔​ Health → Improves students’ overall
fitness and wellness.
➔​ Better Psyches → Positive
affirmations improve self-perception.
➔​ Cooperation → Group work builds
collaboration and compromise.
➔​ Teachers’ Flexibility → Allows
tailored teaching for diverse needs.
 Strategies for Teaching Focus on Strengths
Students with Disabilities ➔​ Identify students’ strengths and use
them to build more success.
Break Learning Tasks into Smaller
Parts Be the Adult (Model Positive
➔​ Teach concepts step by step to Attitudes)
ensure mastery before moving ➔​ Teachers should show joy in learning
forward. even when facing
challenges—students will mirror this
Present Information in a Variety attitude.

of Ways
➔​ Use verbal, written, visual, and Challenges in Teaching
kinesthetic methods.
➔​ Example:
Multicultural Classrooms
➢​ Writing key concepts
together. ➔​ Teachers must be sensitive to racial,
➢​ Creating graphic anchor ethnic, cultural, and gender groups.
charts. ➔​ Avoid making assumptions based on
culture or ethnicity.
Assess Frequently and Provide ➔​ Avoid stereotyping.
➔​ Get to know each student as an
Specific Feedback individual.
➔​ Assessments should be informal and
focused on growth.
Learner-Centered Teaching
➔​ Students need to know what they’re
doing right and what needs ➔​ A learner-centered approach does
improvement. not remove the teacher, but shifts
the focus to students.
Build Relationships and Resilience ➔​ A learner-centered environment
encourages collaboration.
➔​ Show respect, believe in students’ ❖​ Students answer each
abilities, and build trust. other’s questions.
❖​ Students give peer feedback.
Eliminate Distractions Proactively ❖​ The teacher becomes a
facilitator—models
➔​ Tools like visual timers help with instructions, provides
self-regulation. feedback, and answers
➔​ Let students work in different areas questions when needed.
to avoid distractions.
 ➔​ Virtual labs and immersive software
Multi-Grade Classes
prepare students for future careers.
➔​ Common in the Philippines.
➔​ Example:
Multiple Intelligences
❖​ SY 2017–2018 data:
➢​ 18.6% of public elementary ➔​ Learners have different strengths
schools (7,234/38,911) were (linguistic, logical-mathematical,
multi-grade. spatial, musical, bodily-kinesthetic,
➢​ Regional distribution: interpersonal, intrapersonal,
●​ Eastern Visayas: naturalistic).
19.41% ➔​ Teachers must design activities that
●​ Cagayan Valley: cater to these various intelligences.
7.64%
●​ Cordillera
Administrative Brain-Based Education
Region: 9.51%
➔​ Uses strategies based on how the
brain learns best.
ICT Integration (Information ➔​ Focuses on movement, active
engagement, and making
and Communication
connections.
Technology) ➔​ Encourages curiosity, safety in
learning, and meaningful feedback.
How ICT helps learning: ➔​ Helps with memory, emotional
intelligence, and lifelong learning
➔​ Safe and ethical social networking skills.
and collaboration.
➔​ Ability to use digital devices,
software, and infrastructure. Children with Special Needs
➔​ Students access resources beyond
textbooks: videos, simulations, ➔​ Emphasizes inclusive education
online tutorials. (welcoming all learners regardless of
➔​ Interactive, multimedia-rich learning ability).
→ matches different learning styles. ➔​ Requires: non-discrimination, child
➔​ Encourages active participation protection, mobility support,
