LET'S ADD TO WHAT YOU KNOW

A. Quality Teachers and Teacher Quality Defined

What really is a quality teacher? Quality teachers are characterized by the different skills needed
in the 21st century education. Partnership 21 identified themes that are relevant to the changing times.
These are (1) Global awareness, (2) Financial, Economic, Business and Entrepreneurial Literacy, (3) Civic
Literacy and (4) Health Literacy. Also included are knowledge and values.

With these themes in mind, the 21st century skills framework are clustered into three.

· Learning and Innovation Skills Framework include Critical Thinking and Problem Solving, Creativity
and Innovation and Communication and Collaboration and Technology Skills

· Information, Media and Technology Skills Framework include Information Literacy, Media Literacy,
ICT (Information, Communications and Technology) Literacy

· Life and Career Skills Framework which was discussed thoroughly in Lesson 3.

Quality teachers are competent teachers. Teachers with global competence are able to demonstrate
knowledge, skills, values and dispositions as described below:

1. Understand one’s own cultural identity and its influence on personal dispositions and classroom
practices;

2. Know and integrate global dimensions in the subject one teaches;

3. Engage students in learning;

4. Use real-life local and global examples;

5. Value the inputs of culturally and linguistically diverse learners;

6. Create environment that encourage positive cross-cultural interactions;

7. Model social responsibility in local and global context; and

8. Help learners find appropriate actions to improve local and global conditions.

Having the appropriate competencies for the teaching, describe a quality teacher. Can quality teachers
provide teacher quality in our schools?
Teacher quality is a bit difficult to define. For some countries like the US, it has shifted its definition of
teacher quality from the possession of a credential or certification to what students know and are able
to do with what they were taught by their teachers (Teacher Quality, 2013). This is related to the
outcomes-based education. On the other hand, some other countries use standards for teacher quality.
The OECD has proposed in the discussion table that the core elements of the teacher-quality standards
should include:

· Planning and Preparation: including knowledge of content and pedagogy, knowledge of students,
coherent instructional plans, and knowledge on how to assess student learning;

· Classroom environment: including creating a culture for learning and managing student behavior;

· Instruction: including communicating effectively, using appropriate discussion techniques,

engaging students, and providing responsive feedback to learners; and

· Professional responsibilities: including reflecting on teaching, communicating with families,

contributing to the school and community and developing professionally, (Teacher Quality, 2013).

There are differences in the context of how teacher quality is defined hence, there is no universal
standard of teacher quality. The teaching profession needs to have standards in a way that other
professions have to advance its status. These should be developed and owned by the teachers
themselves like in Finland, Sweden and Denmark. In other countries, teacher standards for teacher
quality are set at the national or state levels but with consideration for local flexibility in the
implementation.

In summary, quality teachers are defined by their attributes and characteristics while teacher quality is
defined by the standards set for the profession and are validated by the students learning outcomes.

B. The Competency Framework for Teachers in Southeast Asia (CFT SEA)

In collaboration with the Thailand’s Teacher Education Council, SEAMEO Secretariat (SEAMES)
and the SEAMEO Regional Center for Educational Innovation and Technology (INNOTECH) initiated the
Competency Framework for Teachers in Southeast Asia which was developed in 2017. The purpose was
to revitalize teacher education and to promote teaching as a profession of first choice by
professionalizing teachers’ pre-service and in-service development using this Regional Competency
Framework as a guide.
 As described earlier, teacher competencies make up quality teachers. Competencies defined in
the framework are combination of skills, knowledge, behavior and attributes that enable effective or
superior job performance. This Competency Framework for Teachers is a guide to improve teachers’
performance across the region.

There are four (4) essential competencies and 12 general competencies in the framework. There
are 31 enabling competencies and 136 success descriptors. The enabling competencies are a set of
performance criteria with success descriptors that describe observable behaviors expected for teachers
to perform in a high level. When used, this guide will promote common standards of performance
among teachers across Southeast Asia.

Four Essential Competencies

1. Knowing and understanding what to teach. It is the ability of teachers to deepen and broaden their
knowledge on what to teach, understand education trends, policies and curricula and be updated on
local, national, regional and global developments.

2. Helping students to learn. It is the ability to know students, use the most effective teaching and
learning strategies, assess and give feedback on how students learn.

3. Engaging the community. It is the ability to partner with parents and caregivers, involve the
community to help students learn, and encourage respect and diversity.

4. Becoming a better teacher everyday. This is the ability to know oneself and others, practice human
goodness and then master the teaching practice.

For details on the four (4) mentioned essential competencies and other information on Competency
Framework for Teachers in Southeast Asia, kindly download this link:

https://www.seameo-innotech.org/wp-content/uploads/2019/04/SEA-TCF_Nov2017.pdf

C. The Philippine Qualifications Framework (PQF)

As part of the ASEAN convergence snd in the light of globalization, each country in the ASEAN, the
Philippines adopts national standards and levels for outcomes in education. This is called the Philippine
Qualifications Framework (PDQ) which is provided by law, (RA 10968, s. 2018). Based on the level of
education as PQF Level 6, the PQF describes the career path for baccalaureate degree programs
including teacher education degrees. All graduates from the baccalaureate degrees are expected to
exhibit outcomes as described in Table 4.

Table 4. Philippine Qualifications Framework (PQF) 6 Levels of Outcomes and Descriptors

PQF 6 Level of Outcomes

PQF 6 Descriptors of Outcomes

Knowledge, Skills and Values

Graduates possess a broad level of coherent knowledge and skills in their field of study for professional
work (teaching) and lifelong learning.

Application (of Knowledge, Skills and Values)

Application of professional work (teaching) in a broad range of discipline and/or for further study.

Degree of Independence

Independent (as a teacher) and/or in terms of related field.

What are the purposes of the Philippine Qualifications Framework?

The PQF is a legal document that adopts national standards and levels for outcomes of education
in the country. It assists individuals to move easily between different education and training sectors and
the labor market. Further, the PQF aligns the international qualifications for full recognition of the value
of Philippine Qualifications. Also, the PQF will be used as the basis for accrediting certificates and license
recognized by the government.

