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The teacher as a person in the society

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Christine May Petajen-Brillantes
Christine May Petajen-Brillantes

This document discusses the qualities of an effective teacher. It outlines personal qualities like intelligence, emotional stability, and kindness. Professional qualities include a mastery of subjects, understanding learners, and knowledge of teaching principles. The document also examines a teacher's role in society, their moral character, and philosophies of education like essentialism and progressivism. Finally, it discusses teaching as a vocation, mission, and profession requiring preparation, excellence, service, and ethical values.

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The Teacher As A Person In The Society Qualities of a Teacher There are two distinct characteristics of an effective and efficient teacher: 1. Personal qualities- refer to the qualities that stem from the teacher’s personality, interests , attitudes, and beliefs; and his/her behavior and working relationships with his/her students and peers. 2. Professional qualities refer to the teache5r’s knowledge of the subject matter, his/her understanding of the psychological and educational principles and his/her understanding of the teaching profession. As a person 1. Innate Qualities a. Aptitude A saying goes “ Teachers are born”. This refers to the inborn characteristics of individuals such as aptitude, often defined as a strong inclination for some tasks together with corresponding skills. b. Mental ability A mental ability that is above average and higher equips a teacher to carry on her multiple tasks. After hurdling a 4 year bachelor’s degree, she can easily continue to a masteral degree. Mentally gifted and bright teachers are capable of demonstrating higher order thinking skills. 2. Personal qualities In the chosen career of teaching, personality could serve as an inspiration or otherwise to the student whom she pledge to lead by the hand. A teacher must essentially possess the following person al qualities: 1. Presentable appearance, good manners, courtesy, and a pleasant voice. 2. Intelligence, emotional stability, and self-control 3. Sympathy, kindness, helpfulness, and patience 4. Integrity , trustworthiness, honesty and loyalty 5. Sociability, friendliness, and cooperativeness 6. Flexibility, creativity, and resourcefulness 7. Fairness impartiality, and tolerance 8. Sense of humor, cheerfulness, and enthusiasm As a professional Professional qualities include: 1. A mastery of the subject matter. 2. An understanding of the learners. This pertains to the teacher’s knowledge about the learners and the principles of human growth and development.
3. Liking and loving learners. A teacher who has genuine and sincere love for learners can imbue them with love for learning. 4. Knowledge of the teaching principles and skills. A teacher must know the WHATS and HOWS of teaching including the needed skills and teaching methods. 5. General understanding of the different branches of knowledge along with their interrelationship and interdependence to solve life’s problems. Knowledge and background study of arts, languages, philosophy, math, literature, and physical science are deemed necessary. A teacher must also be knowledgeable of information and communications technology (ICT) as in the use of computers. 6. An appreciation of the teaching profession. Your Philosophical Heritage Five philosophies of education: Essentialism  Contends that teachers teach for learners to acquire basic knowledge, skills, and values. 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.  The emphasis is on academic content for students to learn basic skills or the fundamental r’s—reading, ‘riting, ‘rithmetic, right conduct. The essentialist curriculum includes the traditional disciplines such as math, natural science, history, foreign language, and literature.  Essentialist teachers emphasize mastery of subject matter. They are expected to be intellectual and moral models of their students. Progressivism  Progressivists accept the impermanence of life and the inevitability of change. For the progressivists, everything else changes. Change is the only thing that does not change.  Progressivist teachers teach to develop learners into becoming enlightened citizens of a democratic society.  The progressivists are identified with need-based and relevant curriculum.  The subjects that are given e4mphasis in progressivist school are natural and social science.  Progressivist teachers employ experiential methods. They believe that one learns by doing. Perrenialism  The perreniaslist 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. It is not a specialist curriculum but rather a general one. There is less emphasis on vocational and technical education.
