(Page 70 - 74)

Synapse Strengtheners
1. Prove that NCBTS Framework and code of ethics for Professional Teachers
reinforce each other show that the Articles in code of Professional
Teachers are also state basically the same things that are found in NCBTS
Framework by accomplishing the table given below.
NCBTS DOMAIN / STRANDS CODE OF ETHICS FOR PROFESSIONAL
TEACHER
NCBTS Domain # 1 / Strands
Domain 1 – Social Regard for Article II – The teacher and Parents
Learning
Section 2. Maintains a learning
Strand 1 Acts as a positive role environment of courtesy and respectfully
model for students. for different learners
Learners must include helping
students learn how to act with respect
toward those who are different from them.

Article XI: The Teacher as a Person

Section 2. A teacher shall place premium

upon self-discipline as the primary principle
of personal behavior in all relationships with
others and in all situations.
NCBTS Domain #2 / Strands
Domain 2- Learning Environment Article III: The Teacher and the
Community
Strand 2.1 Creates an environment
that promotes fairness Section 1. A teacher is a facilitator of
learning and of the development of the
Strand 2.2 Makes the physical youth; he shall, therefore, render the best
environment safe and conducive to service by providing an environment
learning conducive to such learning and growth.

Strand 2.3 Communicates higher Section 5. The teacher is willing to assist

learning expectations to each each student to master challenging
learner assignments and to develop more
Productive Learning habits
Strand 2.4 Establishes and
maintains consistent standards of
learners behavior
NCBTS Domain #3 /Strands
Domain 3- Diversity of Learners Article IV: A Teacher and the Profession

Strand 3.1 Is familiar with learner’s Section 1. Every teacher shall actively
background knowledge and insure that teaching is the noblest
experiences profession, and shall manifest genuine
enthusiasm and pride in teaching as a
Strand 3.2 Demonstrates concern noble calling.
for holistic development of learners
Section 2. Every teacher shall uphold the
highest possible standards of quality
education, shall 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.
NCBTS Domain #4/Strands
Domain 4- Curriculum Article VII: School Officials, Teachers,
and Other Personnel
Strand 4.1 Demonstrates mastery
of the subject Section 2. School officials, teachers, and
other school personnel shall consider it
Strand 4.2 Communicates clear their cooperative responsibility to formulate
Learning goals for the lesson that policies or introduce important changes in
are appropriate for learners the system at all levels.

Strand 4.3 Makes good use of

allotted instructional time

Strand 4.4 Selects Teaching

methods, learning activities, and
instructional materials or resources
appropriate to learners and aligned
to the objectives of the lesson.
NCBTS Domain # 5 / Strands
Domain 5- Planning Assessing Article IX: The Teachers and Parents
and Reporting
Section 2. Every teacher shall inform
Strand 5.1 Communicates promptly parents, through proper authorities, of the
and clearly to learners, parents and progress and deficiencies of learner under
superiors about the progress of him, exercising utmost candor and tact in
learners. pointing out the learner's deficiencies and
in seeking parent’s cooperation for the
Strand 5.2 Develops and uses a proper guidance and improvement of the
variety of appropriate assessment learners.
strategies to monitor and evaluate
learning.
Strand 5.3 Monitor regularly and
provides feedback on learners
understanding and content.
NCBTS Domain # 6 / Stands
Domain 6- Community Linkages Article III: The Teacher and the
Community
Strand 6.1 Establishes learning
environments that respond to the Section 6. Every teacher is intellectual
aspiration of the community. leader in the community, especially in the
barangay, and shall welcome the
opportunity to provide such leadership
when needed, to extend counseling
services, as appropriate, and to actively be
involved in matters affecting the welfare of
the people.

Section 7. Every teacher shall maintain

harmonious and pleasant personal and
official relations with other professionals,
with government officials, and with the
people, individually or collectively.

NCBTS Domain #7 / Stands

Domain #7- Personal Growth and Article V: The Teachers and the
professional development Profession

Strand 7.1 Takes pride in the Section 5. It shall be the responsibility of

nobility of teaching as a profession. every teacher to seek correctives for what
may appear to be an unprofessional and
Strand 7.2 Builds professional links unethical conduct of any associate.
with colleagues to enrich teaching However, this may be done only if there is
practice. incontrovertible evidence for such conduct.