D. Philippines Professional Standards for Teachers (PPST)

Based on the Teacher Education and Development Map in 2006, Philippine Teacher Education is
defined as a lifelong journey from entry to basic education in the DepEd to entry to Teacher Education
Institutions of the CHED to licensing as professional teachers of the PRC to employment to DepEd with
attestation of the Civil Service or private basic education. In both public and private education, a newly
recruited teacher undergoes a Teacher Induction Program (TIP) led by the Teacher Education Council
(TEC) and the private institutions and assisted by the Private Education Assistance Council (PEAC). While
in service, the professional teacher continues professional development through trainings by the duly
authorized service providers of the PRC or shall continue professional development through
advancement in education (Masters’ or Doctorate) or other activities on their own. The continuing
professional development continues until the person retires from employment or continues to practice
the profession in another capacity. In the middle of this professional lifelong cycle are the professional
teacher standards, known before as national Competency Based Teachers standards (NCBTS, 2006) and
now known the Philippine Professional Standards (PPST, 2017, DepEd Order 42, s. 2017). Both are
frameworks for teacher quality. The PPST, 2017 define teacher quality in a broader perspective attuned
to the current demands and changes in the educational local and global landscape to include the
reforms of K to 12, the Outcomes-Based Education of Higher Education, the ASEAN integration, the
UNESCO’s SDGs 2030 and the Ambisyon Natin 2040.

Being responsible for the pre-service development of teachers, teacher education institutions
have a responsibility of graduating students with PQF 6 qualifications and to master the PPST Beginning
Teacher Standards as well as the Program Outcomes of the CHED’s PSG for teacher education (CMO 74-
82, s. 2017). The mastery of the beginning teacher competencies is an expectation of the teaching
industry in basic education.

Let us focus on the PPST, 2017 particularly on the Beginning Teacher’s Competencies for Career Stage
Level 1.

There are seven (7) Domains in the PPST. The seven domains, collectively comprise 37 strands to refer to
more specific dimensions of teacher practice. Each strand is calibrated according to the professional
development scale or as described Career Stage 1: Beginning Teachers; Career Stage 2: Proficient
Teachers, Career Stage 3: highly Proficient Teachers, and Career Stage 4, Distinguished Teachers.
Career Stage 1: Beginning Teachers. Newly qualified to teach as professional teachers are the beginning
teachers. They have acquired an appropriate degree in education or allied fields and have passed the
licensure examination for professional teachers. They are assumed to have competencies in terms of
content, knowledge and pedagogy, as well as the 21st century skills and values to support teaching and
learning. They can manage learning and have strategies that enable learners to enhance learning
through their guidance.

However, since they are new to the teaching profession, Beginning Teachers are expected to seek advice
and assistance from their peers and experienced colleagues to continuously improve their teaching.

For the detailed competencies on the domains and strands for Beginning Teachers, link and download
the PPST, 2017, DepEd Order 42, s. 2017 below.

https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf

Summary

This chapter emphasizes the differences between the quality teachers and the teacher quality.
There can never be teacher quality without quality teachers, for quality teachers are defined by
individual knowledge, skills and values, on the other hand teacher quality is defined by the teacher
standards set for the teaching profession. For the Southeast Asian countries, the framework is driven by
the four essential competencies and 31 enabling competencies. The Philippine Professional Standards
for Teachers (PPST) are also in support of the Philippine Qualifications Framework (PQF) which
determines the qualification of any baccalaureate degree holder. The Career Path Stage 1: Beginning
Teacher is the focus of this lesson because the pre-service teacher education graduate should master
the competencies that are stated in the 32 strands of the seven domains of the Standard for Filipino
Teachers. There are items that are similar between the Southeast Asian Framework and the Philippine
Professional Standards for Teachers. If the competencies included in the standards are mastered by any
future teacher, then quality teachers will be produced and teacher quality will be achieved.

Show more...
A. Quality Teachers and Teacher Quality Defined

What really is a quality teacher? Quality teachers are characterized by the different skills needed
in the 21st century education. Partnership 21 identified themes that are relevant to the changing times.
These are (1) Global awareness, (2) Financial, Economic, Business and Entrepreneurial Literacy, (3) Civic
Literacy and (4) Health Literacy. Also included are knowledge and values.

With these themes in mind, the 21st century skills framework are clustered into three.

· Learning and Innovation Skills Framework include Critical Thinking and Problem Solving, Creativity
and Innovation and Communication and Collaboration and Technology Skills

· Information, Media and Technology Skills Framework include Information Literacy, Media Literacy,
ICT (Information, Communications and Technology) Literacy

· Life and Career Skills Framework which was discussed thoroughly in Lesson 3.

Quality teachers are competent teachers. Teachers with global competence are able to demonstrate
knowledge, skills, values and dispositions as described below:

1. Understand one’s own cultural identity and its influence on personal dispositions and classroom
practices;

2. Know and integrate global dimensions in the subject one teaches;

3. Engage students in learning;

4. Use real-life local and global examples;

5. Value the inputs of culturally and linguistically diverse learners;

6. Create environment that encourage positive cross-cultural interactions;

7. Model social responsibility in local and global context; and

8. Help learners find appropriate actions to improve local and global conditions.

Having the appropriate competencies for the teaching, describe a quality teacher. Can quality teachers
provide teacher quality in our schools?

Teacher quality is a bit difficult to define. For some countries like the US, it has shifted its definition of
teacher quality from the possession of a credential or certification to what students know and are able
to do with what they were taught by their teachers (Teacher Quality, 2013). This is related to the
outcomes-based education. On the other hand, some other countries use standards for teacher quality.
The OECD has proposed in the discussion table that the core elements of the teacher-quality standards
should include:

· Planning and Preparation: including knowledge of content and pedagogy, knowledge of students,
coherent instructional plans, and knowledge on how to assess student learning;

· Classroom environment: including creating a culture for learning and managing student behavior;

· Instruction: including communicating effectively, using appropriate discussion techniques,

engaging students, and providing responsive feedback to learners; and

· Professional responsibilities: including reflecting on teaching, communicating with families,

contributing to the school and community and developing professionally, (Teacher Quality, 2013).

There are differences in the context of how teacher quality is defined hence, there is no universal
standard of teacher quality. The teaching profession needs to have standards in a way that other
professions have to advance its status. These should be developed and owned by the teachers
themselves like in Finland, Sweden and Denmark. In other countries, teacher standards for teacher
quality are set at the national or state levels but with consideration for local flexibility in the
implementation.

In summary, quality teachers are defined by their attributes and characteristics while teacher quality is
defined by the standards set for the profession and are validated by the students learning outcomes.

