THE TEACHER AS A PROFESSIONAL AND AS A

Module 2 PERSON
-Judy L. Ricardo

Introduction
Module 2 consists of two lessons focusing on the teacher as a professional
and as a person.

Lesson 1 deals on the demands of society from the teacher as a

professional. It discusses the professional competencies that a teacher ought to
demonstrate. Four models of effective teaching are used to present these
professional competencies. It also presents the Philippine Professional Standards for
Teachers in the Philippines.

Lesson 2 is a discussion on the demands of society from the teacher as a

person. It presents personal qualities expected of a teacher anchored on
professionalism as contained in the Code of Ethics for Professional Teachers both
past and present.

Learning Outcomes:
In this module, you are expected to:

1. discuss the meaning of the teacher as a professional;

2. explain what society demands from the teacher as a professional;
3. explain the professional competencies that a teacher should possess.
4. explain the demands of society from the teacher as a person;
5. cite the personal qualities that a professional teacher should possess.

Learning Contents:
This module contains the following lessons for you to be able to meet the
expected learning outcomes:

1. Demands of society from the teacher as a professional

2. Demands of society from the teacher as a person

For additional information, you can also visit/access the links under the
Recommended learning materials and resources for supplementary reading part
of this module

Teaching and Learning Activities:

Each of the lessons in this module contains activities that can be done
individually, by pair, and by group in an asynchronous or synchronous mode of
learning.

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Recommended learning materials and resources for supplementary
reading:
The recommended learning materials and resources in this module include
the URL of the resources from the Internet (PDF, youtube, slideshare, etc.)

Flexible Teaching Learning Modality (FTLM):

This module adopts the synchronous and asynchronous learning modalities
for you to have better access and learning of the lessons.

Assessment Task:

At the end of each lesson, you have to answer the given questions for your
teacher to check your understanding. This will help your teacher determine if you
need additional explanation and/or activity before proceeding to the next lesson.

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 Module 2 The Teacher as a Professional and as a Person

Lesson 1
The Demands of Society from the Teacher as a Professional

Introduction:

Teachers spend at least 6 hours a day, 5 days a week in 10 months of the

school year with students. Practically, considering the 8-hour sleeping time at home,
teachers spend more time with the students than parents. That’s why parents expect
so much of teachers.

Teachers have tremendous power to influence students. Society as a whole

expect much from teachers and schools. Often when the young do not behave as
expected, the question raised by parents “Is that what you are taught in school?”

Schools are expected to work with and for communities and so are teachers.
The Code of Ethics for Professional Teachers cites the state, the community, the
teaching community, school officials, non-teaching personnel and learners as groups
of people with and for whom a teacher works. So, a teacher works with different
groups and so play different roles- tutor, guidance counselor, community leader,
renounce speaker, consultant rolled into one. Indeed, much is demanded of
teachers.

From his/her very title “teacher”, to tell well is what society primarily
demands of teachers. The learning of the learner is the teacher’s main concern, in
this lesson, let us focus on this societal primary expectation from teachers- good
teaching.

Research says that the teacher is the single most important factor in the
learner’s learning. The effective teacher makes the good and the not so good learner
learn. On the other hand, the ineffective teacher adversely affects the learning of
both good and the not so good student. Consider the following research findings
shared by Dallas Public Schools’ Accountability System:

1. Learning gains realized by students during a year in the classroom of an

effective teacher were sustained over later years and were compounded by
additional years with effective teachers.
2. Conversely, depressed achievement results resisted improvement even after
a student was placed with an effective teacher, and the negative impact was
discernible statistically for approximately three subsequent years.
3. Learning gains realized by students during a year in the classroom of an
effective teacher were sustained over later years and were compounded by
additional years with effective teachers.
4. The negative effects of a poor- performing teacher on student achievement
persist through three years of high- performing teachers.
5. The good news is that if students have a high-performing teacher one year,
they will enjoy the advantage of that good teaching in future years.

