ST. BENEDICT COLLEGE OF COTABATO, INC.

, BISHOP MONGEAU AVENUE, COTABATO CITY

Course No: EDUC 114

Description: Teaching Profession
Instructor: Ms. Dulce A. Bajar
Day/Time:

General Objectives:
1. Formulate own philosophy of education
2. Distinguish the concept of teaching as a job, vocation, mission, and
profession
3. Cite the qualities of a value-oriented and morally upright professional
teachers
4. Explain the competencies, as contained in the NCBTS, PPST, that
teacher must possess to function effectively in the classroom and in the
community
5. Identify the relevance of the 21 st century skills in the life and work of a
teacher.
Chapter I: The Teacher as a Person in Society
1.1. The Teacher’s Philosophical Heritage
 Seven philosophies of education:
1. Essentialism
 Why teach? – This philosophy contends that teachers teach for
learners to acquire basic knowledge, skills and values.
 What to teach – The emphasis is on academic content for
students to learn the basic skills or fundamental r’s – reading,
‘rithmetic, ‘riting, right conduct. The teachers teach “not to
radically reshape society but rather “to transmit the traditional
moral values and intellectual knowledge that students need to
become model citizens.
 How to teach – Essentialist teachers emphasize mastery of
subject matter. With mastery of academic content as primary
focus, teachers rely heavily on the use of prescribed textbooks.
There is a heavy stress on memorization and discipline.
2. Progressivism
 Why teach – Progressivist teachers teach to develop learners
into becoming enlightened and intelligent citizens of a
democratic society. Preparing the learners for adult life.
 What to teach – The progressivists are identified with need-
based and relevant curriculum. This is a curriculum that
“responds to students’ needs and that relates to students’
“personal lives and experiences.” The subjects that are given
emphasis are the “natural and social sciences. Teachers
expose students to many new scientific, technological, and
social developments.
 How to teach – Progressivist teachers employ experiential
methods. They believe that one learns by doing. For John
Dewey, book learning is no substitute for actual experience.

