GEC 108- ETHICS

 Philosophy literally means ‘love of wisdom’. It What is Ethics?

is an attempt to arrive at a rational conception Ethics -Derived from the Greek word ethos, which
of the reality as a whole. means “character”, or, in plural, “manners.
 Derived from the Greek words “Phylos”
meaning “to love” and “Sophie” meaning The Importance of Rules to Social Beings
“Wisdom” 1. Rules – refer to explicitor or understood
regulations or principles governing conduct
Why is Philosophy important? within a specific activity or sphere. (“Rule,”
Many people today would say that philosophy is n.d.). Rules tell us what is dor not allowed in a
useless in our scientific world, yet nothing can be particular context or situation. It also serves as
further from the truth. If anything, we need a foundation for any healthy society.
philosophy now more than ever
2. Moral vs. Non-moral Standards
1) Philosophy can give us wisdom; Morality – refers to the standards that a person or a
2) Philosophy can also help people makes important group has about what is right and wrong, or good and
decisions about the use of new technology such as evil.
bioengineering, stem cells, etc. Philosophy may prove
to be a more helpful guide since philosophy grows Moral Standards -are those concerned with or relating
organically with new knowledge while religion tends to human behavior, especially the distinction between
to be more tied to the past. good and bad (or right and wrong) behavior.
3) Philosophy is also a strong foundation on which to
build important personal things such as career, faith, Non-moral standards – refer to rules that are
and relationships. unrelated to moral or ethical considerations. Either
4) Philosophy can help people live more purposeful these standards are not necessarily linked to morality
and fulfilled lives. or by nature lack ethical sense.

C. A brief Survey of the branches of Philosophy 3. Dilemma and Moral Dilemma

Epistemology - the branch of philosophy concerned Dilemma – refers to a situation in which a tough
with the nature and scope (including limitations) of choice has to be made between two or more options,
knowledge. It addresses four main questions. 1) What especially more or less equally undesirable ones. Not
is knowledge? 2) How is knowledge acquired? 3) What all dilemmas are moral dilemmas.
do people know? 4) How do we know what we know?
-Also called ‘ethical dilemmas,’moral dilemmas are
Logic – is the study of reasoning. Logic is often divided situations in which a difficult choice has to be made
into two parts, inductive reasoning and deductive between two courses of action, either of which entails
reasoning. transgressing a moral principle. At the very least, a
moral dilemma involves conflicts between moral
Metaphysics – is concerned with explaining the requirements.
fundamental nature of being and the
world. Cosmology and ontology are the two Key Features of a moral dilemma
traditional branches of metaphysics. a.The agent is required to do each of two (or more)
actions;
Ethics – also known as moral philosophy, is a branch of b.The agent can do each of the actions; but the agent
philosophy which seeks to address questions about cannot do both (or all) of the actions.
morality; that is, about concepts like good and bad,
right and wrong, justice, virtue, etc. 4. Three Levels of Moral Dilemmas
A. Personal Dilemmas – are those experienced
Aesthetics – is the branch of philosophy dealing with and resolved on the personal level. Since may
the nature of beauty, art, taste, and the creation and ethical decisions are personally made, many, if
appreciation of beauty. It is more scientifically defined not most of, moral dilemmas fall under, or boil
as the study of sensory or sensori-emotional values, down to, this level.
sometimes called judgments of sentiment and taste. B. Organizational Dilemmas – refer to ethical
cases encountered and resolved by social
Political Philosophy – is the study of concepts such as organizations. This category includes moral
liberty, justice, property, rights, law, and the dilemmas oin business, medical field, and
enforcement of a legal code by authority: public sector.
 C. Structural Dilemmas – refer to cases involving WHAT IS CULTURE RELATIVISM
network of institutions and operative Cultural Relativism is the idea that a person’s beliefs,
theoretical paradigms. values, and practices should be understood based on
that person’s own culture, rather than be judged
5. ‘Only human beings can be ethical’ against the
Another basic tenet in ethics is the belief that only criteria of another.
human beings can be truly ethical. Most philosophers
hold that unlike animals, human beings possess some There are at least ten Filipino core values:
traits that make it possible for them to be moral: Enter
[1] pakikiramdam (sensitivity),
6. Freedom as a Foundation of Morality
Basically, morality is a question of choice. Morality, [2] pakikisama (smooth interpersonal relationship).
practically, is choosing ethical codes, values, or [3] pakikipagkapwa-tao (camaraderie),
standards to guide us in our daily lives. Philosophically, [4] hiya (shame or selfcontrol),
choosing is impossible without freedom. [5] kagandahang-loob (benevolence or kindness),
[6] utang na loob (indebtedness).
7. Minimum Requirements for Morality: Reason [7] lakas ng loob (moral courage) o bahala na,
and Impartiality [8] pagkamaasikaso (hospitability),
Impartiality, on the other hand, involves the idea that
[9] paggalang sa nakatatanda (respect for the elderly),
each individual’s interests and point of view are
[10] pagmamahal sa pamilya (filial love)
equally important. Also called evenhandedness or fair-
mindedness, impartiality is a principle of justice
holding that decisions ought to be based on objective MORAL
criteria, rather than on the basis of bias, prejudice, or It is associated with or characterized by right
preferring the benefit to one person over another for behavior.
improper reasons. CHARACTER
It is the distinctive feature by which one thing is
MORALAGENT distinguished from others.
A moral agent is a person who has the ability to
MORAL CHARACTER
discern right from wrong and to be held accountable
It is about the habits and actions of being a good and
for his or her own actions. Moral agents have a moral
responsibility not to cause unjustified harm. trustworthy person.

Different sociologists have differently defined the FACTORS AFFECTING MORAL DEVELOPMENT
term culture:  Family
Taylor: "Culture is the complex whole which includes  Biological Constitution
knowledge, belief, art, morals, law, customs and habits  Peer Groups
and any capabilities acquired by man as a member of
 School
society ".
 Community
Linton: "Culture is social heredity, which is transmitted
from one generation to another with the
accumulation of individual experiences ". A. REPETITION OF ACTION AND IT'S EFFECT ON
John Beattee: Culture is the way of life which is THE PERSON
transmitted from generation to generation ". Habit - Actions is constantly repeated over
time.
CULTURE SHAPES OUR MORAL BEHAVIOR Education - Actions becomes a skills through
Culture plays a big role in determining how an repetition and experience.
individual behaves in any given environment
Habitus - It is inclination, a willingness to
respond charitably to anyone is need as the
CULTURE INFLUENCE OUR PERCEPTION OF WHAT IS
RIGHT AND WRONG situation arrises.
Some schools of thought believe that everyone has B. TYPE OF ACTION
their own, ethics. This means what is considered right 1. Acts of human being (Actus humanus) /acts
or wrong depends on the time, place, and even of man
particular preferences or practices of a group of 2. Human acts (Actus Humanis)
people or individual person.
 C. INTENTION AND RESPONSIBILITY People at this stage have developed their own set of
- Action is always intended and responsible in moral guidelines, which may or may not fit the law.
consequences. The principles apply to everyone.
H0W DO WE GET TO THE HIGHEST LEVEL,
Moral Development is a theory that focuses on CONSCIENCEBASED MORAL DECISIONS?
how children develop morality and moral To get to the highest level of conscience-based moral
decisions, we need to develop our ability to reason
reasoning
about ethical principles and to apply them to our lives
in a consistent way. This requires a combination of
 Kohlberg developed his six-stage theory on
self-reflection, openmindedness, empathy, and a
moral development while working on his
commitment to ethical values.
doctorate degree.
HERE ARE SOME STEPS:
 His theory changed the way sociologists and
 Develop your moral compass
psychologists
Take time to reflect on your own values,
beliefs and personal biases. What is important
Kohlberg's theory includes three
to you? What do you believe is right and
levels of moral reasoning.
wrong?
LEVEL 1 PRECONVENTIONAL
 Educate yourself about ethical theories
Moral reasoning is based on the consequence/result
There are many different ethical theories and
of the act, not on the whether the act itself is good
perspectives, each with its own strengths and
or bad.
weaknesses.
STAGE 1 PUNISHMENT/OBEDIENCE
 Cultivate empathy and perspective-taking.
One is motivated by fear of punishment He will act in
When we make moral decisions, it is
order to avoid punishment.
important to consider the impact of our
STAGE 2 MUTUAL BENEFITS
decisions on others
One is motivated to act by the benefit that one may
 Engage in open dialogue.
obtain later. You scratch my back, I scratch yours.
Discussing moral dilemmas and ethical issues
LEVEL 2 CONVENTIONAL
with others who may have different
Moral reasoning is based on the conventions or
perspectives can help us to challenge our
"norms" of society. This may include approval of
own
others, law and order.
beliefs and to learn from others.
STAGE 3 SOCIAL APPROVAL
 Apply universal ethical principles.
One is motivated by what others expect in behavior
When making moral decisions, it is important
good boy, good girl. The perso acts because he/she
to consider universal ethical principles such
values how he she will appear to others. He/sh gives
as respect for autonomy, beneficence, non
importance on what people will think or say
maleficence, and justice.
STAGE 4 LAW AND ORDER
SOME EXAMPLES OF UNIVERSAL ETHICAL
The child/individual becomes aware of the wider rules
PRINCIPLES:
of society, so judgments concern
-Respect for autonomy: The right of individuals to
obeying the rules to uphold the law and avoid guilt
make their own decisions without coercion.
-Beneficence: The obligation to act in ways that
LEVEL 3 POST-CONVENTIONAL
promote the well-being of others.
Moral reasoning is based on en-during or consistent -Non-maleficence: The obligation to avoid causing
principles. It is not just recognizing the law, but the harm to others.
principle behind the law. -Justice: The fair and impartial treatment of all people.