B. The Competency Framework for Teachers in Southeast Asia (CFT SEA)

In collaboration with the Thailand’s Teacher Education Council, SEAMEO Secretariat (SEAMES)
and the SEAMEO Regional Center for Educational Innovation and Technology (INNOTECH) initiated the
Competency Framework for Teachers in Southeast Asia which was developed in 2017. The purpose was
to revitalize teacher education and to promote teaching as a profession of first choice by
professionalizing teachers’ pre-service and in-service development using this Regional Competency
Framework as a guide.

As described earlier, teacher competencies make up quality teachers. Competencies defined in

the framework are combination of skills, knowledge, behavior and attributes that enable effective or
superior job performance. This Competency Framework for Teachers is a guide to improve teachers’
performance across the region.

There are four (4) essential competencies and 12 general competencies in the framework. There
are 31 enabling competencies and 136 success descriptors. The enabling competencies are a set of
performance criteria with success descriptors that describe observable behaviors expected for teachers
to perform in a high level. When used, this guide will promote common standards of performance
among teachers across Southeast Asia.

Four Essential Competencies

1. Knowing and understanding what to teach. It is the ability of teachers to deepen and broaden their
knowledge on what to teach, understand education trends, policies and curricula and be updated on
local, national, regional and global developments.

2. Helping students to learn. It is the ability to know students, use the most effective teaching and
learning strategies, assess and give feedback on how students learn.

3. Engaging the community. It is the ability to partner with parents and caregivers, involve the
community to help students learn, and encourage respect and diversity.

4. Becoming a better teacher everyday. This is the ability to know oneself and others, practice human
goodness and then master the teaching practice.

For details on the four (4) mentioned essential competencies and other information on Competency
Framework for Teachers in Southeast Asia, kindly download this link:

https://www.seameo-innotech.org/wp-content/uploads/2019/04/SEA-TCF_Nov2017.pdf

C. The Philippine Qualifications Framework (PQF)

As part of the ASEAN convergence snd in the light of globalization, each country in the ASEAN, the
Philippines adopts national standards and levels for outcomes in education. This is called the Philippine
Qualifications Framework (PDQ) which is provided by law, (RA 10968, s. 2018). Based on the level of
education as PQF Level 6, the PQF describes the career path for baccalaureate degree programs
including teacher education degrees. All graduates from the baccalaureate degrees are expected to
exhibit outcomes as described in Table 4.

Table 4. Philippine Qualifications Framework (PQF) 6 Levels of Outcomes and Descriptors

PQF 6 Level of Outcomes

PQF 6 Descriptors of Outcomes

Knowledge, Skills and Values

Graduates possess a broad level of coherent knowledge and skills in their field of study for professional
work (teaching) and lifelong learning.

Application (of Knowledge, Skills and Values)

Application of professional work (teaching) in a broad range of discipline and/or for further study.

Degree of Independence

Independent (as a teacher) and/or in terms of related field.

What are the purposes of the Philippine Qualifications Framework?

The PQF is a legal document that adopts national standards and levels for outcomes of education
in the country. It assists individuals to move easily between different education and training sectors and
the labor market. Further, the PQF aligns the international qualifications for full recognition of the value
of Philippine Qualifications. Also, the PQF will be used as the basis for accrediting certificates and license
recognized by the government.
D. Philippines Professional Standards for Teachers (PPST)

Based on the Teacher Education and Development Map in 2006, Philippine Teacher Education is
defined as a lifelong journey from entry to basic education in the DepEd to entry to Teacher Education
Institutions of the CHED to licensing as professional teachers of the PRC to employment to DepEd with
attestation of the Civil Service or private basic education. In both public and private education, a newly
recruited teacher undergoes a Teacher Induction Program (TIP) led by the Teacher Education Council
(TEC) and the private institutions and assisted by the Private Education Assistance Council (PEAC). While
in service, the professional teacher continues professional development through trainings by the duly
authorized service providers of the PRC or shall continue professional development through
advancement in education (Masters’ or Doctorate) or other activities on their own. The continuing
professional development continues until the person retires from employment or continues to practice
the profession in another capacity. In the middle of this professional lifelong cycle are the professional
teacher standards, known before as national Competency Based Teachers standards (NCBTS, 2006) and
now known the Philippine Professional Standards (PPST, 2017, DepEd Order 42, s. 2017). Both are
frameworks for teacher quality. The PPST, 2017 define teacher quality in a broader perspective attuned
to the current demands and changes in the educational local and global landscape to include the
reforms of K to 12, the Outcomes-Based Education of Higher Education, the ASEAN integration, the
UNESCO’s SDGs 2030 and the Ambisyon Natin 2040.

Being responsible for the pre-service development of teachers, teacher education institutions
have a responsibility of graduating students with PQF 6 qualifications and to master the PPST Beginning
Teacher Standards as well as the Program Outcomes of the CHED’s PSG for teacher education (CMO 74-
82, s. 2017). The mastery of the beginning teacher competencies is an expectation of the teaching
industry in basic education.

Let us focus on the PPST, 2017 particularly on the Beginning Teacher’s Competencies for Career Stage
Level 1.

There are seven (7) Domains in the PPST. The seven domains, collectively comprise 37 strands to refer to
more specific dimensions of teacher practice. Each strand is calibrated according to the professional
development scale or as described Career Stage 1: Beginning Teachers; Career Stage 2: Proficient
Teachers, Career Stage 3: highly Proficient Teachers, and Career Stage 4, Distinguished Teachers.

Career Stage 1: Beginning Teachers. Newly qualified to teach as professional teachers are the beginning
teachers. They have acquired an appropriate degree in education or allied fields and have passed the
licensure examination for professional teachers. They are assumed to have competencies in terms of
content, knowledge and pedagogy, as well as the 21st century skills and values to support teaching and
learning. They can manage learning and have strategies that enable learners to enhance learning
through their guidance.

However, since they are new to the teaching profession, Beginning Teachers are expected to seek advice
and assistance from their peers and experienced colleagues to continuously improve their teaching.