EDUC 114 – TEACHING PROFESSION | 1

3. Perennialism
 Why teach – We are all rational animals. Schools should
therefore, develop the students’ rational and moral powers.
 What to teach – The perennialist curriculum is a universal one
on the view that all human beings possess the same essential
nature. It is heavy on the humanities, on general education.
 How to teach – The perennialist classrooms are “centered
around teachers”. The teachers do not allow the students’
interests or experiences to substantially dictate what they teach.
Students engaged in Socratic dialogues, or mutual inquiry
sessions to develop an understanding of history’s most timeless
concepts”.
4. Existentialism
 Why teach – The main concern of the existentialists is “to help
students understand and appreciate themselves as unique
individuals who accept complete responsibility for their thoughts,
feelings and actions”. Since ‘existence precedes essence’, the
existentialist teacher’s role is to help students define their own
essence by exposing them to various paths they take in life.
 What to teach – “In an existentialist curriculum, students are
given a wide variety of options from which to choose.” Students
are afforded great latitude in their choice of subject matter.
 How to teach – “Existentialist methods focus on the individual.
Learning is self-paced, self-directed.
5. Behaviorism
 Why teach – Behaviorist schools are concerned with the
modification and shaping of students’ behavior by providing for
a favorable environment, since they believe that they are
product of their environment.
 What to teach – Behaviorist teachers teach students to respond
favorably to various stimuli in the government.
 How to teach –Behaviorist teachers “ought to arrange
environmental conditions so that students can make responses
to stimuli. Teachers ought to make the stimuli clear and
interesting to capture and hold the learners’ attention.
6. Linguistic philosophy
 Why teach – To develop the communication skills of the learner.
 What to teach – Learners should be taught to communicate
clearly – how to send clear, concise messages and how to
receive and correctly understand messages sent.
 How to teach – The most effective way to teach language and
communication is the experiential way.
7. Constructivism
 Why teach – To develop intrinsically motivated and independent
learners adequately equipped with learning skills for them to be
able to construct knowledge and make meaning of them.
 What to teach – The learners are taught how to learn.
 How to teach – In the constructivist classroom, the teacher
provides students with data or experiences that allow them to
hypothesize, predict, manipulate objects, pose questions,
EDUC 114 – TEACHING PROFESSION | 2
 research, investigate, imagine, and invent. Interaction among
students and teacher is evident.
1.2. Formulating Your Philosophy of Education
 What does a philosophy of education contain or include? It includes
your concept about:
 The human person, the learner in particular and the educated
person
 What is true and good and therefore must be taught.
 How a learner must be taught in order to come close to the truth
 What is true and good and therefore must be taught.
 How learner must be taught in order to come close to the truth
1.3. The Foundational Principles of Morality and You
1.3.1. What is morality?
 According to Panizo, 1964, morality refers to “the quality of
human acts by which we call them right or wrong, good or evil.”
What is meant by foundational moral principle?
 Is the universal norm upon which all other principles on the
rightness or wrongness of an action are based.
What is the natural law?
 It is the law “written in the hearts of men”. (Romans 2:15)
 For theists, it is man’s share in the Eternal Law of God…”
(Panizo, 1964)
 It is “the light of natural reason, whereby we discern what is
good and what is evil…(St. Thomas)
 Kung-fu-tsu, a famous Chinese philosopher stated “Do not do
unto others if do not want others do unto you” and which is the
golden rule also of Christianity
 Immanuel Kant stated, “Act in such a way that your rule can be
the principle of all”
 The Buddhists abide by the same principle in their Eightfold
Path.
1.3.2. Teacher as a person of good moral character
 As laid down in the preamble of our Code of Ethics of
Professional Teachers, “teachers are duly licensed
professionals who possess dignity and reputation with high
moral values as well as technical and professional competence.
In the practice of their profession, they strictly adhere to,
observe and practice this set of ethical and moral principles,
standard and values.”
 As a teacher, you are expected to be of good moral character.
You are a person of good moral character when you are 1)
human, 2) loving, 3) virtuous, and 4) mature.
1.4. Values Formation and You
 “To be moral is to be human.”
 Types of values as perceive by two groups:
(1) Transcendent values (idealist group) – there are unchanging
and universal values