Strand 7.3 Reflects on the extent of Article VI: The Teacher and Higher
the attachment of professional Authorities in the Profession
development goals.
Section 6. A teacher who accepts a
position assumes a contractual obligation
to live up to his contract, assuming full
knowledge of employment terms and
conditions.
 (Page 75)

2. Group #8: By means of (4) separate graphic organizers,

show the different groups with whom the teacher relates and
write down the key word/s that describe/s how the teacher
should relate to each group. See the graphic organizer below.

STATE COMMUNITY LEADER

Follow the rules and teach Leaders practice the three R's
students to love the country as Respect for self, Respect for
you do too. other, and Responsibility for
their actions.

PROFESSIONAL
TEACHER

TEACHING COMMUNITY
AUTHORITIES IN THE PHILS.
The task is to help children to
Listen to authorities, follow the climb their own mountains, as
high as possible. No one can do
rules and be wise to know your
more.
rights

SCHOOL OFFICIALS

Respect them all the time and listen to

them always.

FELLOW TEACHER PARENTS

AND OTHER
PERSONNEL Teachers must always
be calm, and talk in
Cooperate and PROFESSIONAL professional, because
most of the parents
collaborate with the
fellow teacher and
TEACHER come to school to
complaint. Teachers
personnel share ideas should good in
and accept ideas. communication to
LEARNERS resolve the problem.

Teachers should have patience because

students have varieties of behavior and
need variety approach.
 PROFESSIONAL
TEACHER

OTHER SMALL
GOVERNMENT WORKERS/
GOVERNMENT
OFFICIALS EMPLOYEES
EMPLOYEES
Always show Always say thank
Appreciate their
respect and you and smile at
hard works and them, appreciate all
follow orders at
do not judge the efforts of people.
all time
people

FAMILY
NEIGHBOR
No family is perfect we
Be a good neighbor argue, we fight. We even
the one who's always stop talking to each other
ready and willing to at times, but in the end,
help. Avoid having PROFESSIONAL family is family. The love
conflict in term of TEACHER is always be there. So
emergencies much of what is best in
neighbors can help. us is bound up our love
Always smile, be in family, that is remains
friendly and be good the measure of our
to others. stability because its
measure our sense of
loyalty

(Page 77-80)
3. For groups 1-7 (Maintain the same groupings in #1): Your teacher education
curriculum consists of three (3) parts, namely: General Education, Professional
Education and Specialization. Examine if the teacher education curriculum you
are presently undergoing adequately prepares you for competencies contained in
the NCBTS. Pay specific attention to the Professional Education component of
the curriculum. To do this, a table like the one below can be of help. An example
is given for you.

NCBTS Domain #1 Subjects in the Teacher Education Curriculum

/ Strand
Domain1. Social Gen. Ed Prof. Ed Specialization
Regard for  TTP- Teaching  SSC2- Teaching
Learning Profession Social Sciences
(Second Year, in the
1. Acts as a Second elementary
positive role Semester) Grade (Second
model for  CAP- Child and Year, Second
students Adolescent Semester)
Learners and  ARTS-
Learning Teaching Arts in
Principles Elementary
 (First Year, School (Second
First Semester) Year, Second
Semester)

NCBTS Domain #2 Subjects in the Teacher Education Curriculum

/ Strand
Domain1. Social Gen. Ed Prof. Ed Specialization
Regard for  LE 1 - Literacy  TTP - The  SCI 1 - Biology
Learning Engagement 1 Teaching and Chemistry
and 2 ( 2nd Profession with Lab ( First
1. Creates an year, 1st Sem (Second Year, Year, Second
environment that and 2nd Sem Second Semester)
promotes Semester)  SCI 2 -
fairness  CAP - Child Physical Earth
2. Makes the and Adolescent and Space
physical Learners and (Second Year,
environment Learning First Sem)
safe and Principles
conducive to (First Year,
learning First Semester)
3. Communicates
higher learning
expectation to
each learner
4. Establishes and
maintains
 consistent
standards of
learners'
behavior