For the detailed competencies on the domains and strands for Beginning Teachers, link and download
the PPST, 2017, DepEd Order 42, s. 2017 below.

https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf

Summary

This chapter emphasizes the differences between the quality teachers and the teacher quality.
There can never be teacher quality without quality teachers, for quality teachers are defined by
individual knowledge, skills and values, on the other hand teacher quality is defined by the teacher
standards set for the teaching profession. For the Southeast Asian countries, the framework is driven by
the four essential competencies and 31 enabling competencies. The Philippine Professional Standards
for Teachers (PPST) are also in support of the Philippine Qualifications Framework (PQF) which
determines the qualification of any baccalaureate degree holder. The Career Path Stage 1: Beginning
Teacher is the focus of this lesson because the pre-service teacher education graduate should master
the competencies that are stated in the 32 strands of the seven domains of the Standard for Filipino
Teachers. There are items that are similar between the Southeast Asian Framework and the Philippine
Professional Standards for Teachers. If the competencies included in the standards are mastered by any
future teacher, then quality teachers will be produced and teacher quality will be achieved.

LET;S ADD TO WHAT YOU KNOW

Seven Philosophies of Education

· Constructivism

Why teach. Constructivists sees 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 thought how to learn. They are thought learning process and skills such
as searching, critiquing and evaluating information, relating these pieces of information, reflecting on
the same, making meaning out of them, drawing insights, posing questions, researching and
constructing new knowledge out of these bits of information learned.
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, research, investigate,
imagine, and invent. The teacher’s role is to facilitate this process.

Knowledge isn’t a thing that can simply deposited by the teacher into the empty minds of the learners.
Rather knowledge is constructed by learners through an active, mental process of development;
learners are the builders and creators of meaning of knowledge. Their minds are not empty. Instead,
their minds are full of ideas waiting to be “midwifed” by the teacher with his/her skillful facilitating skills.

· Essentialism

Why teach. This philosophy 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.”

What to teach. Essentialist programs are academically rigorous. The emphasis is on academic content
for students to learn the basic or the fundamental r’s – reading, ‘riting, ‘rithmetic, right conduct – as
these are essential to the acquisition of higher or more complex skills needed in preparation for adult
life. The essentialist curriculum includes the “traditional disciplines such as math, natural science,
history, foreign language, and literature. Essentialists frown upon vocational courses…” or other courses
with watered down academic content.

How to teach. Essentialist teachers emphasize mastery of subject matter. They are expected to be
intellectual and moral models of their students. they are seen as “fountain” of information and as
“paragon of virtue,” if ever there is such a person. To gain mastery of basic skills, teachers have to
observe “core requirements, longer school day, a longer academic year…”

With mastery of academic content as primary focus, teachers rely heavily on the use of prescribed
textbooks, the drill method and other methods that will enable them to cover as much academic
content as possible like the lecture method. There is a heavy stress on memorization and discipline.

· Progressivism

Why teach. Progressivist teachers teach to develop learners into becoming enlightened and intelligent
citizens of a democratic society. This group of teachers teaches learners so they may live life fully NOW
not to prepare them 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.”

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. Hence, progressivist teachers
are more concerned with teaching the learners the skills to cope with change. Instead of occupying
themselves with teaching facts or bits of information that are true today but become obsolete
tomorrow, they would rather focus their teaching on the skills or processes in gathering and evaluating
information and in problem-solving.

How to teach. Progressivist teachers employ experimental methods. They believe that one learns by
doing. For John Dewey, the most popular advocate of progressivism, book learning is no substitute for
actual experience. One experiential teaching method that progressivist teachers heavily rely on is the
problem-solving method. This problem-solving method makes use of scientific method. Other “hands –
on-minds-on-hearts-on” teaching methodology that progressivist teacher use are field trips during
which students interact with nature or society. Teachers also stimulate students through thought-
provoking games, and puzzles.

· Perennialism

Why teach. We are all rational animals. School should therefore, develop the students’ rational and
moral powers. according to Aristotle, if we neglect the students’ reasoning skills, we deprive them of the
ability to use their higher faculties to control their passions and appetites.

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. It is not a specialist
curriculum but rather a general one. There is less emphasis on vocational and technical education.
Philosopher Mortimer Adler claims that the “Great Books of ancient and medieval as well as modern
times are a repository of knowledge and wisdom, a tradition of culture which must initiate each
generation”. What the perennialist teachers teach are lifted from the Great Books.

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. They apply whatever
creative techniques and other tried and true methods which are believed to be most conducive to
disciplining the students’ minds. Students engaged in Socratic dialogues, or mutual inquiry sessions to
develop an understanding of history’s most timeless concepts.”

· Existentialism

What to teach. The main concern of the existentialists is “to help students to 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 and creating an environment in
which they freely choose their own preferred way. Since feeling is not divorced from reason in decision
making, the existentialist demands the education of the whole person,” not just the mind.”

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. The humanities,
however, are given tremendous emphasis to “provide students with vicarious experiences that will help
unleash their own creativity and self-expression. Vocational education is regarded more as a means of
teaching students about themselves and their potential than of earning a livelihood. In teaching art,
existentialism encourages individual creativity and imagination more than copying and imitating
established models.”

How to teach. “Existentialist methods focus on the individual. Learning is self-paced, self-directed. It
includes a great deal of individual contact with the teacher, who relates to each student openly and
honestly. To help students know themselves and their place in society, teachers employ value
clarification strategy. In the use of such strategy, teachers remain non-judgmental and take care not to
impose their values on their students since values are personal.”

· 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 a product of their
environment. They are after students who exhibit desirable behavior in society.

What to teach. Because behaviorists look at “people and other animals… as complex combinations of
matter that act only in response to internally or externally generated physical stimuli,” behaviorist
teachers teach students to respond favorably to various stimuli in the environment.

How to teach. Behaviorist teachers “ought to arrange environmental conditions so that students can
make the responses to stimuli. Physical variables like light, temperature, arrangement of furniture, size
and quantity of visual aids have to be controlled to get the desired responses from the learners. …
Teachers ought to make the stimuli clear and interesting to capture and hold the learner’s attention.
They ought to provide appropriate incentives to reinforce positive responses and weaken or eliminate
negative ones.” (Trespeces, 1995)

Linguistic philosophy

Why teach. To develop the communication skills of the learner because the ability to articulate, to voice
out the meaning and values of things that one obtains from his/her experience of life and the world is
the very essence of man. It is through his/her ability to express himself/herself clearly, to get his/her
ideas across, to make known to others the values that he/she has imbibed, the beauty that he/she has
seen, the ugliness that he/she rejects and the truth that he/she has discovered. Teachers teach to
develop in the learner the skill to send messages clearly and receive messages correctly.