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 6. Conversely, if students have a low-performing teacher, they simply will not
outgrow the negative effects of lost learning opportunities for years to come.
7. Having a better teacher not only has a substantial impact on students’ test
scores at the end of the school year but also increases their chances of
attending college and their earnings as adults. Hammond, D. 2000

Clearly, a teacher’s impact on learners lasts. The teacher is the key to student
achievement. Then you have to prepare yourselves to become the best and the
brightest, the most caring, competent and compassionate teachers. The best and the
brightest are those that possess the competencies expected of professional teachers.
What are these competencies? Let us present the lists of competencies from four
authors after this activity.

Learning Outcomes:

In this lesson, you are expected to:

1. discuss the meaning of the teacher as a professional;

2. explain what society demands from the teacher as a professional; and
3. explain the professional competencies that a teacher should possess.

Learning Contents:

In lesson 2 of Module 1, we discussed the elements of a profession then we

examined teaching against these elements. Teaching fulfills the elements of a
profession and so a teacher is truly a professional. A professional is one who went
through long years of preparation to earn a teacher education degree recognized by
the Commission on Higher Education, after which he/she hurdled a Licensure
Examination for Teachers (LET) administered by the Board for Professional Teachers
with the supervision of the Professional Regulation Commission. By passing the LET,
he/she obtain a license which he/she can show proof of Continuing Professional
Development. As a professional teacher he/she expected to abide by the code of
Ethics for Professional Teachers. Violation of the Code of Ethics can be a ground for
the revocation of license. These ensure that as a professional teacher, he/she
practices his/her profession with technical and ethical and moral competence.

This is exactly how the Code of Ethics of Professional teachers define the
professional teacher. The teacher is a “licensed professional who possesses dignity
and reputation with high moral values as well as technical and professional
competence… he/she adheres to observes and practices a set of ethical and moral
principles, standards and values”.

The Demands from the Teacher as a Professional

The Code of Ethics for Professional Teachers spells out the demands of the
state, community, higher authorities and school officials and parents from teachers.
We will discuss them in detail in the Chapter 3 devoted for the Code of Ethics for
Professional Teachers.

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In this lesson, we shall focus on society’s demand of good teaching from the
professional teacher. In the first place, the word “teacher” suggests that the main
responsibility of the professional teachers is to teach. The teacher’s primary
customer is the learner. So, let us concentrate on effective teaching, the professional
teacher’s primary responsibility.

There are a number of models/frameworks of effective teaching. In the

country, we have the Philippine Professional Standards for Teachers PPST. These
PPST are standards of good teaching, which will also be discussed in the succeeding
lessons. In addition, we shall present four evaluation models of effective teaching
here.

Models of Effective Teaching

Let us take a look at models of effective teaching which also serve as basis
for evaluation of teaching.

A. Robert Marzano’s Casual teacher Evaluation Model of four domains:

1. Classroom strategies and behaviors
- Involve routine events such as communicating learning goals and
feedback and establishing rules and procedures
- Involve addressing content by helping students interact with new
knowledge, practice and deepen new knowledge
- Helping students generate and test hypotheses
- Involve events enacted on the spot such as engaging students,
recognizing adherence to rules and procedures, establishing and
maintaining effective relationships with students and communicating
high expectation for all students.

2. Planning and Preparing

- Planning and preparing for lessons
- For use of technology
- For needs of students receiving Special education
- For needs of students who lack support for schooling

3. Reflection on Teaching
- Evaluating personal performance such as identifying areas of
pedagogical strength and weaknesses
- Developing, implementing and monitoring a professional growth plan

4. Collegiality and Professionalism

- Promoting positive interaction with colleagues, students and parents
- Seeking mentorship for areas of need/interest
- Mentoring other teachers and sharing ideas and strategies
- Adhering to school rules and procedures
- Participating in school initiative (Source:
www.marzanocenter.com/Teacher-Evaluation/a, accessed 01-31-16)