STAGE 5 SOCIAL CONTRACT FEELINGS AND MORAL DECISION- MAKING

The child/individual becomes aware that while FEELINGS
rules/laws might exist for the good of the greatest  An emotional reaction
number, there are times when they will work against  Experienced via physical as well as mental
the interest of particular individuals. states.
FEELINGS VS. EMOTIONS
STAGE 6 UNIVERSAL PRINCIPLE EMOTIONS FEELINGS
 Can be observed Can be hidden  By achieving the full fillment and well-
through physical rounded development, they somehow attain
reaction happiness.
General More specific  It follows that in order to be ethical, an
individual should decide action that properly
MORAL DECISION MAKING express his rationality.
Having the ability to decide which is the right course
of action once we have spotted the ethical issues. REASON
 It is the basis or motive for an action, decision,
or conviction.
FEELINGS AS OBSTACLES TO MAKING THE RIGHT
 Helps us to evaluate whether our feelings and
DECISIONS institutions about moral cases are correct and
Feelings and emotions, however, can become defensible.
obstacles or impediments to becoming ethical.  Moral Judgement require backing by reasons.

ETHICAL SUBJECTIVISM IMPARTIALITY

HOLDS THAT THE TRUTH OR FALSITY OF ETHICAL  Equal treatment of all.
PROPOSITIONS IS DEPENDENT ON THE FEELINGS  All individual's point of view are equally
ATTITUDES OR STANDARDS OF PEOPLE OR GROUP OF important.
 A principle of justice.
PERSONS THIS THEORY STATES THAT MORAL
 Decisions must be based on objective criteria.
JUDGMENTS SIMPLY DESCRIBE OUR PERSONAL
FEELINGS. The 7-Step in Moral Reasoning
Contemporary author Scott Rae proposes a model for
EMOTIVISM CLAIM THAT STATEMENTS ABOUT GOOD making ethical decisions. His suggested 7-step model
OR EVIL ARE JUST EXPRESSING A SUBJECT'S APPROVAL introduces the use of reason and impartiality_in
OR DISAPPROVAL OF A PARTICULAR THING. deciding on moral matters.
EMOTIVISM HAS EARNED THE NICKNAME AS THE "
BOO-YAY" THEORY OF ETHICS.
Step I. Gather the facts
-We must ask not only "What do we know?" but also
FEELINGS CAN HELP IN MAKING THE RIGHT
"What do we need to know?"
DECISIONS
THERE ARE SITUATIONS IN WHICH OUR FEELINGS AND
Step 2. Determine the Ethical Issues
LIKINGS ARE RELEVANT TO THE RIGHTNESS OF OUR
-The moral issues should be correctly stated in terms
DECISIONS AND ACTIONS. EXAMPLES: SELECTING A
of competing interests.
COURSE TO TAKE; A LOB TO ASSUME; AND A PERSON
 Confidentiality of the patient.
TO MARRY; LOVE
 Duty to warn the sisters at risk.
Reason and Impartially as minimum requirements for
Step 3. Identify the Principles that have bearing on
morality
the case.
 The Greek Philospher Aristotle regarded, that
-In any moral dilemma, there are sure moral values or
human beings have a rational soul that make principles that are vital to the rival positions being
us different with that of animals and Plants. taken.
 Plants and animals are incapabale of complex  Principle of Confidentiality
reasoning and introspection, much more so in  Duty to warn
distinguishing good from bad and right and - If the risk is not considerable, then that weighs
wrong. confidentiality a bit more heavily
 A person is called "Rational or Reasonable"
when his beliefs and actions conforms to the STEP 4: LIST THE ALTERNATIVES
This step involves coming up with various alternative
dictates of those principles of morality or
courses of action as part of the creative thinking
when he is subjectively guided by them. included in resolving a moral dilemma
 Since human beings are rational they have a  Warn the sister
"free will to strive perfection".  Don't warn the sister
 Warn sister to take suitable precautions
  Request the patient to inform his sister

STEP 5: COMPARE THE ALTERNATIVES WITH THE

PRINCIPLES
This step involves eliminating alternatives, according
to the moral principles that have a bearing on the
case. As a matter of fact, the purpose of this
comparison is determine whether there is a clear
decision that can be made without further
deliberation.

STEP 6: WEIGH/ASSESS THE CONSEQUENCES

If the principles do not produce a clear decision, "then
a consideration of the consequences of the remaining
available alternatives is in order. Both positive and
negative consequences are to be considered.

STEP 7: MAKE A DECISION

Since deliberation ought not to go on forever, a
decision must be made at some point. Normally, the
decision that is made is one that possesses the least
number of problems or negative consequences.
KOMFIL

ANG WIKANG FILIPINO: EBOLUSYON, ANTAS, KATANGIAN NG WIKA

VARAYTI, AT VARYASYON NG WIKANG ❑ May sistematik na balangkas
PAMBANSA ❑ Binibigkas na tunog
❑ Pinipili at isinasaayos
KAHULUGAN NG WIKA AYON SA MGA ❑ Arbitrari
LINGGWISTA ❑ Kapantay ng kultura
❑ Patuloy na ginagamit
- Ang wika ay isang bahagi ng pakikipagtalastasan na
❑ Daynamik
ginagamit araw-araw. Kalipunan ito ng mga simbolo, tunog,
at mga kaugnay na bantas upang maipahayag ang nais ANG WIKANG FILIPINO: KASAYSAYAN AT PAG-
sabihin ng kaisipan. UNLAD NG WIKANG PAMBANSA

- Tinatayang nasa pagitan ng 6,000 hanggang 7,000 ang WIKANG PAMBANSA

mga wika sa daigdig, depende sa kung gaano katiyak ang  Tagalog
pangahulugan sa "wika".  Pilipino
 Filipino
Henry Gleason - ang wika ay isang sistematik na balangkas
ng mga binibigkas na tunog na pinipili at isinasaayos sa
paraang arbitrary. ALPABETO
 Baybayin 17
Archibald Hill - ang wika ang pangunahin at  El Abecedario 29
pinakamabusising anyo ng gawaing pansagisag ng tao.  Abakadang Tagalog 20
 Alpabetong Ingles 26
Thomas Carlyle - ang wika ay itinuturing na saplot ng
kaisipan; gayunpaman, mas angkop marahil sabihing ang  Alpabetong Filipino 28
wika ay ang saplotkalamnan, ang mismong katawan ng
kaisipan. PANAHON NG KATUTUBO 800 B.C. – 800 A.D.
- Syllabic writing o pagpapantig (Sanskrit, Alibata o
Vilma Resuma at Teresita Semorlan ang wika ay kaugnay Baybayin 17 na titik)
ng buhay at instrumento ng tao upang matalino at - Natuklasan ang espisimen sa isang banga na may nakaukit
efisyenteng makilahok sa lipunang kinabibilangan. na mga sinaunang letra.