What to teach. Learner should be taught to communicate clearly - how to send clear, concise messages
and how to receive and correctly understand messages sent. Communication takes place in three (3)
ways – verbal, nonverbal, and paraverbal. Verbal component refers to the content of our message, the
choice and arrangement of the words. This can be oral or written. Nonverbal component refers to the
message we send through our body language while paraverbal component refers to how we say what
we say – the tone, pacing and volume of our voices.

There is need to teach learners to use language that is correct, precise, grammatical, coherent, accurate
so that they are able to communicate clearly and precisely their thoughts and feelings. There is need to
help students expand their vocabularies to enhance their communication skills.

There is need to caution the learners of the verbal and non-verbal barriers to communication.

teach them to speak as many languages as you can. The more languages one speaks, the better he/she
can communicate with the world. A multilingual has an edge over the monolingual or bilingual.

How to teach. The most effective way to teach language and communication is the experiential way.
Make them experience sending and receiving messages through verbal, non-verbal and para-verbal
manner. Teacher should make the classroom a place for the interplay of minds and hearts. The teacher
facilities dialogue among learners and between him/her and his/her students because in the exchange
of words there is also an exchange of ideas.

SUMMARY

We have a very rich philosophical heritage. But only seven philosophies were discussed here:
essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy and
constructivism. the rest are assigned to you as research work. the seven philosophies differ in their
concepts of the learner and values, in why do we teach(objectives), what should be taught (curriculum)
and how should the curriculum be taught 9teaching strategies). However, there exist also some
similarities among the philosophies.

Show more...

Seven Philosophies of Education

· Constructivism

Why teach. Constructivists sees 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 thought how to learn. They are thought learning process and skills such
as searching, critiquing and evaluating information, relating these pieces of information, reflecting on
the same, making meaning out of them, drawing insights, posing questions, researching and
constructing new knowledge out of these bits of information learned.
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, research, investigate,
imagine, and invent. The teacher’s role is to facilitate this process.

Knowledge isn’t a thing that can simply deposited by the teacher into the empty minds of the learners.
Rather knowledge is constructed by learners through an active, mental process of development;
learners are the builders and creators of meaning of knowledge. Their minds are not empty. Instead,
their minds are full of ideas waiting to be “midwifed” by the teacher with his/her skillful facilitating skills.

· Essentialism

Why teach. This philosophy 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.”

What to teach. Essentialist programs are academically rigorous. The emphasis is on academic content
for students to learn the basic or the fundamental r’s – reading, ‘riting, ‘rithmetic, right conduct – as
these are essential to the acquisition of higher or more complex skills needed in preparation for adult
life. The essentialist curriculum includes the “traditional disciplines such as math, natural science,
history, foreign language, and literature. Essentialists frown upon vocational courses…” or other courses
with watered down academic content.

How to teach. Essentialist teachers emphasize mastery of subject matter. They are expected to be
intellectual and moral models of their students. they are seen as “fountain” of information and as
“paragon of virtue,” if ever there is such a person. To gain mastery of basic skills, teachers have to
observe “core requirements, longer school day, a longer academic year…”

With mastery of academic content as primary focus, teachers rely heavily on the use of prescribed
textbooks, the drill method and other methods that will enable them to cover as much academic
content as possible like the lecture method. There is a heavy stress on memorization and discipline.

· Progressivism

Why teach. Progressivist teachers teach to develop learners into becoming enlightened and intelligent
citizens of a democratic society. This group of teachers teaches learners so they may live life fully NOW
not to prepare them 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.”

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. Hence, progressivist teachers
are more concerned with teaching the learners the skills to cope with change. Instead of occupying
themselves with teaching facts or bits of information that are true today but become obsolete
tomorrow, they would rather focus their teaching on the skills or processes in gathering and evaluating
information and in problem-solving.

How to teach. Progressivist teachers employ experimental methods. They believe that one learns by
doing. For John Dewey, the most popular advocate of progressivism, book learning is no substitute for
actual experience. One experiential teaching method that progressivist teachers heavily rely on is the
problem-solving method. This problem-solving method makes use of scientific method. Other “hands –
on-minds-on-hearts-on” teaching methodology that progressivist teacher use are field trips during
which students interact with nature or society. Teachers also stimulate students through thought-
provoking games, and puzzles.

· Perennialism

Why teach. We are all rational animals. School should therefore, develop the students’ rational and
moral powers. according to Aristotle, if we neglect the students’ reasoning skills, we deprive them of the
ability to use their higher faculties to control their passions and appetites.

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. It is not a specialist
curriculum but rather a general one. There is less emphasis on vocational and technical education.
Philosopher Mortimer Adler claims that the “Great Books of ancient and medieval as well as modern
times are a repository of knowledge and wisdom, a tradition of culture which must initiate each
generation”. What the perennialist teachers teach are lifted from the Great Books.

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. They apply whatever
creative techniques and other tried and true methods which are believed to be most conducive to
disciplining the students’ minds. Students engaged in Socratic dialogues, or mutual inquiry sessions to
develop an understanding of history’s most timeless concepts.”

· Existentialism

What to teach. The main concern of the existentialists is “to help students to 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 and creating an environment in
which they freely choose their own preferred way. Since feeling is not divorced from reason in decision
making, the existentialist demands the education of the whole person,” not just the mind.”

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. The humanities,
however, are given tremendous emphasis to “provide students with vicarious experiences that will help
unleash their own creativity and self-expression. Vocational education is regarded more as a means of
teaching students about themselves and their potential than of earning a livelihood. In teaching art,
existentialism encourages individual creativity and imagination more than copying and imitating
established models.”

How to teach. “Existentialist methods focus on the individual. Learning is self-paced, self-directed. It
includes a great deal of individual contact with the teacher, who relates to each student openly and
honestly. To help students know themselves and their place in society, teachers employ value
clarification strategy. In the use of such strategy, teachers remain non-judgmental and take care not to
impose their values on their students since values are personal.”

· 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 a product of their
environment. They are after students who exhibit desirable behavior in society.

What to teach. Because behaviorists look at “people and other animals… as complex combinations of
matter that act only in response to internally or externally generated physical stimuli,” behaviorist
teachers teach students to respond favorably to various stimuli in the environment.