EDUC 114 – TEACHING PROFESSION | 3

 (2) Dependent values (relativist group) – there are no universal
and unchanging values
1.4.1. Values are taught and caught
 Values are both taught and caught.
1.4.2. Values have cognitive, affective and behavioral dimensions
 Cognitive dimension: We must understand the value that we
want to acquire
 Affective dimension: These are in the affective domain of
objectives
 Behavioral dimension: Living by the value is the true acid test if
we really value a value.
1.4.3. Value formation is a training of the intellect and will
 According to St. Thomas, “the intellect proposes and the will
disposes.”
 According to William Kelly, 1965, it is necessary to develop your
intellect in its three functions, namely: “formation of ideas,
judgment and reasoning”. The formal and adequate object of
the will is good as apprehended by the intellect.
1.4.4. Max Scheler’s hierarchy of values (from lowest to the highest)
 Pleasure Values – the pleasant against the unpleasant; the
agreeable against the disagreeable: sensual feelings,
experiences of pleasure or pain
 Vital Values – values pertaining to the well being either of the
individual or of the community: health, vitality
- values of feeling vital: capability, excellence
 Spiritual Values – values independent of the whole sphere of
the body and of the environment;
- Grasped in spiritual acts of preferring, loving
and hating: aesthetic values (beauty against
ugliness); values of right and wrong; values of
pure knowledge
 Values of the Holy – appear only in regard to objects
intentionally given as “absolute objects”: belief, adoration, bliss
1.5. Teaching as Your Vocation, Mission and Profession
 Vocation comes from the Latin word “vocare” which means to
call.
 Mission comes the Latin word “misio” which means “to send”. In
the Webster Dictionary it is defined as “task assigned.”
 Profession is our way of rendering service to humanity.
1.5.1. The “pwede na “ mentality vs. excellence
 The “striving for excellence” as another element of a profession
brings us to our “pwede na” mentality, which is inimical to
excellence.
GENERAL RULE: Write your answers in a yellow pad paper with your
name, section, and date of submission. Submit your papers in the school
on September 23, 2022.
ACTIVITY 1. Research on the following philosophies. Give the gist of each
philosophy. Cite those thoughts with which you agree and also those with
which you disagree.
EDUC 114 – TEACHING PROFESSION | 4
 1. Christian philosophy
2. Confucianism
3. Paolo Freire’s philosophy
4. Rousseau’s philosophy
5. Rationalism
6. Empiricism
7. Epicureanism
8. Hindu philosophy
9. Plato’s philosophy
10. Stoic philosophy
ACTIVITY 2. Reflect and write your answer on the following questions.
1. What are the problems and issues related to teachers’ character and
behavior that you are aware of?
2. What are the factors that influence the values system and character
of teachers today?
Chapter II: Teacher Competencies
Competencies refer to knowledge, skills and attitudes that teachers ought to
possess for him/her to perform his/her tasks satisfactorily. These competencies
are captured and presented in the National Competency-Based Standards
framework and in the Philippine Professional Standard for Teachers.
The National Competency-Based Teacher Standards (NCBTS)
The NCBTS is a set of competencies (behaviors, attitudes and skills) that each
teacher must posses to function effectively and satisfactorily. These are based
upon “the core values of Filipino teachers and on the principles of effective
teaching and learning.” These competencies are considered in developing
curriculum standards for pre-service and in-service teacher education in the
Philippines as it is a national program of the DepEd, CHED, and the teacher
Education Council (TEC).
Table I. CHED-TEC-DepEd National Competency-Based Teacher Standards

Domains Strands
1. Social Regard for Learning  Acts as a positive role
model for students
2. Learning Environment  Creates an environment
that promotes fairness
 Makes the physical
environment safe and
conducive to learning
 Communicates higher
learning expectations to
each learner
 Establishes and maintains
consistent standards of
learners’ behavior
3. Diversity of Learners  Is familiar with learners’
background knowledge and

EDUC 114 – TEACHING PROFESSION | 5

 experiences
 Demonstrates concern for holistic
development of learners
4. Curriculum  Demonstrates mastery of the
subject matter
 Communicates clear learning
goals 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
5. Planning, Assessing and  Communicates promptly and
Reporting clearly to the learners, parents and
superiors about the progress of the
learners
 Develops and uses a variety of
appropriate assessment strategies
to monitor and evaluate learning
 Regularly monitors and provides
feedback on learners’
understanding of context
6. Community Linkages  Establish learning environment
that respond to the aspirations of
the community
7. Personal Growth and  Takes pride in the mobility of
Professional Development teaching as profession
 Builds professional links with
colleagues to enrich teaching
practice
 Reflects on the extent of the
attainment of learning goals

The Philippine Professional Standards for Teachers

The 21st Century Teacher
The 21st century teacher is one who is adequately equipped with 1.)
communication skills, 2.) learning and innovation skills, 3.) information, media
and technology skills and 4.) life and career skills. This is for the teacher to
remain relevant and interesting and be able to contribute to the development of
the 21st century teachers.
The 21st century teacher is highly collaborative, a lifelong learner, is accountable
for results and is information, media and technology literate.