Pamela Constantino at Galileo Zafra ang wika ay isang PANAHON NG KASTILA 1565-1872
kalipunan ng mga salita at ang pamamaraan ng pagsasama- March 15, 1521–Dumating si Magellan sa Pilipinas.
sama ng mga ito para magkaunawaan o February 13, 1565 – Dumating si Legaspi para sakupin ang
makapagkomyunikeyt ang isang grupo ng mga tao. Pilipinas.

Caroll (1973) - wika ay masistemang estruktura ng - Ipinag-utos ng hari ng Espanya na turuan ng wikang
sinasalitang tunog at pagsasaayos nito sa paraang arbitraryo. Kastila ang mga katutubo.

- Alpabetong Romano (Abecedario). Ang nasabing

Basil Bernstein - ang wika bilang sistema ng mga tuntunin,
alpabeto ay may dalawampu’t siyam (29) na titik.
ay nagrerepresenta ng mga code.
- Ang Alphabetong Romano ay pinagbatayan ng
- Ang pampublikong wika o wikang pangmasa ay tinawag
Abakadang Tagalog na may dalawampung (20) titik.
niyang "restricted code"
PANAHON NG PROPAGANDA AT HIMAGSIKAN
- "elaborated code" ang pormal na wika o ang wikang
1872-1898
ginagamit sa mga komplikado at ekspresyon ng
- Naitatag ang Kartilya ng Katipunan (Emilio Jacinto) na
organisasyong panlinggwistika.
nakasulat sa wikang Tagalog.
Benjamin Lee Whorf - ang wika ay binubuo ng mga payak
na salitang nalilikha dahil sa pagtugon ng tao sa kaniyang November 1, 1897 – Saligang Batas ng Biakna-Bato-
kapaligiran. nakasaad na “Ang Wikang Tagalog ang siyang magiging
wikang opisyal ng mga Pilipino.”
Edward Sapir - ang wika ay pantao at likas ang paggamit
ng tao sa wika. Ginagamit niya ang wika bilang Artikulo 123 na ang ituturo sa elementarya ay wastong
kasangkapan sa sosyalisasyon na kung walang wika, walang pagbasa, pagsasalita at pagsulat ng wikang opisyal na
iiral na relasyong sosyal. Tagalog at ang pangunahing simulain ng Ingles.

PANAHON NG AMERIKANO 1898-1990

Chomsky - ang wika ay likas sa tao at dahil sa kalikasan
Naging unang guro ang mga sundalong Amerikano
nito, may kakayahan siyang matuto ng wika.
(Thomasites) na nagturo ng Ingles.
1901 – Pinagtibay ng Philippine Commission sa Bisa ng  ina
Batas 74 na gawing panturo sa mga paaralan ang wikang
Ingles.
 ama
 masaya
PANAHON NG HAPON 1942-1945 Pampanitikan – itinuturing na pinakamayamang uri dahil
Sumiklab ang Ikalawang Digmaang Pandaigdig. karaniwang ginagamit ang mga ito sa pagsulat ng masisining
na akdang pampanitikan.
-Nasarado ang lahat ng mga Paaralan. Sa muling Halimbawa:
pagbubukas nito, ipinagamit na wikang panturo ang wikang  mabulaklak na dila
katutubo.  di-maliparang utak
PANAHON NG BAGONG REPUBLIKA  balat-sibuyas
1946-1972  taingang-kawali
 Marso 29 - Abril 19  nagbukas ng dibdib
 Agosto 13 - 19
 Agosto 1 - 31 TATLONG URI NG IMPORMAL NA
WIKA
1. Pabalbal/Balbal – may katumbas itong “slang” sa
Hulyo 4, 1946 – Batas Komonwelt Blg. 570 – ang wikang Ingles at itinuturing na pinakamababang antas ng
pambansa ay isa nang Wikang Opisyal sa Pilipinas. wika. Mga salitang pangkalye o panglansangan.
Halimbawa:
1946 – ang wikang pambansa ay tatawaging “Wikang  parak – pulis
Pambansang Pilipino.”
 eskapo – takas sa bilangguan
1951 – Ang Wikang Pambansa ay tatawaging “Wikang  istokwa – naglayas
Pilipino.”  juding – bakla
 tiboli – tomboy
PANAHON NG BAGONG LIPUNAN 1972- 1985 1972  balbonik – taong maraming balahibo sa katawan
SURIAN NG TAGALOG
2. Kolokyal – mga salitang ginagamit sa pang-araw-
 SWP - Surian ng Wikang Pambansa araw na hinalaw sa pormal na mga salita.
 LWP - Linangan ng mga wika sa Pilipinas Halimbawa:
 KWF - Komisyon sa Wikang Filipino  lika – halika
 naron – naroon
Saligang Batas ng 1972 (Art. XV, s.2-3) Ang Batasang  meron – mayroon
Pambansa ay magsasagawa ng mga hakbang tungo sa
pagpapaunlad at pormal na paggamit ng pambansang  nasan – nasaan
wikang tatawaging Fiipino.
3. Lalawiganin/Panlalawigan - karaniwang salitain
Enero 1987 – Kautusang Tagapagpaganap Blg. 117 – o dayalekto ng mga katutubo sa lalawigan gaya ng
pinalitan ang SWP ng LWP o Linangan ng mga Wika sa mga cebuano, batangeño, bicolano at iba pa na may
Pilipinas. tatak lalawiganin
Halimbawa:
Agosto 14, 1991 – Batas Republika Blg. 7104- Nilikha ang  Kaibigan – Tagalog
Komisyon sa Wikang Filipino (KWF).  Gayyem – Ilokano
 Higala – Cebuano
ANTAS NG WIKA
Ang wika ay nahahati sa iba’t ibang kategorya sa antas na
 Amiga – Bikolano
ginagamit ng tao batay sa kanyang pagkatao, sa lipunang 
kanyang ginagalawan, lugar na tinitirhan, panahon, katayuan VARAYTI AT VARYASYON NG WIKA
at okasyong dinadaluhan. Ang Filipino bilang isang buhay na wika ay nagtatataglay ng
iba’t ibang varayti. Batay nga sa kasabihang Ingles, “Variety
A. Pormal – mga salitang pamantayan dahil ito ay is the spice of life.” Ibig sabihin, ang pagkakaroon ng
kinikilala, tinatanggap at ginagamit ng karamihang pagkakaiba-iba sa wika ay hindi nagangahulugang negatibo.
nakapag-aral sa wika. Maaari itong tingnan bilang isang positibo, isang
fenomenong pangwika o magandang pangyayari sa wika.
DALAWANG URI NG PORMAL NA WIKA
Constantino (2002) - ay pagkakaisa at pagkakaiba.
Pagkakaisa sa pagkakaiba. Pagkakaiba tungo sa pagkakaisa.
Pambansa/Lingua Franca –ginagamit sa mga aklat,
babasahain at sirkulasyong pangmadla. Ito ay wikang
Zosky - mayroong tinatawag na varayti ng wika o sub
ginagamit sa mga paaralan at sa pamahalan.
languages na maaaring iklasipika higit sa isang paraan.
Halimbawa :
 aklat
VARAYTI – ang pagkakaroon nito ay bunga ng paniniwala Marshall Mcluhan - ang mga tao at naiimpluwensyahan
ng mga linggwista na ang wika ay heterogeneous o nito ang kanilang pananaw, karanasan, ugali, at kilos kaya'y
nagkakaiba-iba. masasabing " ang midyum ay ang mensahe".
VARYASYON – sa pagdaan ng panahon, nagiging
espesyalisado ang gawain at tungkulin at ito ay nagreresulta
ng pagkakaiba-iba ng kultura at wika na siyang nagiging
panukat sa progreso ng tao.
Stuart Hall - ang midya ang nag papanatili sa
MAHAHALAGANG KONSEPTO UKOL SA ideolohiya ng may hawak ng kapangyarihan sa
VARAYTI AT VARVASYON NG WIKA lipunan.
1. Dayalek o Dayalekto – varayting nakabatay sa
lugar, panahon at katayuan sa buhay.