(quizzes, games, virtual healthcare, and rehabilitation.
experiments). ➔​ Strategies: break down tasks,
➔​ Platforms (Google Classroom, present info in various ways, give
Microsoft Teams) support group feedback, build relationships, reduce
work and discussions. distractions, focus on strengths, and
➔​ Enables personalized learning to model positivity.
meet student needs.
➔​ Fosters global awareness and
citizenship through online
collaborations.
 Artificial Intelligence (AI) Logical-Mathematical
Intelligence
➔​ Already present in healthcare,
entertainment, transportation, ➔​ Characteristics: Strong in logic,
finance, shopping, and smart numbers, problem-solving.
homes. ➔​ Professions: Scientist,
➔​ In education, AI can: Mathematician, Programmer,
❖​ Provide personalized Engineer, Accountant.
learning. ➔​ Activities to Enhance: Math
❖​ Automate tasks. games, coding, puzzles.
❖​ Offer simulations and
interactive learning.
Musical Intelligence
❖​ But teachers must also ask:
What could go wrong? ➔​ Characteristics: Sensitive to
(issues of privacy, ethics, rhythms, melodies, and sounds.
overdependence). ➔​ Professions: Musician, Composer,
Music Teacher, Conductor, Sound
Engineer.
Multiple Intelligences ➔​ Activities to Enhance: Playing
instruments, singing, making beats.
What is Multiple Intelligences?
Bodily-Kinesthetic Intelligence
➔​ Intelligence is not just IQ—it’s a
combination of different abilities. ➔​ Characteristics: Skilled in physical
➔​ It shows how people think, learn, movement and hands-on tasks.
and interact with the world. ➔​ Professions: Dancer, Craftsperson,
➔​ Everyone is smart in their own way. Builder, Surgeon, Sculptor, Actor.
➔​ Helps identify personal strengths ➔​ Activities to Enhance: Sports,
and growth areas. performing arts, experiential
➔​ Encourages valuing diverse talents learning.
in schools and workplaces.
Spatial Intelligence
Types of Intelligences ➔​ Characteristics: Good at visualizing
and creating mental images.
Linguistic Intelligence ➔​ Professions: Architect, Artist,
Engineer.
➔​ Characteristics: Skilled in ➔​ Activities to Enhance: Drawing,
communication (written & verbal). photography, 3D puzzles.
➔​ Professions: Writer, Journalist,
Lawyer, Teacher.
➔​ Activities to Enhance: Reading, Interpersonal Intelligence
debates, journaling. ➔​ Characteristics: Understands and
connects well with others.
➔​ Professions: Psychologist,
Learning to Know
Counselor, Salesperson, Politician.
➔​ Activities to Enhance: Group work, ➔​ Focuses on the social side of
conversations, community service. learning and how knowledge is
shared.
Intrapersonal Intelligence ➔​ Learning is not just for individuals
but also for connecting people
➔​ Characteristics: Strong across generations.
self-awareness and emotional ➔​ Knowledge becomes a common
understanding. resource of humanity.
➔​ Professions: Philosopher, Writer,
Scientist, Theorist.
➔​ Activities to Enhance: Journaling, Learning to Do
meditation, goal-setting.
➔​ Education should empower learners
to take action together
Naturalist Intelligence ➔​ Stresses the importance of:
❖​ Deliberation (thinking
➔​ Characteristics: Relates to and
carefully before acting)
understands the natural world.
❖​ Cross-cultural
➔​ Professions: Biologist,
communication
Conservationist, Gardener, Farmer.
❖​ Coalition building (working
➔​ Activities to Enhance: Gardening,
together for shared goals)
hiking, observing wildlife.