 The perrenialist classrooms are centered around teachers… the teachers do not allow the strudents interests or experiences to substantially dictate what they teach. Existentialism  The main concern of existentialists is to help students understand and appreciate themselves as unique individuals who accxept complete responsibility for their thoughts, feelings and actions. Since existence precedes essence, the existentialist teachers’ role is to help students define define their own essenceby exposing them to various paths they take ion life by creating an environment in which they freely choose their own preferred way.  Existentialist methods focus on the individual. Learning is self-paced, self directed. Behaviorism  Concerned with the modification and shaping of students’ behavior by providing for a favorable environment, since they believe that they are a product of their environment. They are after students who exhibit desirable behavior in society  Behaviorist ought to arrange environmental conditions so that students can make the responses to the stimuli. They ought to provide appropriate incentives to reinforce positive responses and weaken or eliminate negative ones. Formulating Your Philosophy Of Education Your philosophy of education is your window to the world and your compass in life. Your philosophy of education is reflected in your dealings with students, colleagues , parents and administrators. Your attitude towards problems a nd life as a whole has an undrrlyi ng philosophy. 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 the truth.  What is true and good and therefore must be taught. Society and You Here is an excerpt of the findings of a study on Pre-service Elementry Teacher Training conducted by Rosita L. Navarro, et .al in 1994 (Navarro, Rosita et.al. Study of Pre-Service Elementary Teacher Training(SPETT, June, 1994.) The responses were from 1,460 respondents in 12 regions of the country. The community respondents’ group consisted mostly of parents (26%), non-government
organizations (24%), principals and assistant principals (23%), representatives from the business and industry sectors (21%) and School Superintendents (6%). Community Perception on the Role of Teachers in the Community Teachers are perceived to be: 1. Very important in a community 2. Respected in community 3. Help in the community to some extent Community Perception on Beliefs and attitudes about Teachers and Teaching The community respondents strongly agree that teacher: 1. Help develop the moral character of children. 2. Are second d parents 3. Are assets to the community The community respondents agreed with 12 beliefs and attitudes, as follows: 1. The most intelligent child should be encouraged to enter the teaching profession. 2. Teachers set moral standard of the community. 3. Teachers make good parent. 4. Men should be encouraged to enter the teaching profession. 5. The teaching profession is one of the lowest paid. 6. Teachers should be paragon virtue. 7. Children obey and respect their teachers. 8. Teachers play an active role in disciplining children. 9. Praising boosts child‘s confidence. 10. A teacher is child’s model. 11. Child’s interest in studies depends upon his/her teachers. 12. Parents entrust children’s welfare to teachers. The community respondents were doubtful regarding this item: “Female teachers become generally old maids” They disagreed with this item: “Teachers may inflict physical punishment on children.” The Foundational Principles of Morality and You What is Morality? As defined by one textbook author, morality refers to the “quality of human acts by which we call them right or wrong, good or evil”(Paniso,1964). Your human action is right when it conforms to the norm, rule, or law of morality. Otherwise it is said to be wrong. Meaning of Foundational Moral Principle The word principle comes from the Latin word “princeps” which means a beginning, a source. A principle is that on which something is based, founded, originated, and initiated. A foundational moral principle is, therefore, the universal norm upon which all other principles on the rightness or wrongness of an action are based.
The foundational moral principle is contained in 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) St. Thomas defines it as “ the light of natural reason, whereby we discern what is good and what is evil…an imprint on us of the divine light…”(Panizo,1964) It is the law that says: “Do good and avoid evil.” THIS IS THE FUNDAMENTAL OR FOUNDATIONAL MORAL PRINCIPLE. The 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. Christian authors describe four ways of describing good moral character:  Being fully human  Being a loving person  Being a virtuous person  Being a morally mature person Values Formation and You Transcendent Value According to the idealist group, Transcendent values are values that remained unchanged amidst changing times. Transcendent because they are beyond changing times, beyond space and people. Examples of these are values of love, care and concern for our fellowmen. Values are caught and taught Values are both caught and taught. We may not be able to hear our fathers’ advice ‘do not smoke” because what he does (he himself smokes) speaks louder than what he says. The living examples of good men and women at home, school and society have far greater influence on our value formation than those well-prepared lectures on values excellently delivered by experts who may sound like “empty gongs and clanging cymbals”. Values have cognitive, affective and behavioral dimensions Values have a cognitive dimension. We must understand the value that we want to acquire. We need to know why we have to value such. Values are in the affective domain of objectives. In themselves they have an affective dimension. Values also have a behavioral dimension. In fact, living by the value this is the true acid test if we really value like honesty.