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 B. Charlotte Danielson Framework for Teaching
1. Planning and Preparation
2. The Classroom Environment
3. Instruction
4. Professional responsibilities
- Reflecting on teaching
- Maintaining accurate records
- Communicating with families
- Participating in the professional community
- Growing professionally
- Showing professionalism (Source:
tpep-wa.org/wp-content/uploads/Danielson-at-a-glance.pdf Accessed
02-01-16)

C. James Stronge- teacher Effectiveness Performance Evaluation System

(TEPES) System:
Seven Performance Standards
1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment of/for learning
5. The Learning Environment
6. Professionalism- maintains a commitment to professional ethics,
communicates effectively ant takes responsibility for and participates in
professional growth that results in enhanced learning
7. Student progress- the work of the teacher results in acceptable,
measurable and appropriate student academic progress. (Teacher
Effectiveness Performance Evaluation System, Handbook 2012-2013-
www.mcvea.org/extras/StrongeBook.pdf Accessed 02-23-16 )

D. Teacher Evaluation Standards- the McREL model Mid- Continent research for
education and learning

1. Teachers demonstrate leadership

- Lead in their classroom
- Demonstrate leadership in the school
- Lead the teaching profession
- Advocate for schools and students
- Demonstrate high ethical standards
2. Teachers establish a respectful environment for a diverse population of
students
3. Teachers know the content they teach
4. Teachers facilitate learning for their students
5. Teachers reflect on their practices. (www.edison.k12.nj.us/Page/5052,
Accessed02-03-16)

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Table 1: Comparison of the 4 Models on Teacher Effectiveness

Danielson Stonge McREL Marzano

1.Planning and Instructional Teachers facilitate Planning and
Preparation Planning learning for their preparing
Assessment of/for students
learning Teachers know the
content they teach
2.Instruction Professional Teachers know the Classroom
Knowledge content they teach strategies and
Instructional Teachers facilitate behaviors
Delivery learning foe their
Communication students
3.classroom The Learning Teachers establish a Teachers facilitate
Environment Environment respectful learning for their
environment for a students
diverse population
of students
4.professional Professionalism Teachers Collegiality and
Responsibilities demonstrate Professionalism
leadership Teachers reflect on
their practices

Since the main task of the professional teacher is to teach, society demands
from him/her teaching competence. Teaching competence is spelled out in the PPST
and in the four models of effective teaching given in the preceding paragraphs. This
means that if he/she has to teach effectively he/she has to: 1) prepare and plan very
well for instruction; 2) execute or deliver that instruction plan very well because
he/she has professional knowledge (mastery of subject matter); 3) create a
conducive or favorable learning environment for diverse groups of learners; 4)
assess and report learners’ progress; and 5) demonstrate professionalism as he/she
deals with superiors, colleagues, students and parents.

The first step of competent teaching is instructional preparation. This entails

clarifying learning outcomes and choice of appropriate teaching-learning activities
and use of assessment tasks aligned to the learning outcomes to check on learners’
progress. The professional teacher possesses pedagogical content knowledge.
He/she is fully aware that pedagogical content knowledge (how to teach particular
subject matter content) is central to teacher effectiveness.

The Philippine Professional Standards for teachers (PPST)

The PPST, the revised National Competency-Based Teacher Standards

(NCBTS), give the teacher professional competencies in seven domains, 37 strands
and 148 performance indicators for four career stages. According to the PPST,
quality teachers in the Philippines need to possess the following characteristics:

1. Recognize the importance of mastery of content knowledge and its

interconnectedness within and across curriculum areas, coupled with a sound
and critical understanding of the application of theories and principles of
teaching and learning. They apply developmentally appropriate and