NCBTS Domain #3 Subjects in the Teacher Education Curriculum

/ Strand
Domain1. Social Gen. Ed Prof. Ed Specialization
Regard for  TTP- Teaching
Learning Profession
1. Is familiar with (Second Year,
learner's Second
background Semester)
knowledge and  CAP- Child and
experiences Adolescent
2. Demonstrates Learners and
concern for Learning
holistic Principles
development of (First Year,
learners First Semester)

NCBTS Domain #4 Subjects in the Teacher Education Curriculum

/ Strand
Domain1. Social Gen. Ed Prof Ed Specialization
Regard for  TTP - The  SSC2 -
Learning Teaching Teaching Social
1. Demonstrates Profession Science in the
mastery of the (Second Year, Elementary
subject Second Grade (Second
2. Communicates Semester) Year, Second
clear learning  TTL - Semester)
goals for the Technology for  ARTS -
lessons that are Teaching and Teaching Arts
appropriate for Learning in Elementary
learners (Second Year, School
3. Makes good use First Sem) ( Second Year,
of allotted  CAP - Child 2nd Semester
instructional and  SCI 1 - Biology
time Adolescent and Chemistry
4. Selects teaching Learners an with Lab ( First
methods, Learning Year, Second
learning Principles Semester)
 activities, and (First Year,  SCI 2 - Physical
instructional First Sem) Earth and
materials or Space (Second
resources Year, First
appropriate to Sem)
learners and
aligned to the
objectives of the
lessons

NCBTS Domain #5 Subjects in the Teacher Education Curriculum

/ Strand
Domain1. Social Gen. Ed Prof. Ed Specialization
Regard for
Learning  TTP - The
Teaching
1. Communicates Profession
promptly and (Second Year,
clearly to Second
learners, Semester)
parents and  CAP - Child and
superiors about Adolescent
the progress of Learners an
learners Learning
2. Develops and Principles (First
uses a variety of Year, First Sem)
appropriate
assessment
strategies to
monitor and
evaluate
learning
3. Monitors
Regularly and
provides
feedback on
learners'
understanding of
content

NCBTS Domain #6 Subjects in the Teacher Education Curriculum

/ Strand
Domain1. Social Gen Ed Prof Ed Specialization
Regard for  LE - Literacy  TTP - The
Learning Engagement 1 Teaching
and 2 ( 2nd Profession
1. Establishes year, 1st Sem (Second Year,
learning and 2nd Sem Second
environments Semester)
that respond to  CAP - Child and
the aspiration of Adolescent
the community Learners an
Learning
Principles (First
Year, First
Sem)

NCBTS Domain #7 Subjects in the Teacher Education Curriculum

/ Strand
Domain1. Social Gen. Ed Prof. Ed Specialization
Regard for
Learning  TTP - The
Teaching
1. Takes pride on Profession
the nobility of (Second Year,
teaching as a Second
profession Semester)
2. Builds  CAP - Child and
professional Adolescent
links with Learners an
colleagues to Learning
enrich teaching Principles (First
practice Year, First Sem)
3. Reflects on the  NLC - Building
extent of the and Enhancing
attainment of New Literacies
learning Across the
Curriculum ( 1st
year, 2nd Sem)
 TTL -
Technology for
Teaching and
Learning (2nd
year, 2nd Sem

(Page 81)
4. Study the following criteria *used by DepEd in evaluating applicants for a
teaching position in the public schools. Then explain if your pre-service
education in the College of Education or teacher education institution is relevant
and increases your chance to be hired as a teacher in the public school. Write
your comment on the space provided.
Criteria Points
A. Education (Applicant’s academic achievement indicated by 20
General Weight Average)**
B. Teaching Experience 15
C. LET/PBET Rating 15
D. Specialized Training and Skills 10
E. Interview 10
F. Demonstration Teaching 15
G. Communication Skills 15
Total 100

Answer:

The criteria used by DepEd in evaluating the applicants for public teachers is
right, I believe that those equivalent points were critique by the professionals. 20 points
for General Weight Average is just right because grades matter the most, before we
enter in this course we already know that we need to do our best to have good grades
for future job application. Criteria is the base, if the applicant is worth it and can help the
children, for me pre-service education in the College of Education or teacher education
institution is relevant and increases the chance to be hired as a teacher in the public
school. We always give our best shot to gain good grades, they also practice our
demonstration on the class and evaluate our performance giving us tips and advice.
The institution also helps us in communications skills.