Value formation includes formation in the cognitive, affective and behavioral aspects Since values are caught, it is up to you how to enrich yourself with values that could help you to be a better person. You have to grow in knowledge and in wisdom and in your sensitivity and openness to the variety of value experiences in life. Value formation is a training of the intellect and will Your value formation in essence is a training of your intellect and will, your cognitive and rational appetitive powers, respectively. Your intellect discerns a value and presents it to the will as a right or wrong value. Virtuous versus vicious life and their effect on the will In short, a virtuous life strengthens you to live by the right values and live life of abundance and joy while a vicious leads you to perdition and misery. Max Scheler’s hierarchy of values Max Scheler outlined a hierarchy of values. Our hierarchy of values is shown in our preferences and decisions. Scheler’s hierarchy of values arranged from the lowest to the highest as shown below: 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 vital feeling  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
Based on Scheler’s hierarchy of values, the highest values are those that pertain to the Supreme Being while the lowest values are those that pertain to the sensual pleasures. We act and live well if we stick to Scheler’s hierarchy of values. We will live miserably if we distort Scheler’s hierarchy of values. Teaching as Vocation, Mission and Profession Teaching as your vocation Teaching is a vocation. Vocation comes from the Latin word “vocare” which means to call. Based on the etimology of the word, vocation, therefore, means a call. If there is a call, there must be a caller and someone who is called. The fact that you are now in the College of education signifies that you positively responded to the call to teach. Teaching as your mission The word mission came from the Latin word “misio” which means “to send”. You are called to be a teacher and you are sent into the world to accomplish a mission, to teach. Teaching is your mission means it is the task entrusted to you in this world. If it is your assigned task then you naturally have to prepare yourself for it. You have embarked in a mission that calls for a continuing professional education. Teaching as your profession Teaching is also a profession. It is our way of rendering service to humanity. The quality of our professional service to is determined to a very great extent on the four elements of profession which are as follows: 1.)our long and arduous period of preparation,2) a striving for excellence,3) a dedication to the public interest, and 4)commitment to moral and ethical values. If we give professional quality service, then mediocrity has no place. If we live up to our name as a professional teacher, a meaningful and fulfilled life will not be far behind.

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The teacher as a person in the society

  • 1. The Teacher As A Person In The Society Qualities of a Teacher There are two distinct characteristics of an effective and efficient teacher: 1. Personal qualities- refer to the qualities that stem from the teacher’s personality, interests , attitudes, and beliefs; and his/her behavior and working relationships with his/her students and peers. 2. Professional qualities refer to the teache5r’s knowledge of the subject matter, his/her understanding of the psychological and educational principles and his/her understanding of the teaching profession. As a person 1. Innate Qualities a. Aptitude A saying goes “ Teachers are born”. This refers to the inborn characteristics of individuals such as aptitude, often defined as a strong inclination for some tasks together with corresponding skills. b. Mental ability A mental ability that is above average and higher equips a teacher to carry on her multiple tasks. After hurdling a 4 year bachelor’s degree, she can easily continue to a masteral degree. Mentally gifted and bright teachers are capable of demonstrating higher order thinking skills. 2. Personal qualities In the chosen career of teaching, personality could serve as an inspiration or otherwise to the student whom she pledge to lead by the hand. A teacher must essentially possess the following person al qualities: 1. Presentable appearance, good manners, courtesy, and a pleasant voice. 2. Intelligence, emotional stability, and self-control 3. Sympathy, kindness, helpfulness, and patience 4. Integrity , trustworthiness, honesty and loyalty 5. Sociability, friendliness, and cooperativeness 6. Flexibility, creativity, and resourcefulness 7. Fairness impartiality, and tolerance 8. Sense of humor, cheerfulness, and enthusiasm As a professional Professional qualities include: 1. A mastery of the subject matter. 2. An understanding of the learners. This pertains to the teacher’s knowledge about the learners and the principles of human growth and development.