2. Idyolek o Idyolekto – varayti na kaugnay sa Kaya maituturing na 'inevitable' ang paggamit ng wika o
personal na kakanyahan ng tao sa paggamit ngwika talagang hindi ito maiiwasan dahil marami itong nagagawa
ng partikular na indibidwal. lalo na sa isang lipunan, Nakokontrol ng mga mataas na tao
ang midya.
3. Sosyolek – ang varayting sinasalita ng mga tao sa
isang lipunan, Gayundin, nagtatakda ito ng A. PAGPILI NG BATIS (SOURCES) NG
klasifikasyon ng mga mamamayan batay sa antas IMPORMASYON
ng kanilang pamumuhay, interes, hilig at kasarian. - Ang batis ng impormasyon ay sources ng mga
impormasyon na nakukuha ng mga nagbabasa at nakikinig.
4. Rejister – varayting kaugnay sa panlipunang papel
na ginagampanan ng tagapagsalita sa oras ng 1. Primaryang Batis – naglalaman ng mga
pagpapahayag. Ito ay tumutukoy sa impormasyong galing mismo sa bagay o taong
espesyalisadong paggamit sa wika. pinag-uusapan sa kasaysayan.
Halimbawa: biktima at salarin, saksi, manonood,
5. Estilo – varayti na kaugnay ng relasyon ng tagapakinig, atbp.
nagsasalita sa kausap. Maaaring ito ay formal,
kolokyal at personal. 2. Sekondaryang Batis – batayang ang
impormasyon ay mula sa pangunahing batis ng
6. Mode - varayting kaugnay sa midyum na kasaysayan.
ginagamit sa pagpapahayag tulad ng pasalita o Halimbawa: dyaryo, mga libro, radio, atbp.
pasulat.
3. Pasalitang Kasaysayan – kasaysayan na
PAGPOPROSESO NG IMPORMASYON PARA SA sinasambit ng bibig.
KOMUNIKASYON Halimbawa : sabi sabi na galing sa bibig.

A. ANG PANANALIKSIK AT ANG

KOMUNIKASYON SA ATING BUHAY
4. Kasaysayang Lokal – kasaysayan na nagmumula
- Ginagamit sa pakikipag ugnayan, pakikisalamuha, sa ating lugar.
pakikipag talastasan sa kapwa. Halimbawa: history ng lugar

- Kultura ng pagmadlang midya at virtual na komunikasyon, 5. Nationalist Perspective – pagtingin o perspektiba

mas madali nang maipakalat ang tinatawag na na naaayon o mas pabor sa isang bansa.
disinformation na mas kilala ng masa sa bansag na fake
news. 6. History from Below – naglalayong kumuha ng
kaalaman batay sa mga ordinaryong tao,
ICT Information and Communication Technology binibigyang-pansin nito ang kanilang mga
karanasan at pananaw.
Maxwell McCombs at Donald Shaw
- ang pangmadlang media ang nag
tatakdang kung ano ang pag - uusapan 7. Pantayong Pananaw – isang metodo ng pagkilala
ng publiko. sa kasaysayan at kalinangang Pilipino na nakabatay
sa panloob na pagkakaugnay-ugnay ng mga
katangian, pagpapahalaga (values), kaalaman,
karunungan, hangarin, kaugalian, pag-aasal at
George Gerbner - ang midya, lalo na ang karanasan ng iisang kabuoang pangkalinangan.
telebisyon ang tagapag salaysalay ng lipunan na
lumilinlang sa kaisipan ng mga manonood na
MGA HAKBANG SA PAGPILI NG BATIS NG
ang mundo'y magulo at nakakatakot.
IMPORMASYON
Yugto 1 Panimulang Paghahanap: paghahanap ng kard
katalog, sangguniang aklat, bibliografi, indeks, at hanguang
elektroniko.
Yugto 2 Pagsusuri: pagsusuri na kinasasangkutan ng
browsing, ng skimming at scanning ng mga aklat at artikulo,
at ng pagpili ng citation mula sa mga babasahin.

Yugto 3 Pagbabasa at Pagtatala: pagbabasa at pagtatala

ng mga impormasyon o datos mula sa mga napiling
sanggunian. Mahalaga rito sa ikatlong yugto ang
pagsasagawa at paghahanda ng mga tala ng impormasyon o
datos.

B. PAGBASA AT PANANALIKSIK NG
IMPORMASYON
Ano ang pagbasa? Ito ay pagkilala at pagkuha ng ideya at
kaisipan sa mga nakalimbag na simbolo. Ito ay proseso ng
pag unawa sa mga mensaheng nais ibahagi ng may akda.

Ayon kay Rubin (1993) at Bernhardt (1991), ang pagbasa

ay kompleks, daynamikong proseso ng pagdadala ng
mensahe sa teksto at pagkuha ng kahulugan mula sa teksto.

Sang-ayon naman kay Baltazar (1977), ang pagbasa ay

kasangkapan sa pagkatuto ng mga kabatiran ukol sa iba’t
ibang larangan ng pamumuhay.

C. PAGBUBUOD AT PAG-UUGNAY-UGNAY NG
MGA IMPORMASYON
Ang pagbubuod ay ang pagsulat ng isang maikling salaysay
kung saan nakasaad na lahat ang mga importanteng detalye
sa isang pangyayari. Ginagamit ang pagbubuod sa
pagsasalaysay ng mga nabasang kwento, nobela, gayundin
ang panonood ng sine, dula, at iba pa.

Pagsasama-sama ng mga mahahalagang impormasyong

nakalap. Ito ay ginagawa upang mas maintindihan ang
tekstong nais ipahayag.

D. PAGBUO NG SARILING PAGSUSURI BATAY SA

IMPORMASYON
Pagbubuod ang tawag sa pagbuo ng sariling pagsusuri batay
sa impormasyong nabasa, narinig, o nakita. Pinaiikli nito
ang tekstong nabasa, at gagawin ito nang naayon sa
pagkakaintindi ng mambabasa o nababatay lamang sa mga
tiyak na pangyayari sa teksto.

Mga Nakinabang sa pag kalat ng fake news noong 2021

1. Ferdinand R. Marcos Jr. -52 fact check reports
2. Sara Duterte -Carpio – 15 fact check reports
3. Rodrigo Duterte – 11 fact check reports

Mga Biktima ng fake news noong 2021

1. Leni Robredo – 28 fact check reports
2. Manny Pacquiao – 14 fact chect reports
3. Isko Moreno – 8 fact check reports
BEED 7 Teaching Math in Elem. Grades  Valuing the learners' ideas and their autonomy;
 Finding appropriate challenging problems and
CONSTRUCTIVIST APPROACH OF LEARNING learning activities;
MATHEMATICS  Emphasizing cooperation in learning.
Goals of Constructivism  Encouraging communication as a form of social
interaction;
 First, students should develop their mathematical  Trying to find what is going on inside the heads of
structures that are more complex, abstract, and
learners rather than relying on their overt and often
powerful than the ones they currently possess so
superficial responses;
that gradually they will be able to solve a wide
variety of meaningful problems  Helping the students make connections by linking
Accepting the notion that learning is skill
 Second, Students should become autonomous and developmental.
self- motivated in their mathematical activity.
 Students' should believe that mathematics is a way STRATEGIES IN TEACHING MATHEMATICS
of thinking and thinking is the only way to solve Strategy based on Objectives
mathematical problems. Their believe will be
change so that they do not "get" mathematical
 Knowledge and skill Goals
knowledge from their teacher so much as from  Understanding Goals
their own explorations, thinking, and participation  Problem Solving
in discussions.
 Also another important goal of the constructivist Knowledge and Skill Goals
approach in mathematics is assessment,  Student are required to memorize facts or to
measurement and evaluation what should be a become proficient in using algorithms.
natural part of the learning process rather than an  It requires automatic responses which could be
activity completed at the end of the learning achieved through repetition or practice.
process.
Understanding Goals
Five Steps for Constructing New Knowledge 1. Authority Teaching - teacher is the one in charge
of the concepts to be learned.
Step # 1 Previous Knowledge
- Every learner has ideas prior to learning and these affect 2. Interaction and Discussion - Created by asking
the way that they make sense of what they are going to learn questions in order to provide means for active
(previous knowledge). participation.