4. Tell something about the teacher in the classroom and in a

community by completing this acronym.
T- Talented
E- Exemplary
A- Awesome
C- Creative
H- Helpful
E- Efficient
R- Role model
5. Reflect on the teacher as she goes about her task in the classroom and in the
community. In what way is he/she…

 A piece of iron
 - The teacher as a piece of iron, reflects on the teacher makes it effective,
supportive and excellent work in and out of the classroom. The way the
teacher deals with his/her students and the way he/she values time in class.

 A well?
- The teacher as a well supports the health and well-being of educators in order
to transform school sites. And also truly lives up their name. They are gift to
the world of educators and all the students that we touch.

 A planter?
- A teacher is a planter, teacher’s plant a seed of knowledge. This seed when
nurtured together with the student bloom into a very beautiful flower. This
flower will make the student to be successful and to overcome whatever
struggles in life.

 A gardener?
- The teacher as a gardener, each time the students step into the garden it is
the responsibility of the teacher to organize those activities which enable the
students to grow strong and tall into their natural splendor.

 A door?
- The teacher as a door, this is where a teacher can be helpful. They have
been outside your limited world. They have seen, done, and learned things
you don’t know or understand. But after the teacher has taught you, it’s up to
you to actually go out and do it. The teacher has opened the door, but only
you can take the step through the door.

 Awake up call?
- The teacher as a wakeup call, meaning it is a warning of a threat or a
challenge especially when it means that people will have to change their
behavior to meet it. So, teachers can play many different roles and each of
the roles has a definite structure and responsibility.
 A potter
- The teacher as a potter, the teacher and the potter play almost a similar role
in the sense of creating something unique. Students are like clay in hands of
a teacher who can shape them into independent and confident individuals or
into isolated rebels. And also a teacher’s role in molding the character of an
students that undeniable.
 A mirror
 - The teacher as a mirror, they serve as our mirrors and teach us what needs
to be revealed about ourselves. Seeing what we don’t like in others helps us
look deeper inside ourselves for similar traits and challenges that need
healing and also to be balanced.
 An assessor?
- The teacher as an assessor, teachers should be able to offer feedbacks, give
correction and grades students in various ways. So that students know on
what for and how they are being assessed. It’s like the assessment and
evaluation because when teachers prepare plans to teach it is important to
know where they are going, how they are going to get there and when they
have arrived.
 A nurse?
- The teacher as a nurse, because they have to do whatever it takes to help a
student. They have to look out for your best interest as a student. They are
teachers because they have to motivate you and get you involve with your
work the best way they can to make you learn. So, if you have to act out a
lesson to get you to master it. That’s what they do.

Read this poem “You are a Teacher” then answer the following
questions on page 84:

 Which line of the poem do you like most? Why?

“If I speak interestingly, effectively and well
But do not understand my students
I am a noisy gong or a clanging cymbal"
 This is the line that caught my attention the most among the rest, the
poems is true and relatable. The line that I choose is showing what a
teacher is. In my experienced in my elementary and high school years,
we may understand the discussion but there are some part of us that
teacher are sometimes do not listen to the students. Like for instance if
the teacher is discussing in front and we relate scenario in real life or
we talk about we really understand the lesson but the teacher will be
mad because we are talking and wanted he students to continue the
discussion. Until I reached Senior High School, when Mrs. Glinogo ask
what we discussing and we explained to her and she said that we are
making the academic noise. A noise that we understand the lesson.
 What mental portrait of the teacher in the classroom and the teacher in the
community is painted in the poem “You are a Teacher”?
 After reading the poem "You are a Teacher" it made me understand
what a true teacher really is. The poem opened my eyes about what a
 teacher should be and as a future educator I should take note of this
qualities to be the best, efficient, and effective teacher to my future
students. The poem made me taught us that a teacher does not only
teaches students to learn, but a teacher who endure anything, have
faith in everything and give love along the way. A teacher is important
in the classroom and in the community because a teacher are one of
the influencer and the inspiration of the students and of the community
to strive more. Teaching students to count is fine, but teaching them
what counts is the best

