Nature of Teaching and Teaching Roles

What is teaching?
CONCEPT OF TEACHING. A concept is a general term. When a teacher accepts a
concept, he/she learns a rule of behavior. It is essential to his/her performance as a teacher. It
determines the appropriateness of the teaching activities planned and implemented.
Teaching
 Shaping one’s thought and action through giving instructions.
 Sparking someone’s curiosity.
 Convincing students to be caring and respectful.
 The act of teaching is akin to tutoring or training. It is interchangeably used to
mean educating or schooling. Some use the term pedagogy.
 Teaching is an Art. - Teaching is acknowledged as an art. It is mainly a creative
expression of one’s intellectual and emotional qualities that are essential in promoting
learning. Teaching serves as their way of reaching out to the minds and hearts of the
young, thus raise upright and passionate citizens. Creativity
 Teaching is a Science. - Teaching is likewise recognized as a science. It is directed
towards the development of an inquiring mind and an analytic mode of accepting the
truth in what one thinks and does. As such, teaching consists of systematic procedures
and strategies similar to the steps followed in a specific investigation. It is conducted in a
carefully sequenced methodology wherein learning activities are planned and organized
in a step by step manner without much regard for the least signs of difficulties, negative
attitudes and indifference among the students.

Nature of Teaching
 PERENNIAL – Does not stop but continues. It last long/timeless
 DYNAMIC AND ADAPTABLE - changing
 TRANSFORMATIONAL – to be equip, improving/while teaching the teacher is still
learning
 INSTRUCTIONAL – instruction, there is no teaching if there’s no instructional

The Roles of a Teacher

 AS A PERSON - You are Human
Understanding the teaching profession requires deeper appreciation of the lives
of teachers as individuals in society. Teachers are given high regard in society for the
multiple roles they perform aside from teaching.
 AS A PROFESSIONAL - You affirm your capacity and follow regulations
By virtue of Republic Act 7836, amended by Republic Act 9293, teaching was
professionalized and thereby requiring teachers to take the Licensure Exam for
Teachers (LET). As professionals, teachers are bound to perform specific duties to
society specially to schools and students guided by a professional code of ethics.
 AS A COMMUNITY LEADER AND SOCIAL ADVOCATE - You participate in
community building
Teachers always take leadership roles in their communities especially in
activities and projects related to the education and welfare of young children. They also
provide leadership roles in various cultural development programs in their communities.
Finally, teachers provide technical and professional assistance in the local communities
where they belong.
 AS A MODEL OF CHARACTER - You are exemplar of good character
Since ancient times, Teachers are recognized as exemplars of good character,
attitude and values. They are keepers of values and traditions of different cultures
around the world. Many people consider them as prophets, spiritual leaders and great
mentors. For Christians, Jesus is the perfect kind of teacher and leader to emulate. This
simply shows that amidst the ups and downs of teacher qualities, the society has never
stopped producing great teachers who continue to serve as models and molders for
students across generations.
 AS AN EXPERT - You are armed with your expertise
Since ancient times, teachers are recognized as sources of wisdom and
information in every society. Aside from teaching, they serve as guides, counselors,
judges and spiritual leaders in the society. Through the knowledge they share, they
 attract attention from many students and individuals.

Challenges in Teaching
 Multicultural Classrooms
Classrooms that embrace diversity and incorporate ideas, beliefs, or people from
different countries and cultural backgrounds. At its heart is a deep concern about equity,
respect for diversity, cultural literacy and fair treatment for everyone in school.
 Learner-centered Teaching
An instructional approach that places focus on the students instead of the
teacher. It refers to a kind of education that considers the knowledge, skills, abilities,
interests and beliefs that learners bring into the classroom. It pays attention to the
needs, concern and expectations of the learners and also includes curricular and
instructional practices that are developmentally appropriate for learners.
 Multi-grade classes
Combine students of different ages and abilities in one classroom, under the
direction of one teacher. Teachers are encouraged to teach effectively in multi-grade
classes which can often be found in many rural communities.
 ICT Integration
The usage of technology seamlessly for educational processes. This include
knowing new technological tools in education to enhance their teaching of different
classes. This way, the millennial learners will be more engaged in learning.
 Brain-based Education
Refers to teaching method, lesson designs, and school programs that are based
on the latest scientific research about how the brain learns. teachers need to apply
brain-based learning principles in designing and implementing instruction.
 Multiple Intelligences
A theory describing the different ways students learn and acquire information.
teachers need to recognize that students have different learning styles, so they should
use various instructional strategies to respond effectively to the needs of the students.