Existential Intelligence Learning to Live Together

➔​ Characteristics: ➔​ Education should prepare people to
➢​ Think about life’s meaning live in healthy and sustainable ways:
and big questions. ❖​ With each other
➢​ Long-term perspective. ❖​ With the planet
➢​ Concern for others.
➢​ Ability to see things from
different viewpoints.
Learning to Be
➔​ Professions: Philosopher, ➔​ Education helps us understand
Theologian, Pastor, Counselor. ourselves as:
➔​ Activities to Enhance: Journaling, ❖​ Capable (we can do great
volunteering, creative expression. things)
❖​ Vulnerable (we have limits
and weaknesses)
UNESCO Four Pillars of ➔​ Encourages reflection on how we
Education affect others and how they affect us.
➔​ Reminds educators to focus on the
➔​ These four pillars are essential for rights and responsibilities that come
21st-century teaching and learning.
 with relationships and
Hebraic Tradition (1200
interdependence.
BCE-present)
➔​ Methods: listening to sacred
Historical Foundations of readings, memorization, and
Education recitation.
➔​ Goal: students internalize meaning
and message of the lesson.
Global Foundations
Ancient Greek and Roman
Preliterate Education (7000-5000
Civilization
BCE)
➔​ Education aims to prepare good
➔​ Children learned language, skills, citizens and respond to change.
morals, and religious values through ➔​ Focused on truth, goodness, and
enculturation. beauty.
➔​ Survival skills were passed orally
through storytelling.
➔​ Stories = important educational tool Greek Contributions
(still used in preschools & primary ➔​ Socrates: “Know thyself,” education
grades). through self-examination.
❖​ Used the Socratic method →
Ancient Chinese Civilization (3000 asking questions to make
students think deeply.
BCE–1900 CE)
➔​ Plato: Believed in eternal truths
➔​ Students were taught to respect (justice, beauty, goodness).
teachers (Confucius = “the master”). ❖​ Education = rediscovery of
➔​ Education focused on ethics and universal ideas.
morality (Confucianism). ❖​ Advocated “tracking”
➔​ Respect for education became a (grouping by intellectual
core value in China and East Asia. ability).
➔​ Aristotle: Education should cultivate
rational and educated citizens.
Ancient Egypt (3000 BCE–300
BCE)
Roman Contributions
➔​ Schools were part of temples →
➔​ Education mostly for wealthy males.
close ties between education and
➔​ Boys went to primary/secondary
religion.
schools; girls learned at home.
➔​ Teaching method: dictation and
➔​ Teachers were often educated
memorization.
Greek slaves (pedagogues) → origin
➔​ Goal: students must produce exact
of the word “pedagogy.”
copies of texts.
 ➔​ Primary schools taught reading,
Islam, Arabic Learning, and
writing, arithmetic, and religion.
Education (700–1350 CE) ➔​ Catechism method: Q&A format
➔​ Absorbed and transmitted summarizing doctrines.
knowledge globally. ➔​ Teacher supervision and licensing
➔​ Translated works of Greek scholars were developed.
(Aristotle, Euclid, Hippocrates) into
Arabic.
Local (Philippines)
➔​ These were reintroduced to Europe
through Arab scholars.
Pre-colonial
Medieval Culture and Education ➔​ Education through vocational
(500–1400 CE) training, oral tradition, and the
baybayin writing system.
➔​ Characterized by decline in learning,
later revived by Scholastics.
➔​ Schools tied to the church; most
Spanish Period
students were men training for ➔​ Formal schools for boys and girls
religious careers. were established.
➔​ Aquinas (Scholasticism): blended ➔​ Printing press introduced.
faith and reason; schools had formal ➔​ Educational Decree of 1863:
subjects. provided free public education.
➔​ Benefited the Ilustrados (enlightened
Renaissance Period (1350–1500 ones).

CE)
American Period (1902-onwards)
➔​ Education emphasized classical
humanism (literature, not just ➔​ Established public high schools and
theology). special institutions (arts, trades,
➔​ Humanist educators were writers, agriculture, commerce).
poets, and critics. ➔​ Curriculum: focused on practical job
➔​ Goal: educate critical thinkers who skills for white-collar and blue-collar
could challenge customs. work.
➔​ Education reserved mostly for elite
classes. 3rd and 4th Republics