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 meaningful pedagogy grounded on content knowledge and current research.
They display proficiency in Mother Tongue, Filipino, and English to facilitate
the teaching and learning process, as well as exhibit the needed skills in the
use of communication strategies, teaching strategies and technologies to
promote high-quality learning outcomes.
2. Provide learning environments that are safe, secure, fair and supportive in
order to promote learner responsibility and achievement. They create an
environment that is learning- focused and they efficiently manage learner
behavior in a physical and virtual space. They utilize a range of resources and
provide intellectually challenging and stimulating activities to encourage
constructive classroom interactions geared towards the attainment of high
standards of learning.
3. Establish learning environments that are responsive to learner diversity. They
respect learner’s diverse characteristics and experiences as inputs to the
planning and design of learning opportunities. They encourage the
celebration of diversity in the classroom and the need for teaching practices
that are differentiated to encourage all learners to be successful citizens in a
changing local and global environment.
4. Interact with the national and local curriculum requirements. They translate
curriculum content into learning activities that are relevant to learners and
based on the principles of effective teaching and learning. They apply their
professional knowledge to plan and design, individually or in collaboration
with colleagues, well-structured and sequenced lessons that are contextually
relevant, responsive to learners’ needs and incorporate a range of teaching
and learning resources. They communicate learning goals to support learner
participation, understanding and achievement.
5. Apply a variety of assessment tools and strategies in monitoring, evaluating,
documenting and reporting learners’ needs, progress and achievement. They
use assessment data in a variety of ways to inform and enhance the teaching
and learning process and programs. They provide learners with the necessary
feedback about learning outcomes that inform the reporting cycle and
enables teachers to select, organize, and use sound assessment processes.
6. Establish school-community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the educative
process. They identify and respond to opportunities that link teaching and
learning in the classroom to the experiences, interests and aspirations of the
wider school community and other key stakeholders. They understand and
fulfill their obligations in upholding professional ethics, accountability and
transparency to promote professional and harmonious relationship with
learners, parents, schools and the wider community.
7. Value personal growth and professional development and exhibit high
personal regard for the profession by maintaining qualities that uphold the
dignity of teaching such as caring attitude, respect and integrity. They value
personal and professional reflection and learning to improve their practice.
They assume responsibility for personal growth and professional development
for lifelong learning.

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For the 7 domains, 37 strands and 148 performance indicators of the PPST, refer to
Appendix L.

Professionalism: The Hallmark of a Professional

No doubt, society expects the teacher as a professional to demonstrate

professionalism in all that he/she does. Professionalism is both a professional and a
personal trait.

Professionalism will be discussed again in the next lesson on the demands of

society from the teacher as a Person.

The Code of Ethics for Public School Teachers adopted in Section 7 of RA

4670 explains professional conduct:
It behooves every teacher to assume and maintain professional attitude to his work
and in dealing with his associates in the profession. It should be his self-imposed duty to
constantly improve himself professionally.
Criticism, when necessary, should clearly reflect friendly motivation and a sincere
desire to uphold the standard and dignity of the profession.
In dealing with his pupils or students, the teacher should ever strive to be
professionally correct, friendly and sympathetic. The Filipino is a professional. This means
that he/she demonstrates technical, ethical and moral competence as a result of his/her long
years of initial professional education which led him/her to the earning of a college/university
degree and passing the licensure examinations. He/she goes through continuing professional
development and abides by the Code of Ethics for Professional Teachers.

The Filipino teacher is a professional. This means that he/she possesses

professional competence. This professional competence is demonstrated in his/her
professionalism, professional knowledge, in creating a favorable learning
environment, in excellent instructional planning, instructional delivery and
assessment practices. It goes without saying that as a professional he/she has
mastery of subject matter.

Teaching and Learning Activities

Activity 1:

What does society expect of teachers as professionals?

TEACHER
Answer the question by beginning with any of the letters of the word.
T- eaches with competence
E-
A-
C-
H-
E-
R-
1. What does your list tell about society’s expectations from
teachers?
2. How do you feel? Are you overwhelmed by the litany of
expectations?

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 3. Are you changing your “YES” to the call to teach? Share your
answers with the group.

Activity 2:

1. From 7 groups, each group will be assigned a domain of the PPST to do

power point presentation in class. What are the strands for each domain?
give the competency indicators for each strand for all the career stages.
Compare the competencies per career stage.
2. Add a 5th column to table 1 on a comparison of the 4 models on Teacher
Effectiveness. Review the 7 domains of the PPST and place each domain in
the appropriate boxes. Feel free to extend the Table if you feel the need to
do so.