Step #2 Communicating Language 3. Discovery the elements - of a discovery

- Learning is not transmitted by linguistic communication experience are motivation for students.
but language is a tool to help students construct knowledge
(communicating language) 4. Laboratory - This is done through experiment al
activities dealing with concrete situations.
Step #3 Active Participation
- Learningis a participatory process (Active Participation) 5. Teacher Controlled presentation - Teacher uses
different educational technology.
Step #4 Accepted Views
- Individual constructions should fit Problem Solving
with the accepted views of A. Make sure students understand the problem
communities of practice (accepted B. Ask questions.
views) C. Help the students gather relevant thought material
Step #5 Knowledge Construction D. Provide students with an atmosphere conducive to
- Knowledge is personally constructed from new solving problems
experiences (Knowledge Construction)
E. Encourage he students to reflect on the problem
and how they arrived into solutions.
Teaching Approaches F. Encourage them to present alternate ways to solve
1. Interactive Teaching Approach the problems.
2. Problem - Centered Teaching Method
3. Group Work Approach Theoretical basis of Problem Solving Strategies
4. Discovery or Investigative approach Constructivism Learning - is an active process in which
5. Individual Teaching Approach learners construct new ideas or concepts based upon their
past knowledge/ SCHEMA
Role of the Teacher
 Serve in the role of friends, mentors, coaches and Cognitive - encourages the students’ creativity with the
facilitators; implementation of technology.
 Negotiating the details of what is to be taught;
Guided Discovery Learning - Tool engages students in a a. Achievement Test include simple quizzes on the
series of Higher order thinking skills to solve problems. work during single period to full-scale
Metacognition - Students should develop and explore the examinations.
problem. It must challenge the students to think.
Cooperative learning : b. Diagnostic tests attempts to locate areas of
 Forming groups misunderstanding or areas where teaching has not
 Working as group taken place to enable suitable remedial instruction
to be given.
 Problem solving as Group
 Managing differences c. Inventory tests often referred to as pre- and post-
tests and are used to determine the improvement of
Steps of Problem Solving Strategy the students.
 Check the Solution
 Problem Solving Strategy d. Individual tests require careful questioning and
observation of the reaction of an individual and
 Solve the problem needs an expert to administer.
 Estimate the answer
 Identify needed information e. Power tests require a student to do as many
 Prepare visual-aids problems or tasks out of a set of increasing
 Select appropriate notation difficulty.
 Restate the problem
f. Sociometric Tests which test sociability of
Other Techniques in Problem Solving
students require them to select or identify their
classmates whom they like very much.
Concept attainment Strategy
- This allows students to discover the essential attributes of a
PLANNING FOR INSTRUCTION
concept.
Instructional planning - Is the ability of the teacher to
visualize and forecast into the future of what, why and how
- It can enhance students’ skills in separating important from of the teaching-learning process.
unimportant information; searching for patterns and making
generalizations; and defining and explaining concepts.
Importance of Instructional Planning:
Concept Formation Strategy  Provides for logical sequencing and pacing lessons
- This strategy is used when you want the students to make  Economizes cost – time and energy
connections between and among essential element of a  Provides for a variety of instructional objectives
concept.
 Creates the opportunity for higher level of
Evaluating Mathematics Learning
questioning
 Outstanding  Guides teachers
 Excellent  Provides direction for the teachers
 Very Good  Correlates instructional events
 Satisfactory
 Below Average Components of Instructional Planning:
 The teachers’ attitudes, beliefs, orientations and
Evaluation Procedure teachers’ social background
 The pupils’/students’ age, background, knowledge,
motivational level of interest
 The type of content that influences the planning
process, textbook and other instructional materials.
 The learning content which is characterized by the
subject matter guidelines
 Material resources which include equipment/tools
for teaching
 Time frame which is considerable
Principles of Instructional Planning:
 To understand the rationale of the course in the
context of the goals of the educational institution.
 To determine what content to incorporate into the
course in relation to the set objectives.
Types of Tests for Evaluation Purposes
 To clarify thrusts of the course
  To decide on the reasonable time frame for the SMART (Specific, Measurable, Attainable, Result-
course. oriented, and Time- bound and Terminal)
 To identify the important components of the lesson
see if they meet. TYPES OF OBJECTIVES:
1.performance Objectives
 To determine the appropriate approach in view of 2. Process Objectives
the goals.
“DEVELOPMENT & DESIGNING A LESSON”
Types of Instructional Planning:
1. Course plan – A long-range teacher guide is DIFFERENT TYPES OF LESSON:
usually called a map or course of study. 1. Development Lesson
2. Supervised Study Lesson
MAPPING – identifies and details the Content, concepts, 3. 3. Appreciation Lesson
skills and sometimes, values to be taught for the entire 4. Drill Lesson
course. 5. Application Lesson

Guidelines for Mapping: THREE PHASES OF DEVELOPING A LESSON

1. Be sure you understand the rational of the course in 1. The Initial Phase
the context of goals of the school. 2. The Lesson Proper
2. Be sure you understand the objectives of the 3. The Concluding Phase
course, according to DepEd or district guidelines.
3. Clarify the focus of the course designed to stress ASSESSMENT
subject matter, learner’s need, or social needs. -Is the ongoing process of interpreting the evidence of what
4. Determine if there is a special need (special a student can do.
audience, special instructional program) for the
course
5. Identify the important components: content, -Means finding out what students know and are able to do.
concepts, skills and values
PURPOSE OF ASSESSMENT
Unit Plan - A unit plan reflects long-range goals and is -To assist in student learning.
means of organizing various aspects of the course of the -To assess and improve student Learning
study and develop daily teaching and educational activities. -To identify children’s Strengths and weaknesses.
1. Objectives
2. Content “TEACHING STRATEGIES”
3. Skills
4. Learning activities PURPOSE OF BRAINSTORMING:
5. Resources and Materials -Is to get as many ideas to the surface as possible, no matter
6. Evaluation procedures how unusual they may seem.

Lesson Plan - A lesson plan is a very important tool of a DISCUSSION

teacher. It is a guide which includes the aims and objectives, -It is students’ exchange and share ideas about the lesson or
subject matter, materials and devices to be used, time frame, about the assigned task.
anticipated problems and procedures. BRAINSTORMING
-is used when there is an issue that has to be clarified or a
Components of the Lesson Plan: problem that calls for a Objectives
 Objectives
THREE WAYS IN CONDUCTING
 motivation DISCUSSION:
 outline 1. Whole-class Discussion
 methods -All students in the class exchange and share ideas about
given topic with the teacher as a leader.
 Materials and media
 assignment or homework 2. Small-class Discussion
-This provides teachers opportunities to note students’
Types of Lesson Plan: behavior, attitudes, and abilities to express ideas.
 Mastery Learning Lesson Plan
 Thinking Skills Lesson Plan 3. Panel Discussion
 Flexible Grouping Lesson Plan -This strategy affords the presentation of a variety of
perceptions on a single topic.

“WRITING AN OBJECTIVE” DEMONSTRATION

-this strategy designates the teacher or a designated
PRINCIPLE FOR GOALS AND OBJECTIVES individual to model the behavior of presentation, analysis
and synthesis.
FAMILIAR
-this strategy in which two sides of an issue are presented
and argued by two or more individuals within a given time
period.

CLASS DEBATE
-Instead of having two contending parties, it involves seven
members in a group assigned to debate on a topic.
RESPONSIBILITIES OF EACH MEMBER TO
PERFORM (Armstrong,1980):
“PRO” position is the defenders’ attempt to marshal
evidence in support of the proposition being debated.

“CON” position seek to find evidence and develop a line of

logic that opposes the proposition being debated.

SKEPTICAL CRITIC seeks to find information that will

be useful in attaching both arguments of the “pro” and the
“con” sides.

MOCK TRIAL
-this strategy helps students develop concepts of justice,
learn key aspects of curriculum procedure, analyze issues,
interpret facts, and evaluate decisions.

THREE PHASES IN CONDUCTING MOCK TRIAL:

Briefing – pre planning in which teacher’s task is the
identification of the case drawn from the unit of.

Conducting the trial – simulation of the conduct of The

trial

Debriefing – asking questions like:

•What was the case about?
•Who were the participants in the mock trial?
•How were the roles played?

ROLE PLAYING
-this strategy is used when resolving problems or dilemmas
and in creating empathy and understanding for another
person’s views or behavior.

SIMULATION
-provides students with activities that are designed to
provide lifelike experiences.
-They provide a representation of some phenomenon, event,
or issue that actually exists or existed in the real world.

LECTURE
-it is a well-prepared oral presentation of a lesson by the
teacher. This most widely used exposition strategy when
properly organized and planned for.
Profed5 professionalization of the practice of the teaching
Chapter 1: The Teaching Profession profession.’’ (Section 2)

Lesson 1: Teaching as a Profession Pre-Hispanic period

● There was no established formal schooling
Professional ● No formal preparation for teachers, too
● Implies who possess skill and competence / ● Mothers and Tribal Leaders served as teachers
expertise at home and in the community.