Religious Reformation and

3rd Republic (Manuel Roxas)
Education (1500–1600 CE)
➔​ Department of Instruction →
➔​ Vernacular schools: taught in local Department of Education.
languages (German, English, etc.)
instead of Latin.
 4th Republic (Marcos era) Education Act of 1892 (Batas
➔​ DECS (Department of Education Pambansa Blg. 232)
and Culture).
➔​ 1973 Constitution set 3 aims of ➔​ Date approved: September 10, 1982
education: ➔​ Purpose: Establish and maintain an
❖​ Foster love of country. integrated system of education in the
❖​ Teach duties of citizenship. Philippines.
❖​ Develop moral character, ➔​ Coverage:
discipline, and efficiency. ❖​ Applies to both formal and
non-formal education.
❖​ Covers public and private
5th Republic (Corazon Aquino schools at all levels.
onwards)
➔​ 1987 Constitution: compulsory Declaration of Basic State
elementary education.
➔​ Republic Act 6655 (1988): Free Policy (Sec. 3)
Public Secondary Education Act.
➔​ Establish and maintain a complete,
➔​ Republic Act 7722 (1994): CHED
adequate, and integrated education
(Higher Education).
system relevant to national
➔​ Republic Act 7796 (1994): TESDA
development.
(Technical Education).
➔​ Promote the right of every individual
➔​ Republic Act 9155 (2001):
to quality education.
Governance of Basic Education Act
➔​ Respect and promote the rights of
→ DECS → DepEd.
cultural communities to develop
➔​ Kindergarten Education Act
within their culture, customs, and
(2012): kindergarten made
traditions.
compulsory.
➔​ Enhanced Basic Education Act
(2013): K-12 program introduced. Declaration of Objectives
➔​ Provide broad education that helps
Importance of Studying individuals:
History of Education (Dewey) ❖​ Reach their full potential as
human beings.
➔​ Educational issues/problems are ❖​ Participate in society.
rooted in the past. ❖​ Become productive and
➔​ Reforms must consider present versatile citizens.
conditions shaped by history. ➔​ Train manpower with middle-level
➔​ Studying history of education gives skills for national development.
perspective and explains our current ➔​ Develop professions that provide
practices as teachers. leadership and knowledge
advancement.
➔​ Respond effectively to the nation’s ➔​ Publish newspapers and express
changing needs through planning opinions.
and evaluation. ➔​ Join or form organizations.
➔​ Be free from involuntary
contributions.
Educational Community
➔​ Defined as all people and groups Duties
involved in teaching and learning.
➔​ Develop potential and serve society.
➔​ Policy: Promote shared purpose and
➔​ Uphold academic integrity and aim
cooperation among schools, society,
for excellence.
and stakeholders.
➔​ Maintain peace and discipline in
school.
Rights and Duties ➔​ Participate in civic affairs.
➔​ Exercise rights responsibly, with
accountability.
Parents (Sec. 8 & 14)

School Personnel (Sec. 10 & 11)

Rights
➔​ Organize with teachers for forums. Rights (All Personnel)
➔​ Access school records of their
children. ➔​ Free expression of opinions.
➔​ Free legal services (government for
public, school for private).
Duties
➔​ Join labor/professional
➔​ Help achieve national educational organizations.
objectives. ➔​ Free from involuntary contributions
➔​ Ensure children finish at least (except from their own groups).
elementary, strive for higher
education. Special Rights of Teachers
➔​ No compulsory assignments outside
Students (Sec. 9 & 15) duty (unless compensated).
➔​ Intellectual property rights.
Rights ➔​ Teachers are “persons in authority”
→ must be respected and protected.
➔​ Quality education through competent ➔​ Opportunity to choose career lines
instruction. (teaching, administration, etc.).
➔​ Choose a field of study.
➔​ Access records and receive
Obligations of Teachers (Sec. 16)
documents (certificates, TOR,
grades). ➔​ Perform duties aligned with school
➔​ Guidance and counseling. goals.
 ➔​ Be accountable for student learning
Educational System
outcomes.
➔​ Report on student performance to ➔​ Formal Education Levels:
parents. ❖​ Elementary, Secondary,
➔​ Sustain professional growth and Tertiary
professionalism. ➔​ Specialized Services:
➔​ Avoid unfair grading practices. ❖​ Tech-voc education, special
➔​ Act as agents of social, moral, education, non-formal
intellectual, and cultural change. education.

School Administrators (Sec. 12 & School Establishment

17) ➔​ Schools must have government
authorization (recognition).
➔​ Voluntary accreditation is
Rights
encouraged for higher quality.
➔​ Have discretion in governance and ➔​ Schools must set up internal
management. organizations and dispute settlement
➔​ Recognized as “persons in authority” systems.
→ respected and protected.
Personnel Transactions
Obligations
➔​ Government schools: follow Civil
➔​ Manage schools effectively. Service and budget rules.
➔​ Maintain academic freedom. ➔​ Private schools: disputes handled
➔​ Maintain professional behavior. by DOLE.
➔​ Report on staff performance.
➔​ Ensure fairness, due process, and
privacy in discipline.
School Finance
➔​ Submit reports to the Ministry of ➔​ Public schools: funded by the
Education. national government (with aid to
LGUs).
Schools (Sec. 13) ➔​ Private schools: can set tuition,
fees, and run businesses for income.
➔​ Rights of governing boards: ➔​ Incentives: Donations to recognized
❖​ proper governance and schools are tax-exempt.
academic freedom.
➔​ Institutions of higher learning decide:
❖​ who may study, who may
teach, and what subjects are
taught.
 ➔​ Sec. 2: Maintain an adequate
Legal Foundations of
and integrated education system
Education relevant to society’s needs.