Table 1: Comparison of the 4 Models on Teacher Effectiveness

Danielson Stonge McREL Marzano PPST

1.Planning and Instructional Teachers Planning and
Preparation Planning facilitate preparing
Assessment learning for their
of/for learning students
Teachers know
the content they
teach
2.Instruction Professional Teachers know Classroom
Knowledge the content they strategies and
Instructional teach behaviors
Delivery Teachers
Communicatio facilicate
n learning foe
their students
3.classroom The Learning Teachers Teachers
Environment Environment establish a facilitate
respectful learning for
environment for their students
a diverse
population of
students
4.professional Professionalism Teachers Collegiality and
Responsibilitie demonstrate Professionalism
s leadership Teachers
reflect on their
practices

3. An LPT pin is worn by Licensed Professional Teacher (LPT) and the letters
LPT are attached to the name of every professional teacher in the Philippines
in the same waty that MD Doctor of Medicine, is attached to the name of a
medical doctor, RN for a registered Nurse and CPA for a certified Public
Accountant. When you wear that pin and write LPT after your name, you are
announcing to the world you are a professional teacher. Professional teacher,
what does this mean?

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 4. For the millennial learners: is the professional teacher aptly described as
PETMALU LODI AND WERPA? Explain your answer.
5. Below are Teachers’ Obligations enumerated in Section 16 of Batas Blg. 232
known as the Education Act of 1982.
Every teacher shall:
1. Perform his duties to the school by discharging his responsibilities
in accordance with the philosophy, goals and objectives of the
school.
2. Be accountable for the efficient and effective attainment of
specified learning objectives in pursuance of national development
goals, within the limits of available school resources.
3. Render regular on performance of each student to the latter’s
parents or guardians with suggestions for improvement.
4. Assume the responsibility to maintain and sustain his professional
growth and advancement and maintain professionalism in his
behavior at all times.
5. Refrain from making deductions in students of poor scholarship.
6. Participate as an agent of constructive, social, economic, moral,
intellectual. Cultural and political change in his school and
community within the context of national policies. Are these
teachers’ obligation
exactly the same as the seven domains of the PPST? Share your
answer.

Assessment Task:
I. MULTIPLE CHOICE:
1. Which is/are TRUE of a professional? – Analysis
A. Completed college/university degree
B. Required of NC IV from TESDA
C. Demonstrates solely ethical competence
D. Abides by his personal Code of Ethics

2. Which statement is TRUE of society’s demand from the professional teacher?

– Analysis
A. The professional teacher is concerned only with classroom teaching
B. Effective teaching is the primary duty of the professional teacher
C. The professional teacher is not expected to lead in community affairs in
order not to jeopardize her teaching
D. Because the professional teacher is expected to be highly enlightened, he
is expected to campaign for the good candidate during election time.

3. The Filipino teacher is a professional. What is/are expected of her/him? –

Analysis
I. Technically competent
II. Highly ethical and moral
III. Has superior IQ
IV. Popular among learners

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 A. I, II and III C. I, II and IV
B. I and II D. I and IV
C.

Module 2 The Teacher as a Professional and as a Person

LESSON 2

The Demands of Society from the Teacher as a Person

Introduction:

“I am only a teacher!” Often times this is what we hear when a teacher

introduces herself/himself amidst a group of professionals like doctors, lawyers,
nurses, accountants, engineers etc. and yet, admittedly, so much is expected or
demanded of a teacher. More than any other professional, teachers are subjected to
scrutiny to the minutest detail by those they associate with. Teachers are judged
more strictly than other professionals. When a teacher fails to meet expectations of
the public, like when she wears an ultra mini skirt or fails to pay debt on time, the
remark from the scrutinizing eye of the public is “teacher pa man din”, (to think that
he/she is a teacher).

What are the demands of the teaching profession from the teacher as a
person? This can be re-stated as “what personal qualities or attributes of teachers
are demanded by the teaching profession” or “what personal traits must a teacher
possess in order to function well as a professional teacher?