(Page 84)
REFLECTION QUESTIONS
How did you feel when you read your name through the lines of the poem?
Describe and explain why.
 As I am reading my name through the lines of the poem, I felt
amazing. The happiness in my body is overflowing. I felt that this
is it, I am here and ready to teach. I am an educator. I will be a
best, efficient, effective and lovable teacher.
As I read the poem I’m like reading the words that make my
heart pump hard. The poem is telling me that this is me in the
future, that teacher is my destiny. I began to see my future
teaching kids and I began to understand my past teachers and
what they did. I began to feel excitement and astonished but of
course I know that there still many struggles, hardships, and
stress that will come in my way to be an educator but I am very
determined to succeed and apply what the poem is really implying
and see my students change because of it.

(Page 88-89)

1. By means of a graphic organizer, describe 21 st century teacher by

completely presenting the 21st century skills.
 2. Develop questionnaire that make use of a Likert scale to
determine the extent to which a teacher possesses the 21st
century skills. The first is done for you
Direction: To what extent do you do each of the following? Check
the column that corresponds to your answer
Legend: 1-never
2-rarely
3-sometimes
4-often
5- always
21st Century Skills 1 2 3 4 5
1. Use the computer with ease when I lecture ✓
2. Giving collaboration work to students ✓
3. Use media and internet to browse for ✓
additional references to discussion
4. Giving problems to the students to be resolve ✓
by them
5. Use art to flex the creativity of the students ✓
6. Use energizer to energize students and to be ✓
productive
7. Use videos for further learnings ✓
8. Use technology in communication ✓
3. Use the questionnaire for you to determine the extent to which you possess
the 21st century skills.

As a future educator, I am adequately equipped with the 21 st century skills, skills

that intended to help students to keep up with the lightning-pace of today’s modern
world. AS a future educator I need to learn and use technology when I lecture for the
students to catch attention because nowadays technology is amazing and help me to
lessen my work. Collaboration is the key to be successful, that stage where you will
listen and share your ideas to other people and communication is the way to understand
each other. Book is very relevance and can get many information but book can be
hassle when you are looking for specific information, but with the help of the technology
type whatever you search and in second many information would show up from the past
up to the recent. I can say that I possess the 21 st century skills because I was taught
and I practicing the skills.

Lesson 3: School and Community Relations

Synapse Strengtheners

1. Name some problems originating from the community that are experienced by
teachers in the school, regarding:
 Traffic and transportation
Population is continuous growing, Public Utility Vehicles (PUV) and
other means of transportations became a growing problem not just for our
dear teachers it’s also affect the students and other employees as well.
Many people has personal vehicle that uses to go to their works and other
destination, when the people travel at once that will cause traffic. It mostly
happens in rush hour, in morning to go to school, works, and errands and
in the afternoon when everyone is going home. These traffic can cause
 delay for our dear teachers making them late for their class schedules.
This traffic jam sometimes also makes some of our teachers groggy,
haggard and sometimes in bad mood when they came to their classes.
This incidents can affects their emotions and work time causing them to
double their work, they work their unfinished task on their house in late
night and woke up early in the morning to have extension time because of
traffic.
Here in our province most of the school is located near the road
and have many Public transportation that can be used by the people but
there is also a rushed hour so teachers need to wake up early and go to
school in time but there are few of the school like Guilang-guilang and
Santiago the places are in uphill, most of the teachers assigned their will
stay there for weekdays and go home weekends. It is mostly happens
when in area where Indigenous people stay. Some teachers are forced to
ride a vehicle motorcycle and jeep that made the ride more dangerous.
Some teachers need to walk for kilometers to reach their classrooms.
Because of this, some teachers are have eagerness to teach the students
well and it is a good experienced and teach the students well.