Different types of Intelligence

 Linguistic Intelligence
 Logical-Mathematical
 Spatial Intelligence
 Musical Intelligence
 Bodily- Kinesthetic
 Interpersonal Intelligence
 Intrapersonal Intelligence
 Naturalistic Intelligence
 Existential Intelligence

 Children with Special Needs

Children who have learning problems and disability that needs a special
educational needs. teachers need to reach out and respond to the needs of learners with
special education needs. They must recognize that every learner has the right to have
access to quality education.

UNESCO’s 4 Pillars of Education

The United Nations Educational, Scientific and Cultural Organizations (UNESCO) is a
United Nations Organization to promote international corporation and implementation of
international agreements. The Paradigm and conceptual framework the 2002 Basic education
Curriculum adapted the UNESCO Commission on Education for the 21 st Century which
proposed that the learning process should be based on four pillars of education.
 Learning to KNOW
the development of skills and knowledge needed to function in this world e.g.
formal acquisition of literacy, numeracy, critical thinking and general knowledge.
 Learning to DO
the acquisition of applied skills linked to professional success.
 Learning to LIVE TOGETHER
the development of social skills and values such as respect and concern for
others and the appreciation of cultural diversity.
  Learning to BE
the learning that contributes to a person’s mind, body and spirit. Skills include
creativity and personal delivery, acquired through reading, the internet and activities
such as sports and arts.

Additional Pillar of Education based from UNESCO’s Education for Sustainable

Development Initiative (2012) presented a conceptual framework for ongoing, lifelong
learning.
 Learning to TRANSFORM ONESELF AND SOCIETY
Individuals and groups gain knowledge, develop skills and acquire new values as
a result of learning, they are equipped with tools and mindsets for creating lasting
change in organizations, communities and societies.

A few challenges faced by teachers in the 21st century are as follow:

 Personalization. The age old “one size fits all” teaching method has long outgrown, with
the focus moving on to different styles of learners.
 Making the Right Use of Technology
 Classroom Management
 Curriculum.
 Global Awareness

R. A. No. 10533 - Enhanced Basic Education

R. A. No. 9293 – Licensure Examination for Professional Teachers
R. A. No. 10156
Ethics
 ETHICS ethos (Greek word) = custom or character
 studies the rightness and wrongness of a human action (Philosophical Science)
 How do human persons ought to act?
 What is good conduct and a good life?
 To see the action if right or wrong
 Constantly evolving as an effect of socio-cultural or political context.
 Define the nature of ethics in specific time or context.
 Define ethics in modern society
 Having a good life – happiness (center)

The Goal
 The attempt to seek the good in the aid of reason is the traditional goal of an ETHICIST.

Note: There is no single absolute definition of ethics. It is constantly evolving.

Ethics
Greek Tradition Judeo-Christian
“good life” righteousness before God;
Happiness love God and neighbor
“being happy” “doing what is right”

Ethics
 “theory” of Right and Wrong action and the greater good
 “descriptive” / descriptive in nature - describe
 “Systematic study” of the underlying principles of morality

Morality
 “practice”, Rightness or Wrongness of human action.
 “prescriptive” / prescriptive in nature - prescribing
 = tells us what we ought to do
 = exhorts us to follow the right way

ETHICS as a philosophical science

4 DISCIPLINES IN PHILOSOPHY
 Descriptive or Speculative Philosophy
 Practical Philosophy
 Critical Philosophy
 Normative Philosophy

RULES
 Refers to explicit or understood regulations or principles governing conduct within a
specific activity or sphere.
 Tells us what is not allowed in a particular context or situation.

The Importance of Rules to Social Beings

 Rules protect social beings by regulating behavior.
 Rules help to guarantee each person certain rights and freedom.
 Rules produce a sense of justice among social beings.
 Rules are essential for healthy economic system.

The Importance of Rules to Social Beings

 In short, society could not soundly function without rules and regulations. Rules are
necessary to protect the greater good. Even the freest societies ought to have rules in
order to avoid exploitations and tyranny while upholding the common welfare.

Moral and Non Moral Standards

Moral Standards
  Standards that an individual, group or community have about the kind of actions or
behaviors to be morally right or wrong.
 Related to morality

Non-Moral Standards
 Rules on standards by which an individual, a group or community judge what is good
and right in a non-moral way.
 Not related to morality

Note: We need moral and non-moral standards to avoid conflicts.

Characteristics of Moral Standards

 Moral Standards involve serious wrongs or significant benefits.
 Moral Standards ought to be preferred to other values.
 Moral Standards are not established by authority figures.
 Moral Standards have the trait of universalizability.
 Moral Standards are based on impartial consideration.
 Moral Standards are associated with special emotions and vocabulary.