Referring to the professional teacher, the Code of Ethics gives big words like
“possesses dignity and reputations, with high moral values… adheres to, observes
and practices a set of ethical and moral principles, standards and values. “What are
these big words in more specific teacher attributes? Let’s find out in this lesson.

Learning Outcomes:

1. Explain the demands of society from the teacher as a person;

2. Cite the personal qualities that a professional teacher should possess.

Learning Contents:
The qualities of your favorite teachers may not be very far from one another.
Let’s compare them with the 12 characteristics of an effective teacher gathered from
a fifteen- year longitudinal, qualitative study on more than one thousand essays of
teacher education studies. (Walker, Robert, J. twelve characteristics of an Effective

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Teacher: A Longitudinal, Qualitative. Quasi- Research Study of In- Service and Pre-
Service Teachers

1. Prepared- come to class each day ready to teach

2. Positive- have optimistic attitudes about teaching and about students
3. Hold high expectations – set no limits on students and believe everyone
can be successful
4. Creative – are resourceful and inventive in how they teach their classes
5. Fair – handle students and grading fairly
6. Display a personal touch – approachable
7. Cultivate a sense of belonging – have a way to make student feel
welcome and comfortable in their classrooms
8. Compassionate – are concerned about students’ personal problems and
can relate to them and their problems.
9. Have a sense of humor – make learning fun and do not take everything
seriously
10. Respect students – do not deliberately embarrass students, teachers who
give the highest respect get the highest respect
11. Forgiving- do not hold grudges
12. Admit mistakes – quick to admit being wrong

These twelve traits of good teachers are the same traits given by the
students of these writers every time they asked various classes to list down
traits of effective teacher. The most common weed given is caring. A caring
teacher is fair. He/she displays a personal touch and so is approachable.
He/she makes every learner belong and feel welcome. He/she feels with
his/her students and so is compassionate. He/she is forgiving, does not keep
grudges against learners. He/she is humble enough to admit mistakes.

Because he/she cares, goes to class prepared. He/she believes in

his/her students and so sets high expectations. He/she cares that students
learn and so makes learning fun by injecting humor. His/her genuine care for
learners is grounded on his/her great respect for every learner.

Professionalism

Professionalism is something demanded of teachers both as

professionals and as persons. Professionalism is succinctly described in Article
XI of the Code of Ethics for Professional Teachers, to wit:

Section 1. A teacher shall live with dignity at all times.

Section 2. A teacher shall place premium upon self-respect and self-discipline

as the principle of personal behavior in all relationships with others and in all
situations.

Section 3. A teacher shall maintain at all times a dignified personality which

could serve as model worthy of emulation by learners, peers, and others.

Section 4. A teacher shall always recognize the Almighty God or being as

guide of his own destiny and of the destinies of men and nations.

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 The Code of Ethics for public school teachers adopted in Section 7 of
Republic Act 4670 cites integrity as one essential trait of a professional
teacher. This is given below:

D. INTEGRITY: Since the teacher’s work is not confined merely to the

development of certain fundamental skills and abilities
encompassed by the teaching of the 3R’s but also includes the
development of desirable habits and attitudes that go into the
formation of character, his manner of living should provide a
worthy example for his pupils and students to emulate for his
fellow teachers to be proud of, and for the community to feel as
being enriched by it.

The personal traits cited above as attributes expected of teachers as persons

are all included in the big words- “live with dignity”, “premium on self-respect and
self-discipline,” model, worthy of emulation” found in the Code of Ethics of
Professional Teachers. they are not only personal traits; they are also professional
traits expected of a teacher. In one word, these are all manifestations of
professionalism, the hallmark of a professional.

To be effective in the teaching profession, teachers must possess personal

traits such as caring, forgiving, fair and compassionate, and so display a personal
touch for all students. Caring teachers make everyone feels he/she belongs. They
are humble enough to admit mistakes. All of these personal traits emanate from
teachers’ genuine respect for others. The trait professionalism catches all the
personal qualities expected of teachers.