EDUC 114 – TEACHING PROFESSION | 6

CLASSROOM MANAGEMENT
Discipline is widely regarded by most educators and the public alike as the
number one problem in schools. Although there are a lot of seminars and
trainings given to teachers on classroom management, many teachers still have
anxieties about managing their classrooms. Perhaps the changing family values
and society culture, and the changing nature of learners are contributory to the
classroom management problems countered by teachers.
Glasser (1984) states that control is necessary for the psychological balance in
one’s life. In schools this is carried to such an extent that discipline itself is often
seen as synonymous with control.
Richard Arends (1998) pointed out that classroom management and
instruction are interrelated. Classroom management is integrated in everyday
teaching and learning processes. It is important in developing an efficient and
effective system to increase learners’ motivation to learn.

The following are the standards that teachers should know and do to master
classroom management:
 Establishing clear rules and procedures. Teachers should know how to
establish a system that will help them handle learner’s behavior
 Making learners responsible and accountable for their actions and
behaviors. It is necessary that learners should be developed to be
responsible and accountable for their academic work and classroom
behaviors. It is important for students to realize that every act they do in
the classroom should edify the whole class.
 Planning lessons and learning activities effectively. Classroom
management is always interrelated with instruction. Effective teaching
requires all students to be engaged in the learning process. Planning
effective instruction requires teachers to understand their learner’s
behavior and interest.
 Developing intervention skills for dealing different classroom problems.
Teachers need to develop techniques and approaches for dealing different
classroom problems. Great teachers know how to use rewards and
punishment effectively. They also work with parents to understand the
environment of the students and they seek help from other professionals
to understand learners’ issues and problems
Community-School Relations
A. THE TEACHERS, PARENTS and THE COMMUNITY
Parents are the first teachers in the home. They are responsible for the
development of values, attitudes and habits that will be needed as their
children associate with classmates in school.

Parent involvement is widely acclaimed as an important component of

educational reform. The Department of Education posit that every school
will promote partnerships that will increase parental involvement and
participation in promoting the social, emotional and academic growth of
children.
EDUC 114 – TEACHING PROFESSION | 7
 Teachers in the school continue to enrich the students’ experiences at
home, thus strengthening the valuable, personal traits and characteristics
initially developed.

The members of the community, in addition to parents, include the local

government units, the non-government agencies, civic organizations and
all the residents. They are highly motivated to participate in the school
activities and projects that will likewise redound to the uplifting of the moral
and quality of life in their own locality.

B. SCHOOL and COMMUNITY

The school is usually located at the center of the towns or city. It is
subjected to daily scrutiny by the members of their community.

LINKAGES and NETWORKING WITH ORGANIZATION

The school and its community, in collaboration with public and private
institutions and organizations are indeed inseparable if they are to create an
impact on the lives of the students and members of the community they are
committed to serve.
The school can enjoy linkages and networking activities with international,
national and local organizations in the community for mutual benefits and
assistance needed.
A network system could be designed incorporating the strength and
availability of services and expertise from both or among the group. The schools
could also benefit immensely from agencies whose mission includes corporate
social responsibility.
Linkages, also termed interconnections, with institutions functioning along the
same mission are intended to serve members of both sides according to their
respective need, interest and objectives.
Here are some working linkages between school nationwide and
associations/centers with local offices manned by a complete set of officials and
active members.
A. LINKAGES
1. Internal Linkages
a. Pi Lambda Theta – an international honor society and
professional association of women educators. Its main office
is located in Michigan, USA.
b. Innotech – center for training educational leaders from
Southeast region under the SEAMEO organization.
c. World Council for Curriculum and Instruction (WCCI) – holds
conferences in different member countries annually which is
participated in by members of the local chapter.
d. Association for Supervision and Curriculum Development
(ASCD) – a membership organization that develops

EDUC 114 – TEACHING PROFESSION | 8

 programs, products, and services essential to the way
educators learn, teach, and lead.
2. National and Local Linkages
 Linkages could be established between universities and
colleges offering identical degrees.
 Joint researches could be conducted by two or three
universities depending on their respective expertise.