  • 2. 3. Liking and loving learners. A teacher who has genuine and sincere love for learners can imbue them with love for learning. 4. Knowledge of the teaching principles and skills. A teacher must know the WHATS and HOWS of teaching including the needed skills and teaching methods. 5. General understanding of the different branches of knowledge along with their interrelationship and interdependence to solve life’s problems. Knowledge and background study of arts, languages, philosophy, math, literature, and physical science are deemed necessary. A teacher must also be knowledgeable of information and communications technology (ICT) as in the use of computers. 6. An appreciation of the teaching profession. Your Philosophical Heritage Five philosophies of education: Essentialism  Contends that teachers teach for learners to acquire basic knowledge, skills, and values. 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.  The emphasis is on academic content for students to learn basic skills or the fundamental r’s—reading, ‘riting, ‘rithmetic, right conduct. The essentialist curriculum includes the traditional disciplines such as math, natural science, history, foreign language, and literature.  Essentialist teachers emphasize mastery of subject matter. They are expected to be intellectual and moral models of their students. Progressivism  Progressivists accept the impermanence of life and the inevitability of change. For the progressivists, everything else changes. Change is the only thing that does not change.  Progressivist teachers teach to develop learners into becoming enlightened citizens of a democratic society.  The progressivists are identified with need-based and relevant curriculum.  The subjects that are given e4mphasis in progressivist school are natural and social science.  Progressivist teachers employ experiential methods. They believe that one learns by doing. Perrenialism  The perreniaslist 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. It is not a specialist curriculum but rather a general one. There is less emphasis on vocational and technical education.
  • 3.  The perrenialist classrooms are centered around teachers… the teachers do not allow the strudents interests or experiences to substantially dictate what they teach. Existentialism  The main concern of existentialists is to help students understand and appreciate themselves as unique individuals who accxept complete responsibility for their thoughts, feelings and actions. Since existence precedes essence, the existentialist teachers’ role is to help students define define their own essenceby exposing them to various paths they take ion life by creating an environment in which they freely choose their own preferred way.  Existentialist methods focus on the individual. Learning is self-paced, self directed. Behaviorism  Concerned with the modification and shaping of students’ behavior by providing for a favorable environment, since they believe that they are a product of their environment. They are after students who exhibit desirable behavior in society  Behaviorist ought to arrange environmental conditions so that students can make the responses to the stimuli. They ought to provide appropriate incentives to reinforce positive responses and weaken or eliminate negative ones. Formulating Your Philosophy Of Education Your philosophy of education is your window to the world and your compass in life. Your philosophy of education is reflected in your dealings with students, colleagues , parents and administrators. Your attitude towards problems a nd life as a whole has an undrrlyi ng philosophy. 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 the truth.  What is true and good and therefore must be taught. Society and You Here is an excerpt of the findings of a study on Pre-service Elementry Teacher Training conducted by Rosita L. Navarro, et .al in 1994 (Navarro, Rosita et.al. Study of Pre-Service Elementary Teacher Training(SPETT, June, 1994.) The responses were from 1,460 respondents in 12 regions of the country. The community respondents’ group consisted mostly of parents (26%), non-government
  • 4. organizations (24%), principals and assistant principals (23%), representatives from the business and industry sectors (21%) and School Superintendents (6%). Community Perception on the Role of Teachers in the Community Teachers are perceived to be: 1. Very important in a community 2. Respected in community 3. Help in the community to some extent Community Perception on Beliefs and attitudes about Teachers and Teaching The community respondents strongly agree that teacher: 1. Help develop the moral character of children. 2. Are second d parents 3. Are assets to the community The community respondents agreed with 12 beliefs and attitudes, as follows: 1. The most intelligent child should be encouraged to enter the teaching profession. 2. Teachers set moral standard of the community. 3. Teachers make good parent. 4. Men should be encouraged to enter the teaching profession. 5. The teaching profession is one of the lowest paid. 6. Teachers should be paragon virtue. 7. Children obey and respect their teachers. 8. Teachers play an active role in disciplining children. 9. Praising boosts child‘s confidence. 10. A teacher is child’s model. 11. Child’s interest in studies depends upon his/her teachers. 12. Parents entrust children’s welfare to teachers. The community respondents were doubtful regarding this item: “Female teachers become generally old maids” They disagreed with this item: “Teachers may inflict physical punishment on children.” The Foundational Principles of Morality and You What is Morality? As defined by one textbook author, morality refers to the “quality of human acts by which we call them right or wrong, good or evil”(Paniso,1964). Your human action is right when it conforms to the norm, rule, or law of morality. Otherwise it is said to be wrong. Meaning of Foundational Moral Principle The word principle comes from the Latin word “princeps” which means a beginning, a source. A principle is that on which something is based, founded, originated, and initiated. A foundational moral principle is, therefore, the universal norm upon which all other principles on the rightness or wrongness of an action are based.