Learning Activities:
ACTIVITY 1:

Recall your most memorable teacher who had the greatest impact on your
life? What special personal qualities did he/she possess? Write them down.

Pool your answers together.

1. Many of the qualities of your favorite teachers may be similar. Some words
may even be a repetition of others. Can you cluster or group them as a class?
This is how you are going to do it.

Write down the qualities on your paper. You will write qualities related to it.
Example:
The first word given is caring, you will write on the other hand the
words like shows concern, loving. You will cluster these words together.

The second word is committed. You will write words like dedicated,
passionate, etc. you will write many words as you can.

Based on the results of your task, what are the most cited personal
attributes demanded of a professional teacher?

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 2. “I cannot hear what you are saying because who you are speaks louder than
what you say”. How do you relate this to your personal life as a teacher?

Activity 2:
1. Read this poem “You Are a Teacher” then answer the following questions on
the next page.

YOU ARE A TEACHER

If I speak interestingly, effectively, and well,

But do not understand my students
I am a noisy gong or clanging cymbal.
If I know all of the methods and techniques of teaching,
If I have complete faith that they will work,
So that I use them completely,
But think only of materials or techniques
Instead of how they can help my students,
I count for nothing,
If I go the second mile in my teaching,
Give up many activities,
But do it without understanding,
It does no good.
Love is very patient, very kind;
Love is not jealous, it does not put on airs;
It is never tyrannic, never;
Yet does insist on truth;
It does not become angry;
It is not resentful.
Love always expects the best of others;
It is gladdened when they live up to these expectations,
Slow to lose faith when they do not.
It will bear anything,
Hope for anything,
Endure anything.
This kind of love will fail
If there are teaching methods, they will change;
If there are curricula, they will be revised,
For our knowledge is imperfect
And our teaching is imperfect,
And we are always looking for the better ways
Which an infinite God has placed ahead of us.
When I began to teach, I fumbled and failed;
Now I have put away some of my childish ways.

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 At present I am learning bit by bit;
But if I keep on seeking, I shall at last understand
As all along I myself have been understand.
So faith, hope and love endure.
These are the great three
But the greatest of them is love.
Which line of the poem do you like most? Why?

What mental portrait of the teacher in the classroom and the teacher in
the
community is painted by the poem, “You Are a teacher?”

2. Read your name through the poem like this: Brenda, You are a Teacher.

If Brenda speaks interestingly, effectively and well

But does not understand her students
Brenda is a noisy gong or a clanging cymbal.
Read until “It is not resentful”

Call on other students to read their names through the lines of the poem.

3. How did you feel when you read your name through the lines of the poem?
Describe and explain why.

4. This is how describes professionalism:

“You have to perform at a consistently higher level than others.

That’s the mark of a true professional. Professionalism has nothing to do
with getting paid for your services”.

State professionalism in a sentence by stating one concrete act of

professionalism.

Example: Professionalism is doing my work to the best of my ability even

when nobody is looking.

Professionalism is
______________________________________________________

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Assessment Tasks:
I. MULTIPLE CHOICE:

1. Which teachers’ personal trait is demonstrated if he is gender-sensitive and

inclusive in his ways? – understanding

A. Fairness C. Passion
B. Sense of Humor D. Motivation

2. Teacher A claims she cares for students? Which is/are a manifestation of

genuine care? – Analysis

I. Knows students
II. Creates a favorable learning atmosphere
III. Maintains professional distance with students

A. I and III C. I and II

B. II and III D. I, II and III

II. Reflection:

Of the personal attributes of a professional teachers, which do you

have most? Which should you develop more?

References:
Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. 2018. The Teaching
Profession. 4th Edition. Lorimar Publishing

Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. 2015. The Teaching
Profession. 3rd Edition. Lorimar Publishing

Cortez, A., Cortez,B., Esguerra,D., Molano,T.,Alonzo,E. 2019. The Teaching

Profession (OBE and K-12 Compliant). St. Andrews Publishing House

The Teaching Profession Module- Isabela state University

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