How to teach. Behaviorist teachers “ought to arrange environmental conditions so that students can
make the responses to stimuli. Physical variables like light, temperature, arrangement of furniture, size
and quantity of visual aids have to be controlled to get the desired responses from the learners. …
Teachers ought to make the stimuli clear and interesting to capture and hold the learner’s attention.
They ought to provide appropriate incentives to reinforce positive responses and weaken or eliminate
negative ones.” (Trespeces, 1995)

Linguistic philosophy

Why teach. To develop the communication skills of the learner because the ability to articulate, to voice
out the meaning and values of things that one obtains from his/her experience of life and the world is
the very essence of man. It is through his/her ability to express himself/herself clearly, to get his/her
ideas across, to make known to others the values that he/she has imbibed, the beauty that he/she has
seen, the ugliness that he/she rejects and the truth that he/she has discovered. Teachers teach to
develop in the learner the skill to send messages clearly and receive messages correctly.

What to teach. Learner should be taught to communicate clearly - how to send clear, concise messages
and how to receive and correctly understand messages sent. Communication takes place in three (3)
ways – verbal, nonverbal, and paraverbal. Verbal component refers to the content of our message, the
choice and arrangement of the words. This can be oral or written. Nonverbal component refers to the
message we send through our body language while paraverbal component refers to how we say what
we say – the tone, pacing and volume of our voices.

There is need to teach learners to use language that is correct, precise, grammatical, coherent, accurate
so that they are able to communicate clearly and precisely their thoughts and feelings. There is need to
help students expand their vocabularies to enhance their communication skills.

There is need to caution the learners of the verbal and non-verbal barriers to communication.

teach them to speak as many languages as you can. The more languages one speaks, the better he/she
can communicate with the world. A multilingual has an edge over the monolingual or bilingual.

How to teach. The most effective way to teach language and communication is the experiential way.
Make them experience sending and receiving messages through verbal, non-verbal and para-verbal
manner. Teacher should make the classroom a place for the interplay of minds and hearts. The teacher
facilities dialogue among learners and between him/her and his/her students because in the exchange
of words there is also an exchange of ideas.

SUMMARY

We have a very rich philosophical heritage. But only seven philosophies were discussed here:
essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy and
constructivism. the rest are assigned to you as research work. the seven philosophies differ in their
concepts of the learner and values, in why do we teach(objectives), what should be taught (curriculum)
and how should the curriculum be taught 9teaching strategies). However, there exist also some
similarities among the philosophies.

LET'S ADD TO WHAT YOU KNOW

Your philosophy of education is your concept of the learner, concept of what must be taught and
how this must be taught. These thoughts are the bases of your actions and decisions when you prepare
to teach and when you teach.

Teacher Macrina subscribes to the Christian philosophy because she believes that the learner is an
embodied spirit and she wants to provide every child with activities that are meant to develop the
learner’s body, mind and spirit. The fact that she is mindful of the development of the mind makes her a
rationalist. Because she is after the wholistic development of the learner – body, mind and spirit – she is
also humanist in thinking and in practice.

She also believes in the behaviorist philosophy because she accepts that the learner can be
influenced by the environment. However, she does not tatally adhere to the behaviorist philosophy
because she does not agree that the learner can be totally influenced by his environment. teacher
Macrina is constructivist in philosophy because she does not agree that the learner has an empty mind
(John Locke’s tabula rasa), rather she believes that the child is full of ideas and it is her task to draw out
these ideas.

Teacher Macrina is also essentialist in orientation. She is convinced that her primary task is the
child’s mastery of the basic skills of reading, communicating in oral and written form, arithmetic and
computer skills. She believes that mastery of these basic skills prepares the child to go beyond the
basics. Her behaviorist philosophy makes her work hard for every child to experiences success which
surely contributes to a favorable learning environment.

Teacher macrina is also essentialist and perennialist in thinking. She believes in unchanging values
of respect, honesty, love and care for others regardless of gender, race, ethnicity, nationality,
appearance and economic status and therefore inculcates them in her lessons.

She is also cognitivist in thinking and practice because like Burner, she believes that modeling
these values is the most effective way to teach these values.

She wants to make use of hands-on-hearts-on” experiences inside and outside the classroom. This
makes her a progressivist. Teacher Macrina applies the progressivist’s dictum, learning by doing and the
whole world (outside the classroom) is a classroom. She is also progressivist in the sense that she
teaches learners not only subject matter but also how to learn.

this is how one’s philosophy of education govern one’s practice as a teacher.

Show more...

Your philosophy of education is your concept of the learner, concept of what must be taught and
how this must be taught. These thoughts are the bases of your actions and decisions when you prepare
to teach and when you teach.

Teacher Macrina subscribes to the Christian philosophy because she believes that the learner is an
embodied spirit and she wants to provide every child with activities that are meant to develop the
learner’s body, mind and spirit. The fact that she is mindful of the development of the mind makes her a
rationalist. Because she is after the wholistic development of the learner – body, mind and spirit – she is
also humanist in thinking and in practice.

She also believes in the behaviorist philosophy because she accepts that the learner can be
influenced by the environment. However, she does not tatally adhere to the behaviorist philosophy
because she does not agree that the learner can be totally influenced by his environment. teacher
Macrina is constructivist in philosophy because she does not agree that the learner has an empty mind
(John Locke’s tabula rasa), rather she believes that the child is full of ideas and it is her task to draw out
these ideas.
 Teacher Macrina is also essentialist in orientation. She is convinced that her primary task is the
child’s mastery of the basic skills of reading, communicating in oral and written form, arithmetic and
computer skills. She believes that mastery of these basic skills prepares the child to go beyond the
basics. Her behaviorist philosophy makes her work hard for every child to experiences success which
surely contributes to a favorable learning environment.

Teacher macrina is also essentialist and perennialist in thinking. She believes in unchanging values
of respect, honesty, love and care for others regardless of gender, race, ethnicity, nationality,
appearance and economic status and therefore inculcates them in her lessons.

She is also cognitivist in thinking and practice because like Burner, she believes that modeling
these values is the most effective way to teach these values.

She wants to make use of hands-on-hearts-on” experiences inside and outside the classroom. This
makes her a progressivist. Teacher Macrina applies the progressivist’s dictum, learning by doing and the
whole world (outside the classroom) is a classroom. She is also progressivist in the sense that she
teaches learners not only subject matter but also how to learn.

this is how one’s philosophy of education govern one’s practice as a teacher.