  • 5. The foundational moral principle is contained in 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) St. Thomas defines it as “ the light of natural reason, whereby we discern what is good and what is evil…an imprint on us of the divine light…”(Panizo,1964) It is the law that says: “Do good and avoid evil.” THIS IS THE FUNDAMENTAL OR FOUNDATIONAL MORAL PRINCIPLE. The 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. Christian authors describe four ways of describing good moral character:  Being fully human  Being a loving person  Being a virtuous person  Being a morally mature person Values Formation and You Transcendent Value According to the idealist group, Transcendent values are values that remained unchanged amidst changing times. Transcendent because they are beyond changing times, beyond space and people. Examples of these are values of love, care and concern for our fellowmen. Values are caught and taught Values are both caught and taught. We may not be able to hear our fathers’ advice ‘do not smoke” because what he does (he himself smokes) speaks louder than what he says. The living examples of good men and women at home, school and society have far greater influence on our value formation than those well-prepared lectures on values excellently delivered by experts who may sound like “empty gongs and clanging cymbals”. Values have cognitive, affective and behavioral dimensions Values have a cognitive dimension. We must understand the value that we want to acquire. We need to know why we have to value such. Values are in the affective domain of objectives. In themselves they have an affective dimension. Values also have a behavioral dimension. In fact, living by the value this is the true acid test if we really value like honesty.
  • 6. Value formation includes formation in the cognitive, affective and behavioral aspects Since values are caught, it is up to you how to enrich yourself with values that could help you to be a better person. You have to grow in knowledge and in wisdom and in your sensitivity and openness to the variety of value experiences in life. Value formation is a training of the intellect and will Your value formation in essence is a training of your intellect and will, your cognitive and rational appetitive powers, respectively. Your intellect discerns a value and presents it to the will as a right or wrong value. Virtuous versus vicious life and their effect on the will In short, a virtuous life strengthens you to live by the right values and live life of abundance and joy while a vicious leads you to perdition and misery. Max Scheler’s hierarchy of values Max Scheler outlined a hierarchy of values. Our hierarchy of values is shown in our preferences and decisions. Scheler’s hierarchy of values arranged from the lowest to the highest as shown below: 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 vital feeling  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
  • 7. Based on Scheler’s hierarchy of values, the highest values are those that pertain to the Supreme Being while the lowest values are those that pertain to the sensual pleasures. We act and live well if we stick to Scheler’s hierarchy of values. We will live miserably if we distort Scheler’s hierarchy of values. Teaching as Vocation, Mission and Profession Teaching as your vocation Teaching is a vocation. Vocation comes from the Latin word “vocare” which means to call. Based on the etimology of the word, vocation, therefore, means a call. If there is a call, there must be a caller and someone who is called. The fact that you are now in the College of education signifies that you positively responded to the call to teach. Teaching as your mission The word mission came from the Latin word “misio” which means “to send”. You are called to be a teacher and you are sent into the world to accomplish a mission, to teach. Teaching is your mission means it is the task entrusted to you in this world. If it is your assigned task then you naturally have to prepare yourself for it. You have embarked in a mission that calls for a continuing professional education. Teaching as your profession Teaching is also a profession. It is our way of rendering service to humanity. The quality of our professional service to is determined to a very great extent on the four elements of profession which are as follows: 1.)our long and arduous period of preparation,2) a striving for excellence,3) a dedication to the public interest, and 4)commitment to moral and ethical values. If we give professional quality service, then mediocrity has no place. If we live up to our name as a professional teacher, a meaningful and fulfilled life will not be far behind.