Moral – universal
Non-moral - authorities

Moral or Non-Moral?
1. Table Etiquettes - N
2. Traffic Rules - N
3. School Rules and Regulations - N
4. Laws on Animals Rights - N
5. House Rules - N
6. Relationship Rules - N
7. Standards in Gender Equality - M
8. Basketball Rules - N
9. Rules of Honesty and Confidentiality - M
10. Standards of Human Rights - M

Dilemma and Moral Dilemma

Dilemma
 A dilemma is a situation where a tough choice has to be made between two or more
conflicting options, especially more or less equally undesirable ones.
 Laging may conflict
 Kahit anong piliin mo ay may hindi mo gustong resulta

Note: Not all dilemmas are moral dilemmas.

MORAL DILEMMAS OR ETHICAL DILEMMAS

 Situations where persons are forced to choose between two or more conflicting
options, neither of which resolves a situation in a morally acceptable manner.
 Morality, may moral implication
 May moral principle na kailangang i-sacrifice.

KEY FEATURES OF MORAL DILEMMAS

A. THE AGENT IS REQUIRED TO DO EACH OF THE TWO (OR MORE) ACTIONS;
B. THE AGENT CAN DO EACH OF THE ACTIONS; BUT CANNOT DO BOTH (OR ALL) OF
THE ACTIONS
THE AGENT THUS SEEMS CONDEMNED TO i
C. NEITHER OF THE CONFLICTING MORAL REQUIREMENTS IS OVERRIDDEN.

TYPES OF MORAL DILEMMAS

EPISTEMIC MORAL DILEMMA VS ONTOLOGICAL MORAL DILEMMA

EPISTEMIC MORAL DILEMMAS

  Involve situations wherein two or more moral requirements conflict with each other and
that the moral agent hardly knows which of the conflicting moral requirements
takes precedence over the other. In other words, the moral agent here does not know
which option is morally right or wrong.
 It needs fuller knowledge of the situation.

ONTOLOGICAL MORAL DILEMMA

 Involve situations wherein two or more moral requirements conflict with each other, yet
neither of these conflicting moral requirements overrides each other. This is not to say
that the moral agent does not know which moral requirement is stronger than the other.

SELF-IMPOSED MORAL DILEMMA VS WORLD-IMPOSED MORAL DILEMMA

SELF-IMPOSED DILEMMA
 Is one created by the agent’s own errors in judgment.
 wrongdoings

WORLD-IMPOSED MORAL DILEMMA

 Is caused by circumstances outside the agent’s control.
 Hindi mo kagagawan

THREE LEVELS OF MORAL DILEMMAS

PERSONAL
 ENCOUNTERED AND RESOLVE PERSONALLY, CONFLICTING PROMISES
 Naeecounter pero nasosolve riin natin

ORGANIZATIONAL
 ENCOUNTERED AND RESOLVE BY SOCIAL ORGANIZATION
 BUSINESS
 MEDICAL
 Larger scopes

STRUCTURAL
 ENCOUNTERED AND RESOLVE BY NETWORK OF ORGANIZATIONS
 Mas malawak sa organizational
 Many organization

FOUNDATIONS OF MORALITY

FREEDOM: RESPONSIBILITY FOR ONE’S ACT AND TO OTHER

ONLY HUMANS CAN BE ETHICAL
1) only human beings are rational (may kakayahang mag-isip), autonomous (free/ may
kakayahan tayong pumili) and self-conscious (aware sa mga ginagawa, consequences at
responsibilities ka sa bawat gagawin mo)
2) only human beings can act morally or immorally, and
3) only human beings are part of the moral community.

FREEDOM AS FOUNDATION OF MORALITY

 Morality involves CHOICE. It is choosing ethical codes, values or standards to guide us
in our lives. Choosing is impossible without freedom. Everyone who wishes to function
morally in a society has to make choices every minute of the day (De Guzman, 2018).

FREEDOM AS FOUNDATION OF MORALITY

 Furthermore, freedom demands responsibility. According to Sartre, even though
individuals must make their own choices because they are free, these choices also have
consequences to it – these consequences are something that the person must endure
(Gallinero, 2018).

Note: Is there is no freedom, there will be no morality.

Minimum Requirement for Morality

  Since Freedom demands, responsibility, according to James Rachels, moral judgments
must be backed by sound reasoning and that morality requires the impartial
consideration of all parties involved (Rachels, 2004).
 Reason or sound reasoning
Entails that human feelings may be important in ethical decisions, but they
ought to be guided by reason. Sound reasoning helps us to evaluate whether our
feelings and intuitions about moral cases are correct and defensible.
 Impartiality or impartial consideration
Involves the idea that each individual’s interests and point of view are
equality important. Impartiality (Evenhandedness of fair-mindedness), is a principle of
justice holding that decisions ought to be based on objective criteria.

2 month old – hindi pa moral agent

Robot – hindi moral agent, walang karapatang pumili dahil naka program

To be rational
Ethics – you think, you evaluate
Common good – kabutihan para sa lahat

“The challenging part is not doing what is right, it’s knowing what is right.”