Two Elements of Profession: Spanish Period

● Competence ● The Virtue of Educational Decree of 1863 free
● Code of Ethics public school system was established.
● There was one school for boys and another
Other Elements of a profession are: school for girls in every municipality.
1. Initial Professional Education ● Spanish missionaries served as teachers
● Begin their professional lives by completing a ● The same decree provided for a normal school
university program in their chosen field. run by the Jesuits to educate male teachers in
Manila
2. Accreditation ● Spanish who started training teachers in normal
● University programs are approved by a schools.
regulatory body like the Commission on Higher
Education (Ched) Paz Ramos
● Dean of Education of the University of
3. Licensing the Philippines, Diliman, claims:
● Is mandatory, not voluntary and is administered ● ‘’The foundation of teacher education in the
by a government authority. Philippines were laid by the Spanish government
● In the Philippines, this government authority is during the mid-eighteenth century. It is said to
the Professional Regulation Commission (PRC) have begun on August 4, 1765, when King Charles
of Spain issued a Royal Decree requiring each
4. Professional Development village to have a ‘’maestro.’’ On November
● An ongoing professional education that 28, 1772, another Royal Decree specified the
maintains or improves professional knowledge qualifications of teachers. However, it was not
and skills after they begin professional practice. until 1863 that there was a specific attempt to
● Continuing Professional Development mandated systematize and update the education of Filipino
by R.A 10912, known as the CPD Act of 2016 teachers.

5. Professional Societies Spanish rule, schools during the Spanish era were
● Professionals see themselves as part of a closed for a time by Aguinaldo’s government.
community of like-minded individuals who put
their professional standards above. American Regime

American soldiers
6. Code of Ethics
● served as the first teachers.
● To ensure that its practitioners behave
● In 1901, the Philippine Commission enacted into
responsibly
law Act 74 which created the Department of Public
● Code states what professionals should do
Instruction, laid the foundations of the public
school system and offered free primary education
C. The Historical Development of Teaching as
for Filipinos.
a Profession in the Philippines
● 600 teachers from USA, they were called
Thomasites
Presidential Decree 1006 ● Universities financed by the Phil. Government,
● The first document that professionalized they were called as ‘’pensionados’’
teaching.
● Issued by the President Ferdinand E. Marcos Act 74 of 1901
● 1976 with PD 1006 Known as the Decree ● Provided for the establishment of Philippine
Professionalizing Teaching 1994, R.A 7836 Normal School or (PNS) in Manila
● Known as the ‘’Philippine Teachers ● PNS is formally opened in September 1901
Professionalization Act of 1994, was passed to
‘’promote quality education by proper supervision
PNS offered:
and regulation of the licensure examination and
● Two-year general secondary education program
 Dr. Josette T. Biyo
In 1928, it became: ● The first Asian teacher to win the Intel
● Junior college, offered a two year program to Excellence in Teaching Award.
graduates of secondary schools.
The Pwede na Mentality: Enemy of Excellent
In 1949, the Philippine Normal School renamed Mission Preparation and Accomplishment
the PNS to: ● The striving for excellent accomplishment
● PNS to PNC or Philippine Normal College sometimes brings us to our ‘’pwede na’’
mentality, which is inimical to excellence.
Philippine Normal College offered: ● Expressed in other ways like ‘’talagang ganyan
● Four year Bachelor of Science in Elementary ‘yan’’ ‘’wala na tayong magagawa’’ ‘’di na
Education mahalata’’ ‘’ di ko na yan sagot’’ ‘’dagdag
trabaho/gastos lang yan’’ – all indicators of
Lesson 2: Teaching as a Vocation and Mission defeatism and resignation to mediocrity.
Teaching as a vocation
Chapter 2: The Demands of Society from
Vocation the Teacher as a Professional and as a Person
● Comes from the Latin word ‘’vocare’’ which
means a ‘’call’’ Lesson 1: The Demands of Society from
● If there is a call, there must be a caller and the Teacher as as Professional
someone who is called.
● There must also be a response Dallas Public Schools Accountability System:
● Learning gains realized by students during a
For Christians, year in the classroom of an effective teacher.
● The caller is God ● Conversely, depressed achievement results
● Abraham was first called by God, to become the resisted improvement
father of a great nation, the nation of God’s ● Learning gains realized by students during a
chosen people. year in the classroom of an effective teacher
● Moses was called while in Egypt in order to free ● The negative effects of a poor-performing
them from slavery teacher on student achievement
● Mary who was also called by the God to ● The good news is that if students have a high-
become the mother of the savior, Jesus Christ performing teacher one year, they will enjoy the
advantage of that good teaching in future years.
Jesus Christ ● If students have a low-performing teacher, they
● The greatest teacher simply will not outgrow the negative effects of lost
of learning.
For Muslims is ● ‘’Having a better teacher not only has a
● The caller is Allah substantial impact on students’ test scores at the
● Muhammad the last prophet called by Allah, to end of the school year but also increases their
spread the teachings of Allah. chances of attending college and their as adults’’
(Hammond, D., 2000)
Teaching as a Mission
● The word missions comes from the Latin word ● LET
‘’mission’’ which means ‘’to send’’ - Licensure Examination for Teachers
● Webster New Collegiate Dictionary defines ● The teacher is a ‘’license professional who
mission as ‘’task assigned’’ You are sent to possesses dignity and reputation with high moral
accomplish an assigned task. values as well as technical and professional
● ‘’Once a teacher, forever student.’’ competence.. he/she adheres to, observes and
practices as set of ethical and moral principles,
Basic r’s standards and values’’
● Reading, ‘riting, ‘rithmetic, right conduct
The Demands from the Teacher as a Professional
Alfred North Whitehead ● The code of ethics for Professional Teachers
● Is it to help the child to become ‘’the man of spells out the demands of the state, community,
culture and of expertise?’’ higher authorities and officials and parents from
teachers.
Bertrand Russell ● PPST -Philippine Professional Standards for
● To provide opportunities for the child’s growth Teachers
and to remove hampering influences’’ ‘’put it?’’
The four models of Effective Teaching:
 A. Robert Marzano’s Causal Teacher 3. Create a conducive or favorable learning
environment for diverse groups of learners
Evaluation model of four domains: 4. Assess and report learners progress
1. Classroom strategies and behaviors 5. Demonstrate professionalism as he/she deals
● Involve routine events such as communicating with superiors, colleagues, students and parents.
learning goals and feedback
● Involve addressing content by helping students NCBTS- National Competency-Based Teacher
Standards
2. Planning and Preparing ● Give the teacher (7) competencies in (7) seven
● Planning and preparing for lessons domains, (37) domains, (37) strands and (148)
● For use of technology performance indicators for four (4) career stages.
According to the PPST, quality teachers in the
3. Reflection on Teaching Philippines need to possess the
● Evaluating personal performance such as following characteristics:
identifying areas of pedagogical strengths and ● Recognize the mastery of content knowledgeand
weaknesses its interconnectedness within and across
curriculum.
4. Collegiality and Professionalism ● Provide learning environments that are safe,
● Promoting positive interactions with colleagues, secure, fair and supportive
students and parents. ● Establish learning environments that are
responsive to learner diversity
B. Charlotte Danielson Framework for ● Interact with the national curriculum
Teaching requirements
1. Planning and Preparation ● Apply a variety of assessment tools and strategies
2. The classroom Environment in monitoring, evaluating, documenting and
3. Instruction reporting learners needs, progress and
4. Professional Responsibilities achievement.
● Establish school-community partnerships aimed
at enriching the learning environment, as well as
C. James Stronge
the community engagement in the educative process
● TEPES - Teacher Effectiveness Performance
● Value personal growth and professional
Evaluation System
development and exhibit high personal regard for
the profession by maintaining qualities that uphold
James Stronge Seven performance Standards:
the dignity of teaching such as caring, attitude,
1. Professional Knowledge
respect and integrity.
2. Instructional Planning
3. Instructional Delivery
Professionalism: The Hallmark of a Professional
4. Assessment of/for Learning
5. The Learning Environment
6. Professionalism - maintains a commitment to Professionalism is both a professional and a
professional ethics, communicates effectively and personal trait
takes responsibly.
7. Student Progress - the work of the teacher The code of ethics for Public School adopted in:
results in acceptable, measurable and ● Section 7 R.A 4670 explains professional
appropriate student academic progress. conduct:
‘’It behooves every teacher to assume and maintain
a professional attitude to his work and in dealing
The McREL model (Mid-Continent Research for
with his associates in the profession. It should be his
Education and Learning):
self-imposed duty to constantly improve himself
1. Teachers demonstrate leadership
professionally.’’
2. Teachers establish a respectful environment for a
diverse population of students
‘’Criticism, when necessary, should clearly reflect
3. Teachers know the content they teach
friendly motivation and sincere desire to
4. Teachers facilitate learning for their students
uphold the standard and dignity of the
5. Teachers reflect on their practices
profession.’’
This means that if he/she has to teach effectively,
she/he has to:
‘’ In dealing with his pupils or students, the
1. Prepare and plan very well for instruction
teacher should ever strive to be professionally
2. Execute or deliver that instruction plan very
correct, friendly, and sympathetic.’’
well because he/she has professional knowledge
(mastery of subject matter;
Lesson 2: The Demands of Society from the
Teacher as a Person: Section 2. This Code covers all public and
private school teachers in all educational
Twelve (12) characteristics of an effective institutions at the preschool, primary, elementary,
teacher (Walker, Robert, J.) and secondary levels whether academic,
1. Prepared vocational, special, technical, or non formal. The
2. Positive term ‘’teacher’’ shall include industrial art or
3. Hold High Expectations vocation teachers and other persons performing
4. Creative supervisory and/or administrative functions in all
5. Fair schools at the aforesaid levels. Whether on full-
6. Display a personal touch time or part-time basis.
7. Cultivate a sense of belonging
8. Compassionate Lesson 2: The Code of Ethics for Professional
9. Have a sense of humor Teachers: Relationship with the Secondary and
10. Respect student Tertiary Stakeholders.
11. Forgiving
12. Admit mistakes Article 2. The Teacher and the State
Section 1. The schools are the nurseries of the
Professionalism - is something demanded of citizens of the state. Each teacher is a trustee of
teachers both as professionals and as persons. the cultural and educational heritage of the nation
and is under obligation to transmit to learners
Article Xl. such heritage as well as to elevate national
Section 1. A teacher shall live with dignity at all morality, promote national pride, cultivate love of
times country, instill allegiance to the Constitution and
respect for all duly constituted authorities, and
Section 2. A teacher shall place premium upon promote obedience to the laws of the state.
self-respect and self-discipline as the principle of
personal behavior in all relationships with others Section 2. Every teacher or school official shall
and in all situations. actively help carry out the declared policies of the
state, and shall take on oath to this effect.
Section 3. A teacher maintains at all times a
dignified personality which could serve as model Section 3. In the interest of the State of the Filipino
worthy of emulation by learners, peers, and people as much as of his own, every teacher shall
others. be physically, mentally and morally fit.