B. Networking
1. Networking with Professional Organizations
A network is a grid/web whose members actively demonstrate how
they can work together to attain common objectives, undertake
innovative practices and update members regarding breakthrough in
different disciplines. Examples are Taft Consortium; and The Mendiola
Cosortium.

CHAPTER III: The Global Teacher

Global Education
UNESCO defines global education as a goal to become aware of educational
conditions or lack of it, in developing countries worldwide and aim to educate all
people to a certain world standards.
Another definition is that global education is a curriculum that is international
in scope which prepares today’s youth around the world to function in one world
environment under teachers who are intellectually, professionally and humanistic
ally prepares.

Global Teacher
A global teacher is a competent teacher who is armed with enough skills,
appropriate attitude and universal values to teach students with both time tested
as well as modern technologies in education in any place in the world.
Comparative Educational Systems
 Education in the United States is provided mainly by government, with
control and funding coming from three levels: federal, state and local.
School attendance is mandatory and nearly universal at the elementary
and high school levels (often known outside the United States as the
primary and secondary levels). At these levels, school curricula, funding,
teaching, and other policies are set through locally elected school boards
with jurisdiction over school districts. School districts are usually separate
from other local jurisdictions, with independent officials and budgets.
Educational standards and standardized testing decisions are usually
made by state governments.

The age for beginning school is mandated by state law and therefore
varies slightly from state to state, but in general children are required to

EDUC 114 – TEACHING PROFESSION | 9

 begin school with one-year Kindergarten class during the year in which
they turn 4 or 5. They are required to continue attending school until the
age of 16 to 18, depending on the state, with a growing number of states
now requiring school attendance until the age of 18. Some states have
exemptions for those 14-18.
Students may attend public school, private schools or home school. In
most public and private schools, education is divided into three levels:
elementary school, junior high school (also often called middle school) and
senior high school. In almost all schools at these levels, children are
divided by age groups into grades, ranging from Kindergarten (followed by
first grade) for the youngest children in elementary school, up to twelfth
grade, which is the final year of high school. The exact age range of
students in these grade levels varies slightly from area to area.
 Education in the Philippines – the education system of the country
embraces formal and non-formal education. Formal education is a
sequential progression of academic schooling at three levels, namely,
elementary, secondary and tertiary education. The first level, elementary
or primary education involves compulsory six grades in public schools and
seven grades in some private schools, in addition to optional pre-school
programs (DECS, 1994). The pre-school education usually consists of
kindergarten schooling and may cover other preparatory courses. At the
age of 3 or 4, a pupil may enter nursery school until 5 and at 6 years old,
proceeds to grade one.

The second level or secondary education corresponds to four years of

high school, the pre-requisite of which is completion of the elementary
level. A student enters the secondary level at age 12 and graduates at 15.
The third level is tertiary education or higher education where a student
enters at age 16. Higher education is divided into collegiate, master’s and
doctorate levels in various programs or disciplines. Post-secondary
schooling consists of two or three-year non-degree technical or technician
courses.

The Philippine education system is closely related to the American system

of formal education while other Asian countries are influenced by the
English, French or Dutch system.

Non-formal education, which includes the acquisition of knowledge even

outside school premises is aimed at attaining specific learning objectives
for a particular clientele, especially the out-of-youth or adult illiterates who
cannot avail themselves of formal education. An example is functional
literacy programs for non-literal and semi-literate adults which integrate
basic literacy with livelihood skills training.