Definition of Law Republic Act 9155 (Governance of

➔​ Discipline and profession about Basic Education Act, 2001) & RA
customs, practices, and rules of a 6655 (Free Secondary Education
community. Act)
➔​ These rules are recognized as
binding by the community. ➔​ Guaranteed free and compulsory
basic education (elementary and
high school).
Sources of Philippine
Educational Jurisprudence
Education Act of 1982 (BP 232)

Act No. 2706 (Private School Law, ➔​ Defined objectives of formal and
non-formal education.
1917)
➔​ Required recognition and Republic Act 6728
inspection of private schools by
➔​ Concerned with private education.
the Secretary of Public
➔​ Required schools to meet minimum
Instruction.
standards in facilities and
➔​ Ensured efficiency standards for
curriculum.
private education. ➔​ Liberalized values education
content.
Commonwealth Act No. 1
(National Defense Act, 1935, Early Childhood Care and
amended by RA 9163) Development (ECCD) Law, 2000
➔​ Provided Preparatory Military ➔​ Recognized the importance of
Training for youth (from Grade 5 early childhood education.
through college). ➔​ Parents as primary
caregivers/first teachers.
1987 Philippine Constitution (Art. ➔​ Provided parenting seminars and
nutrition counseling.
XIV)
➔​ Sec. 1: Protect and promote the
right to quality education at all
levels.
 Republic Act 6972 (Barangay K-12 Program (Philippines)
Level Total Protection of Children
Act) Six Key Characteristics of the K-12
➔​ Required LGUs to establish
Basic Education Program
day-care centers in every barangay.
Strengthening Early Childhood
Republic Act 7722 (Higher Education
Education Act, 1994) ➔​ Standardized kindergarten improves
➔​ Created CHED (Commission on completion rates.
Higher Education). ➔​ Children learn the basics through
songs, games, and mother tongue.

Republic Act 7796 (TESDA Act,

Making Curriculum Relevant
1994)
➔​ Lessons connected to students’
➔​ Created TESDA. culture and experiences.
➔​ Encouraged collaboration among ➔​ Topics: climate change, ICT,
industry, labor, LGUs, and schools disaster prevention, etc.
for workforce skills.

Building Skills While Preserving

Educational Structure Identity

➔​ Formal Education: elementary → ➔​ Use of mother tongue to improve

secondary → tertiary. learning.
➔​ Basic Education: preschool, ➔​ Values and culture integrated.
elementary, high school.
➔​ Tertiary Education: college, Unified and Seamless Learning
graduate, technical/vocational
➔​ Spiral progression: start with
➔​ Includes non-formal education as an
basics, move to complex in higher
alternative.
grades.

Curriculum and Instruction

Preparing for the Future
➔​ Innovations made in: ➔​ Prepares for college or tech-voc.
❖​ Curriculum reforms ➔​ Career choices based on talent,
❖​ Testing and assessment interest, and school capacity.
❖​ Teacher development
❖​ Alternative delivery modes
Matatag Curriculum (2023)
➔​ Started implementation in SY
2024–2025.
➔​ Aims to decongest K-12 by focusing
on:
❖​ Essential foundational skills
(literacy & numeracy).
❖​ Patriotism (Makabansa) and
Good Manners and Right
Conduct (GMRC).

Republic Act 12027 (2024)

➔​ Ended the use of mother tongue as
medium of instruction in
Kinder–Grade 3.
➔​ Reasons:
❖​ Multilingual classrooms.
❖​ Lack of localized learning
materials.
❖​ Inadequate teacher training.
❖​ Top-down policy
implementation.