LET'S ADD TO WHAT YOU KNOW

The story of Teddy must have touched you a lot. I have seen it and presented it to audiences of
teachers a number of times and it has always touched me. Let us remember that there are a lot of
“Teddy’s” in our classes. But there may be just a few “Ms. Thompson” in the classrooms. The like of
“Ms.Thompson” as a teacher is said to be an endangered, disappearing species.” Hopefully, the story
touched you so much that starting from now you vowed to be like “Ms. Thompson” to all your students
in the future and so the like of “Ms. Thompson” multiplies.

Convinced of the nobility of the teaching profession, Henry Adams also said, “A teacher affects
eternity: no one knows where his influence stops.”

John Steinbeck, Nobel and Pulitzer Prize-winning American novelist, claims

“Teaching might even be the greatest of the arts since the medium is the human mind and spirit.”
While the artist works on canvass, the teacher works on the human mind and heart.

The greatest men and women in history were teachers – Socrates, Plato, Aristotle, Confucius. Lao
tsu, Siddharta Gautama, Jesus Christ. Their teachings have transformed the individual and collective lives
of their followers and their worlds. Their teachings reverberate up to the present.

An old anecdote about teaching and teacher may convince you more that you are preparing for a
profession which is the noblest of all professions. It is considered the mother of all professions. Teachers
have a special place in heaven. Agree or disagree? Read “Their Place in Heaven” lifted from Teacher
Teacher : A Tribute Tribute to Teachers Everywhere published by Technological Institute of the
Philippines on the occasion of its 50th Foundation anniversary. This is an old story told again and again,
but let me share it with you anyway.

Their Special Place in Heaven

By Cynthia Ferrer Gubler

At the gates of heaven, Saint Peter stood, resplendent, holdings the keys to heaven. Before him snaked
a very long line of people eager to pass thought the portals of heaven.

Saint Peter asked the man at the head of the line

Saint Peter asked the man at the head of the line a simple question: “Why, dear sir, should I let you
enter heaven?” The man replied: “I am a doctor. In my lifetime, I saved lives, cured the sick and gave
them and their families a better quality of life”.

To which Saint Peter commented: “Remarkable. You may enter through the gates of Paradise and enjoy
your rightful place.”

Next in line was a woman dressed in a no-nonsense business suit. Saint Peter asked her the same. “Why
should I let you enter heaven, dear woman?” And she replied: “I’m an entrepreneur. I gave people
decent jobs, paid them well enough for them to feed, clothe, shelter and afford their families the
niceties of life.”

“Ah “said Saint Peter. Indeed, that is remarkable as well. But, of course, you may enter heaven.”

A young man in uniform stepped up and faced Saint Peter and to the same question, he responded: “I
am a policeman. In my lifetime, I came to the succor of the citizenry, protected it against criminals who
plagued the streets down on earth.”

Saint Peter was impressed, and gave the young man a pass to enter through the gates o heaven.

Soon, it was the turn of a dignified elderly man, who did not wait for Saint Peter to pose him the
question, and offered his reason: “I am a lawmaker. I crafted laws and policies for the benefits of all the
of all the stakeholders of society, prescribing their rights and violations, thereof.”

Impressed with the lawmaker’s credentials, Saint Peter let him through, without any hesitation.

Fast on the heels of the lawmaker, a young woman, austerely dressed came up front. “Tell me, young
lady, why should I let you in?” Saint Peter asked. She replied, “ I am a lawyer, Saint Peter. To the best of
my abilities, I defended the rights of victims and, at times, the rights of the accused, just as vigorously.”

“Commendable! “roared Saint Peter in delight.

Saint Peter now faced a middle-aged man with rimmed glasses. The man heard the question that St.
Peter had posed those ahead of him, and he had a ready answer: “I am a scientist, dear Saint Peter. I
helped unlock the secrets of life and the secrets of the fields: research, technology, communications,
medicine, transportation, galactic travel, among others. And in doing to, I assure you, I never lost my
awe and wonder of the Creator of such majesty and grandeur as the universe.”

Saint Peter could not contain his delight and permitted the man to enter heaven.

In stark contrast to the scientist who left, a tall dignified man in a well-cut Italian suit and handmade silk
tie stepped up in front of the line. My dear man, Saint Peter said, feeling more loquacious. “You must
agree that I did well letting the scientist into heaven. Pray, tell me, why I should let you through the
gates of heaven: And to this, the man replied: I am a diplomat. With all my Gog-given skills very hard to
eradicate the scourge of war that has visited peoples time and time again and devastated scores and
scores of generations to the human race.”

“But of course, a peacemaker,” Saint Peter murmured appreciatively. “Do take your place in heaven as
promised to peacemakers.”

This line of questioning continued down the line of souls who stood before Saint Peter, eager to disclose
to him their rights to enter heaven: farmer, architect, fisherman, engineer; bus driver, household help,
actor, comedian; banker, parent, country president, chef.

Finally, the last person in the line stood before Saint Peter. It had been a long day, and he was pleased
that he did not have to turn anyone away. He looked at the simple woman before him and asked the
same question for the last time that day. ”My dear lady, thank you so much for waiting so patiently for
your turn. Now, tell me, why should I let you into heaven?” And the elderly woman responded, without
rancor or recriminations at being heard last: “Dear Saint Peter… This is why you should let me through
the gates into heaven. Those people who entered a head of me…they became who they were… because
of me.”

In a mixture of pride and humility, she continued: “I am their teacher.

Saint Peter silently nodded, breaking into a smile. His job for the day had ended. He locked the gates of
heaven, only after the teacher stepped in for her just deserved reward.

Indeed, a teacher is powerful. You are in a very noble profession where you help others become what
they want to be. You are in a profession where you can touch lives and so affect eternity. In the United
States of America, the global financial institution ING conducted a survey in 2010 in conjunction with the
National Teacher of the Year Award. A significant finding was: eighty-eight percent (88%) of one
thousand (1000) – Americans age 18 and older who were surveyed-identified at least one teacher who
had a significant positive impact on their life. (Saenz, 2012)
 A teacher has the power to touch lives and make a difference in peoples’ lives. “The influence of a
good teacher can never be erased,” says one quotable quote. Just remember the moving story of Teddy
and Ms. Thompson. May you be a “Ms. teaching, indeed, is a noble profession.

Congratulations, you chose the noblest of all professions. May you find fulfillment in your
profession!