The responsibility of administering, supervising and regulating basic

education (elementary and secondary education) is vested in the
Department of Education, culture and Sports (DECS) while that of higher
education is lodged in the Commission on Higher Education (CHED). The
post-secondary technical-vocational education is under the Technical
Education and Skills Development Authority (TESDA) which is also in
EDUC 114 – TEACHING PROFESSION | 10
 change of skills orientation, training and development of out-of-youth and
unemployed community adults.
Some Highlights of Philippine Education Evolution:
During the Spanish period, education in the Philippines was religion-
orientated and was primarily for the elite, especially in the early years of Spanish
colonization. Access to education by Filipinos was later liberalized through the
enactment of the Educational Decree of 1863, which provided for the
establishment of at least one primary school for boys and girls in each town
under the responsibility of the municipal government; and the establishment of a
normal school for male teachers under the supervision of the Jesuits. Primary
instruction was free and the teaching of Spanish was compulsory. It was also
through the decree that the Superior Commission of Primary Instruction was
established, the seminal agency of the Department of Education.
The defeat of Spain by American forces paved the way for Aguinaldo’s
Republic under a Revolutionary Government. The school maintained by Spain for
more than three centuries were closed for the time being but were reopened on
August 29, 1898 by the Secretary of the Interior. The Burgos Institute in Malolos,
the Military Academy of Malolos, and the Literary University of the Philippines
were established.A system of free and compulsory elementary education was
established by the Malolos Constitution. An adequate secularized and free public
school system during the first decade of American rule was established upon the
recommendations of the Schurman Commission. Free primary instruction that
trained the people for the duties of citizenship was enforced by the Taft
Commission per instructions of President William McKinley. Chaplains and non-
commissioned officers were assigned to teach using English as the medium of
instruction.
A highly centralized public school system was instituted in 1901 by the
Philippine Commission by virtue of Act No. 74. Act No. 74 also established the
Department of Public Instruction, which was headed by a General
Superintendent. The implementation of this Act created a heavy shortage of
teachers so much so that the Philippine Commission authorized the
Superintendent of Public Instruction to bring 600 teachers from the United States
to the Philippines. These would later be popularly known as the Thomasites.
During American regime, Filipino scholars were sent abroad to study and were
called “Pensionados”. The Organic Act of 1916 would reorganize the Department
of Public Instruction, mandating that is be headed by a Secretary. This act also
mandated the Filipinization of all department secretaries, except that of the
Secretary of Public Instruction.
During World War II, the department was reorganized once again through the
Japanese’s Military Order No. 2 in 1942, which established the Commission of
Education, Health and Public Welfare. With the establishment of the Japanese-
sponsored Republic, the Ministry of Education was created on October 14,
1943.Under the Japanese, the teaching of Tagalog. Philippine History and
Character education was given priority. Love for work and the dignity of labor
were also emphasized. On February 27, 1945, the Department of Instruction was
made part of the Department of Public Instruction.

EDUC 114 – TEACHING PROFESSION | 11

 In 1947, by virtue of Executive Order No. 94, the Department of Instruction
was changed to Department of Education. During this period, the regulation and
supervision of public and private schools belonged to the Bureau of Public and
Private Schools.
In 1972, it became the Department of education and Culture by virtue of
Presidential Decree No. 1 and subsequently became the Ministry of education
and Culture in 1978 by virtue of Presidential Decree No. 1397. Thirteen regional
offices were created and major organizational changes were implemented in the
educational system. The Education Act of 1982 created the Ministry of
Education, Culture and Sports, which later became the Department of Education,
Culture and Sports (DECS) in 1987 by virtue of Executive Order No. 117 of
President Corazon C. Aquino. Bilingual education was very prominent in 80’s. the
structure of DECS as embodied in EO No. 117 has practically remained
unchanged until 1994, when the Commission on Higher Education (CHED) was
established, and in 1995, when the Technical Education and Skills Development
Authority (TESDA) was established to supervise tertiary degree programs and
non-degree technical-vocational programs, respectively.
The trifocal education system refocused DECS’ mandate to basic education
which covers elementary, secondary and non-formal education, including culture
and sports. TESDA now administers the post-secondary, middle-level manpower
training and development, while CHED is responsible for higher education.
In August 2001, Republic Act No. 9155, otherwise called the Governance of
Basic Education Act, was passed renaming the Department of Education, Culture
and Sports (DECS) to the Department of Education (DepEd) and redefining the
role of field offices, which include regional offices, division offices, district offices
and schools.
Teaching in multicultural Classes
Every classroom is a cultural community reflective of the disciplines and
perspectives studied, the authors, the students and the professor. One can argue
that successful learning requires an intercultural approach where students are
responsible for listening (and reading and experiencing) to understand – both the
perspectives of others (peers, authors, faculty) and for understanding their own
perspectives and how they acquired them. Students can come to understand that
learning is about the generation, mutual reflection, and critiquing and expanding
of ideas and concepts, and that this is most effectively done in a collaborative
and non-competitive environment.
PROMOTING A MULTICULTURAL PERSPECTIVE
Multicultural education embodies a perspective rather than a curriculum.
Teachers must consider children’s cultural identities and be aware of their own
biases. It is tempting to deny our prejudices and claim that we find all children
equally appealing. Teachers and parents need to acknowledge the fact that we,
like our children, are inevitably influenced by the stereotypes and one-sided view
of society that exists in our schools and the media. Not only must we recognize
those biases, but we must change the attitude they represent by accepting all
children as we receive them.