Section 4. A teacher shall always recognize the Section 4. Every teacher shall possess and
almighty God or being as a guide of his own actualize full commitment and devotion to duty.
destiny and of the destinies of men and nations
Section 5. A teacher shall not engage in the
Chapter 3: The Code of Ethics for Professional promotion of any political, religious, or other
Teachers partisan interest, and shall not, directly, or
indirectly, solicit, require, collect, or receive any
Preamble money, service, other valuable material from any
● Teachers are duly licensed professional person or entity for such purposes.
teachers who possess dignity and reputation with
high moral values as well as technical and Section 6. Every teacher shall vote and shall
professional competence. In the practice of their exercise all other constitutional rights and
noble profession, they strictly adhere to, observe, responsibilities.
and practice this set of ethical and moral
principles, standard, and values Section 7. A teacher shall not use his position or
official authority of influence to coerce any other
person to follow any political course of
Article 1. Scope and Limitations action.
Section 1. The Philippine Constitution provides
that all educational institutions shall offer quality Section 8. Every teacher shall enjoy academic
education for all Filipino citizens, a vision that freedom and shall have the privilege of sharing the
requires professionally competent teachers product of his researchers and investigations,
committed to is full realization. The provisions of provided that, if the results are inimical to the
this Code shall apply, therefore, to all teachers in declared policies of the State, they shall be drawn
all schools in the Philippines.
to the proper authorities for appropriate remedial Section 8. A teacher possesses freedom to attend
action. church and worships as appropriate, but shall not
use his positions and influence to proselyte others.
Cambridge Dictionary
● Defines a ‘’nursery/nurseries’’ as a place where Article IX. The Teacher and Parents
the babies and young children are cared for.
Schools Section 1. A teacher shall establish and maintain
● Are the nurseries of the citizen of the State cordial relations with parents, and shall conduct
Pursuant to Section 22 (Medical Examination and himself to merit their confidence and respect.
Treatment) R.A 4670
● Known as the Magna Carta to Public School Section 2. A teacher shall inform parents, through
teachers proper authorities, of the progress and deficiencies
● Should undergo annual physical examination of learners under him, exercising utmost candor
free of charge not less than once a year. and tact in pointing out the learner's deficiencies
and in seeking parent’s cooperation for the proper
Article 3: The Teacher and The Community guidance and improvement of the learners.

Section 1. A teacher is a facilitator of learning and Section 3. A teacher shall hear parent’s complaints
of the development of the youth; he shall, with sympathy and understanding, and shall
therefore, render the best service by providing an discourage unfair criticism.
environment conducive to such learning and
growth. Article VIII: The Teachers and Learners

Section 2. Every teacher shall provide leadership Section 1. A teacher has a right and duty to
and initiative to actively participate in community determine the academic marks and the
movements for moral, social, educational, economic promotions of learners in the subject or grades he
and civic betterment. handles, provided that such determination shall
be in accordance with generally accepted
Section 3. Every teacher shall merit reasonable procedures of evaluation and measurement. In
social recognition for which purpose he shall case of any complaint, teachers concerned shall
immediately take appropriate actions, observing
behave with honor and dignity at all times and
due process.
refrain from such activities as gambling, smoking,
drunkenness, and other excesses, much less illicit Section 2. A teacher shall recognize that the
relations. interest and welfare of learners are of first and
foremost concern, and shall deal justifiably and
Section 4. Every teacher shall live for and with the
impartially with each of them.
community and shall, therefore, study and
understand local customs and traditions in order to
Section 3. Under no circumstance shall a teacher
have sympathetic attitude, therefore, refrain from
be prejudiced or discriminate against a learner.
disparaging the community.
Section 4. A teacher shall not accept favours or
Section 5. Every teacher shall help the school
gifts from learners, their parents or others in their
keep the people in the community informed about
behalf in exchange for requested concessions,
the school’s work and accomplishments as well as
especially if undeserved.
its needs and problems.
Section 5. A teacher shall not accept, directly or
Section 6. Every teacher is an intellectual leader in
indirectly, any remuneration from tutorials other
the community, especially in the barangay, and
what is authorized for such service.
shall welcome the opportunity to provide such
Section 6. A teacher shall base the evaluation of
leadership when needed, to extend counseling
the learner’s work only in merit and quality of
services, as appropriate, and to actively be
academic performance.
involved in matters affecting the welfare of the
people.
Section 7. In a situation where mutual attraction
and subsequent love develop between teacher
Section 7.
and learner, the teacher shall exercise utmost
Every teacher shall maintain harmonious and
professional discretion to avoid scandal, gossip
pleasant personal and official relations with other
and preferential treatment of the learner.
professionals, with government officials, and with
the people, individually or collectively.
Section 8. A teacher shall not inflict corporal Article VI: The Teacher and Higher Authorities
punishment on offending learners nor make in the Philippines
deductions from their scholastic ratings as a
punishment for acts which are clearly not Section 1. Every teacher shall make it his duty to
manifestation of poor scholarship. make an honest effort to understand and support
the legitimate policies of the school and the
Section 9. A teacher shall ensure that conditions administration regardless of personal feeling or
contribute to the maximum development of private opinion and shall faithfully carry them out.
learners are adequate, and shall extend needed
assistance in preventing or solving learner’s Section 2. A teacher shall not make any false
problems and difficulties. accusations or charges against superiors,
especially under anonymity. However, if there are
Article V: The Teacher and the Teaching valid charges, he should present such under oath
Community to competent authority.