Show more...

The story of Teddy must have touched you a lot. I have seen it and presented it to audiences of
teachers a number of times and it has always touched me. Let us remember that there are a lot of
“Teddy’s” in our classes. But there may be just a few “Ms. Thompson” in the classrooms. The like of
“Ms.Thompson” as a teacher is said to be an endangered, disappearing species.” Hopefully, the story
touched you so much that starting from now you vowed to be like “Ms. Thompson” to all your students
in the future and so the like of “Ms. Thompson” multiplies.

Convinced of the nobility of the teaching profession, Henry Adams also said, “A teacher affects
eternity: no one knows where his influence stops.”

John Steinbeck, Nobel and Pulitzer Prize-winning American novelist, claims

“Teaching might even be the greatest of the arts since the medium is the human mind and spirit.”
While the artist works on canvass, the teacher works on the human mind and heart.

The greatest men and women in history were teachers – Socrates, Plato, Aristotle, Confucius. Lao
tsu, Siddharta Gautama, Jesus Christ. Their teachings have transformed the individual and collective lives
of their followers and their worlds. Their teachings reverberate up to the present.

An old anecdote about teaching and teacher may convince you more that you are preparing for a
profession which is the noblest of all professions. It is considered the mother of all professions. Teachers
have a special place in heaven. Agree or disagree? Read “Their Place in Heaven” lifted from Teacher
Teacher : A Tribute Tribute to Teachers Everywhere published by Technological Institute of the
Philippines on the occasion of its 50th Foundation anniversary. This is an old story told again and again,
but let me share it with you anyway.

Their Special Place in Heaven

By Cynthia Ferrer Gubler

At the gates of heaven, Saint Peter stood, resplendent, holdings the keys to heaven. Before him snaked
a very long line of people eager to pass thought the portals of heaven.

Saint Peter asked the man at the head of the line

Saint Peter asked the man at the head of the line a simple question: “Why, dear sir, should I let you
enter heaven?” The man replied: “I am a doctor. In my lifetime, I saved lives, cured the sick and gave
them and their families a better quality of life”.

To which Saint Peter commented: “Remarkable. You may enter through the gates of Paradise and enjoy
your rightful place.”

Next in line was a woman dressed in a no-nonsense business suit. Saint Peter asked her the same. “Why
should I let you enter heaven, dear woman?” And she replied: “I’m an entrepreneur. I gave people
decent jobs, paid them well enough for them to feed, clothe, shelter and afford their families the
niceties of life.”

“Ah “said Saint Peter. Indeed, that is remarkable as well. But, of course, you may enter heaven.”

A young man in uniform stepped up and faced Saint Peter and to the same question, he responded: “I
am a policeman. In my lifetime, I came to the succor of the citizenry, protected it against criminals who
plagued the streets down on earth.”

Saint Peter was impressed, and gave the young man a pass to enter through the gates o heaven.

Soon, it was the turn of a dignified elderly man, who did not wait for Saint Peter to pose him the
question, and offered his reason: “I am a lawmaker. I crafted laws and policies for the benefits of all the
of all the stakeholders of society, prescribing their rights and violations, thereof.”

Impressed with the lawmaker’s credentials, Saint Peter let him through, without any hesitation.

Fast on the heels of the lawmaker, a young woman, austerely dressed came up front. “Tell me, young
lady, why should I let you in?” Saint Peter asked. She replied, “ I am a lawyer, Saint Peter. To the best of
my abilities, I defended the rights of victims and, at times, the rights of the accused, just as vigorously.”

“Commendable! “roared Saint Peter in delight.

Saint Peter now faced a middle-aged man with rimmed glasses. The man heard the question that St.
Peter had posed those ahead of him, and he had a ready answer: “I am a scientist, dear Saint Peter. I
helped unlock the secrets of life and the secrets of the fields: research, technology, communications,
medicine, transportation, galactic travel, among others. And in doing to, I assure you, I never lost my
awe and wonder of the Creator of such majesty and grandeur as the universe.”

Saint Peter could not contain his delight and permitted the man to enter heaven.

In stark contrast to the scientist who left, a tall dignified man in a well-cut Italian suit and handmade silk
tie stepped up in front of the line. My dear man, Saint Peter said, feeling more loquacious. “You must
agree that I did well letting the scientist into heaven. Pray, tell me, why I should let you through the
gates of heaven: And to this, the man replied: I am a diplomat. With all my Gog-given skills very hard to
eradicate the scourge of war that has visited peoples time and time again and devastated scores and
scores of generations to the human race.”

“But of course, a peacemaker,” Saint Peter murmured appreciatively. “Do take your place in heaven as
promised to peacemakers.”

This line of questioning continued down the line of souls who stood before Saint Peter, eager to disclose
to him their rights to enter heaven: farmer, architect, fisherman, engineer; bus driver, household help,
actor, comedian; banker, parent, country president, chef.

Finally, the last person in the line stood before Saint Peter. It had been a long day, and he was pleased
that he did not have to turn anyone away. He looked at the simple woman before him and asked the
same question for the last time that day. ”My dear lady, thank you so much for waiting so patiently for
your turn. Now, tell me, why should I let you into heaven?” And the elderly woman responded, without
rancor or recriminations at being heard last: “Dear Saint Peter… This is why you should let me through
the gates into heaven. Those people who entered a head of me…they became who they were… because
of me.”

In a mixture of pride and humility, she continued: “I am their teacher.

Saint Peter silently nodded, breaking into a smile. His job for the day had ended. He locked the gates of
heaven, only after the teacher stepped in for her just deserved reward.

Indeed, a teacher is powerful. You are in a very noble profession where you help others become what
they want to be. You are in a profession where you can touch lives and so affect eternity. In the United
States of America, the global financial institution ING conducted a survey in 2010 in conjunction with the
National Teacher of the Year Award. A significant finding was: eighty-eight percent (88%) of one
thousand (1000) – Americans age 18 and older who were surveyed-identified at least one teacher who
had a significant positive impact on their life. (Saenz, 2012)

A teacher has the power to touch lives and make a difference in peoples’ lives. “The influence of a
good teacher can never be erased,” says one quotable quote. Just remember the moving story of Teddy
and Ms. Thompson. May you be a “Ms. teaching, indeed, is a noble profession.

Congratulations, you chose the noblest of all professions. May you find fulfillment in your
profession!