EDUC 114 – TEACHING PROFESSION | 12

 One problem with the current thrust in multicultural education is that it pays
little or no attention to teaching people how to recognize when culturally and
racially different groups are being victimized by the racist or biased attitudes of
the larger society. In order to change people’s oppressive ways, we must learn
about oppression. We must examine our responses to diversity, devoting as
much effort to changing them as we devote to learning about culture. Nurturing
diversity means making multicultural education a process of action, through
which we as adults achieve clarity about our condition in this society and ways to
change it.
Teachers and parents can take several approaches to integrate and develop
a multicultural perspective. The promotion of a positive self-concept is essential,
as is a focus on activities that highlight the similarities and differences of all
children’s lives. Children’s play particularly role play, is an excellent strategy for
developing new perspectives on culture and lifestyles. The treatment of children
as unique individuals, each with something special to contribute, is an important
strategy. If a teacher is to understand the whole child, he or she must become
aware of the child’s cultural background. Children can benefit from understanding
the teacher’s heritage and background. The feeling of connection that results is
vital to the child’s acceptance of the similarities and differences of others.
Through multicultural literature, children discover that all cultural groups have
made significant contributions to civilization. A well-balanced multicultural
literature program includes literature that depicts people with a variety of
aspirations, from different sociometric levels, with different occupations, and with
a range of human characteristics.
General Rule: Write your answers in yellow pad paper with your name,
section, and the date of submission. To be submitted on October 7, 2022.
ACTIVITY 3. Reflect on the statement: “As a global teacher, act locally but
think globally.”

ACTIVITY 4. Make a reflection.

Situation:
Mrs. Rosa Rose a teacher born and raised in the Visayas married a
Tausug in Jolo, Sulu. The marriage necessitated her to transfer teaching in
the place of her husband who is also a teacher. Coming from a different
family background in terms of religion, ethnic origin, and social
background, Mrs. Rose has to adjust to her present relocated residence.
She was accepted to teach in one of the elementary schools in the area
where a mixture of different ethnic groups are enrolled.
Reflection:
1. What teaching challenges will Mrs. Rose encounter with her diverse
students?
2. How would she address these challenges as a multicultural teacher?
3. What personal dilemmas will she encounter? If you were in her
place, what would you do?

EDUC 114 – TEACHING PROFESSION | 13

References:
Bilbao, Purita P., Ed. D., et al, The Teaching Profession, Second Edition, Lorimar
Publishing Inc.
Jao, Avelina M., Ed. D., The Teaching Profession, NCBTS-Aligned, Jimczyville
Publications
Pawilen, Greg Tabios, Ph. D., Teaching Profession-Passion and Mission, OBE-
Based, Rex Book Store
MET Reviewer Book, series 2010

EDUC 114 – TEACHING PROFESSION | 14