Section 1. Teachers shall, at all times, be imbued Section 3. A teacher shall transact all official
with the spirit of professional loyalty, mutual business through channels except when special
confidence, and faith in one another, self-sacrifice conditions warrant a different procedure, such as
for the common good; and full cooperation with when special conditions are advocated but are
colleagues. When the best interest of the opposed by immediate superiors, in which case,
learners, the school, or the profession is at stake the teacher shall appeal directly to the
in any controversy, teachers shall support one appropriate higher authority.
another.
Section 4. Every teacher, individually or as part of
Section 2. A teacher is not entitled to claim credit a group, has a right to seek redress against
or work not of his own, and shall give due credit injustice to the administration and to the extent
for the work of others which he may use. possible, shall raise grievances within acceptable
democratic prossesses. In doing so, they shall
Section 3. Before leaving his position, a teacher avoid jeopardizing the interest and the welfare of
shall organize for whoever assumes the position learners whose right to learn must be respected.
such records and other data as are necessary to
carry on the work. Section 5. Every teacher has a right to invoke the
principle that appointments, promotions, and
Section 4. A teacher shall hold inviolate all transfer of teachers are made only on the basis of
confidential information concerning associates merit and needed in the interest of the service.
and the school, and shall not divulge to anyone
documents which have not been officially Section 6. A teacher who accepts a position
released, or remove records from files without assumes a contractual obligation to live up to his
permission. contract, assuming full knowledge of employment
terms and conditions.
Section 5. It shall be the responsibility of every
teacher to seek correctives for what may appear Article IV: The Teacher and the Profession
to be an unprofessional and unethical conduct of
any associate. However, this may be done only if Section 1. Every teacher shall actively insure that
there is incontrovertible evidence for such teaching is the noblest profession, and shall
conduct. manifest genuine enthusiasm and pride in
teaching as a noble calling.
Section 6. A teacher may submit to the proper
authorities any justifiable criticism against an Section 2. Every teacher shall uphold the highest
associate, preferably in writing, without violating possible standards of quality education, shall
the right of the individual concerned. make the best preparations for the career of
teaching, and shall be at his best at all times and
in the practice of his profession.
Section 7. A teacher may apply for a vacant Section 3. Every teacher shall participate in the
position for which he is qualified; provided that he Continuing Professional Education (CPE)
respects the system of selection on the basis of program of the Professional Regulation
merit and competence; provided, further, that all Commission, and shall pursue such other studies
qualified candidates are given the opportunity to as will improve his efficiency, enhance the
be considered. prestige of the profession, and strengthen his
competence, virtues, and productivity in order to 1987 Philippine Constitution:
be nationally and internationally competitive. ● The state shall enhance the right of teachers to
professional advancement. (paragraph 4)
Section 4. Every teacher shall help, if duly ● It shall ‘’assign the highest budgetary priority to
authorized, to seek support from the school, but education to ensure that teaching will attract and
shall not make improper misrepresentations retain its rightful share of the best available
through personal advertisements and other talents through adequate remuneration and other
questionable means. means of job satisfaction and fulfillment’’

Section 5. Every teacher shall use the teaching Commonwealth Act 578
profession in a manner that makes it dignified ● Amended revised the Penal Code to include
means for earning a decent living. teachers, professors, and other persons charged
with the supervision of public or duly recognized
Article XI: The Teacher as a Person private schools , colleges and universities, within
the term ‘’persons in authority’’
Section 1. A teacher is, above all, a human being
endowed with life for which it is the highest R.A 4670
obligation to live with dignity at all times whether ● Known as Magna Carta for Public School
in school, in the home, or elsewhere. Teachers, details the right privileges and benefits
of teachers such as:
Section 2. A teacher shall place premium upon 1. Consent for transfer
self-discipline as the primary principle of personal 2. Safeguards in disciplinary procedure
behavior in all relationships with others and in all 3. No discrimination
situations. 4. Married couples to be employed in the
same locality
Section 3. A teacher shall maintain at all times a 5. Academic freedom
dignified personality which could serve as a 6. Not more than 6 hours of actual classroom
model worthy of emulation by learners, peers and teaching
all others. 7. Additional compensation for activities outside
normal duties
Section 4. A teacher shall always recognize the 8. Salaries comparable to other occupations to
Almighty God as guide of his own destiny and of insure teachers a reasonable standard of life
the destinies of men and nations. themselves and their families
9. Salaries appropriated by local governments not
Article X: The Teacher and Business to be less than those paid to teachers of
the national government
Section 1. A teacher has the right to engage, 10. Cost of living allowance
directly or indirectly, in legitimate income 11. Special hardship allowances
generation; provided that it does not relate to or 12. Medical examination free of charge once a year
adversely affect his work as a teacher. during the teachers professional life
13. Prohibition of unauthorized deduction from
Section 2. A teacher shall maintain a good teachers salaries
reputation with respect to the financial 14. Study leave
matterssuch 15. Indefinite leave
as in the settlement of his debts and loans in 16. Salary increase upon retirement and
arranging satisfactorily his private financial affairs. 17. Freedom to establish or join organization of
their choice
Section 3. No teacher shall act, directly or
indirectly, as agent of, or be financially interested Acronyms
in, any commercial venture which furnish
textbooks and other school commodities in the
1. CHED - Commission on Higher Education
purchase and disposal of which he can exercise
2. PRC - Philippine Regulation Commission
official influence, except only when his
3. CPD - Continuing Professional Development
assignment is inherently, related to such
4. PF- Professional Fees
purchase and disposal; provided they shall be in
5. TESDA - Technical Education and Skills
accordance with the existing regulations.
Development Authority
6. LET - Licensure Examination for Teachers
Chapter 4: The rights and Privileges of Teachers in
7. PPST - Philippine Professional Standards for
the Philippines
Teachers
8. NCBTS - National Competency-Based Teacher country True
Standard 14. Soldiers that sewed as the first teacher
9. LPT - Licensed Professional Teachers American Soldiers
10. RN - Registered Nurse 15. King that issued a Royal Decree King Charles
11. CPA - Certified Public Accountant 16. It is called the american soldiers who teach
12. CEPT - Code of Ethics for Professional Teacher many Filipinos Thomasites
13. TEFES - Teacher Effectiveness Performance 17. Dean of College of Education of the University
Evaluation System of the Philippines Paz Ramos
14. NC - National Certificate 18. Offered by the Public School
15. EDCOM - Educational Commission 19. In recognition of the vital role of teachers
16. PC - Philippine Commision in Nation building teachers were given _______
17. DPI - Department of Public Instruction 20. Universities financed by Phil.
18. PNS - Philippine Normal School Government ___________
19. PNC - Philippine Normal College 21. It was given mandatory by R.A 7836
20. PD - Presidential Decree _____
21. BPT - Bureau of Professional Teacher 22.
22. PQF- Philippine Qualifications Framework
23. RA- Republic Act
24. NESC- New Elementary School Curriculum
25. NSEC- New Secondary Education Curriculum
26. BESRA- Basic Education Sector Reform Agenda
27. RBEC- Revised Basic Education Curriculum
28. NSAT- National Secondary Assessment Test
29. NAT- National Achievement Test
30. SMART-Specific Measurable Achievable
Relevant Time-Bound
31. HOTS- Higher Order Thinking Skills
32. LOTS- Lower Order Thinking Skills
33. DepEd- Department of Education
34. PAGASA - Philippine Atmospheric Geophysical
Astronomical Services Administration
35. MTB-MLE- Mother Tongue Based Multilingual
Education
36. OBE- Outcome Based Education

Based on the Quiz:

1. It is demanded of teachers both as professional
and as a person. Professionalism
2. It is the hallmark of a professionals
Professionalism
3. They are duly licensed professionals who
possess dignity and reputation Teachers
4. R.A 7836, Otherwise known as Philippine
Teachers Professionalization Act of 1994
5. It is also called a mission _______
6. It refers to a call to do something like to teach
Vocation
7. The first Asian Teacher to win the international
Excellence in teaching award.Dr. Jossette T. Biyo
8. The greatest teacher Jesus Christ
9. The enemy of excellent mission preparation
and accomplishment Pwede na
10. During the Pre-Hispanic times men were
trained as maestro
11. The last prophet by allah called
Muhammad
12. The Normal School was run by the Jesuits
to educate male teachers in Manila
13. During the Pre-Hispanic period, there was no
established formal schooling in the