 Availability of water and lighting system

In far areas electricity and water is a big problem, those area that
located in the mountains. Electricity connection cannot reach the location
or the people in that certain place has no money to have electricity. Usually
it happens in the Indigenous areas, because they are used to have not
electricity or rather than paying to have electricity connection they will buy
first their necessities. Most of the teachers assigned on those areas
complaints but later on they adapt the environment and help the people to
educated and teach them the importance of education to have stable job.
In water system most of the places have rivers where they drink, do
laundry and whatever but the only source of water that need to pitch of
water. The water is also their drinking water that can lead them to diarrhea
or other sickness. As a teacher who are assigned on those area need to
adapt and help the people to be educated and give some ideas to have
cleaned water.
 Security measures for children
Most schools don't have a security guard or a watchman to
discipline troublemaker students or even outsiders. That is why some
students were bullied and harassed both outside and inside the school.
Sometimes there are news reports about some students or teachers who
rape, harm, or even kill their teachers or students. In faraway school it is
not a problem because the teachers can managed to watch over the
 students because they are just small numbered. Schools that are central
really need security guard because of the outsiders and the students who
are going to skip classes.
 In what way can the community help?

For the traffic issues, most of the complaints of the drivers are those
vehicles that park in the side of the road that can limit the space of the
road. The action is to report those vehicles in the authority because they
will break the law. Also those drivers that do not have a licensed that drive
as if they own the road and cause an accident. Those people who doesn’t
have licensed report them also in authorities and always take care. People
should have initiative to wake up early and go to school early so if there is
an accident happens or traffic jam they have extra time so that they can’t
be late.
The water and lighting system, the government can help the
teachers by ensuring the schools both far away and here in the city to have
enough lighting and water storages. During brownout especially in the bad
weather where there is insufficient light even during daytime, the
government should provide emergency lights to help the teacher and the
students to focus more. The government should also provide water tanks
for easy access to water for the teachers and the students to use. This
way, the teacher will have a comfortable life not just here and also for hard
to reach areas.
The security measures, if the government or school cannot provide
a security guard or watch man the school must cooperate to the
Barangay. In that way the Barangay captain can order people to be a
watcher in school areas and facilities, for them to keep safe and avoid
ruckus.

2. Describe how school and community officials work together in each of the
following events
 Socio-cultural activities
In times of festivals and other ethnic celebrations, the teachers and
the community work together by taking part in the parade, dancing
competition and other activities concerning the festival. The school and
the community also work together in the activities that needs manpower
like election and other activities like the crisis that we are undergoing now,
some teachers volunteers to help as a front liners by taking part at the
check points in the provinces.
  Peace and order situation
 In school
The community helps the school in maintaining peace and order by
assigning watchers or security guards to schools to guard the gate and to
control the incidents inside the school areas.
 Outside the school
The school and the community work together in ensuring the peace
and order not just inside the school but in outside the school also. In the
classroom, the teacher teaches the students to obtain proper behavior at
all times. The teacher will make sure that at the end of the day, the
students should know how to love everything including the community.
This will help the community to acquire better citizens and maintain peace
and order easily.

 Projects
For me, these are some projects that the school and the community work
together:
 Brigada Eskwela
 Tree planting
 Outreach Programs
 Feeding programs
 Scholarship
 Free dentistry
 4Ps
 Adopt a School Program
 Free haircut
 Foundations
 Charity Works

3. What are some learning resources existing in the community that school
children and personnel can visit for mutual assistance and enjoyment?
Please check.
 Parks ✔
 Museums
 Library ✔
 Concert halls
 Movie house
 Art gallery
 Factories ✔
 Industries ✔
  Shopping mall
 Conference mall
 Sports and recreational ball
 Others, specify
 Bike Trail
 Grocery stores
 internet café
 Golf course
 Swimming pools
 Horse Riding
 Poultry, Piggery and other livestock

4. How is the community assisted by the school in return? Please check.

 As resources person in town assemblies ✔
 Participants in town celebration ✔
 Modeling desirable values ✔
 Helping in community projects ✔
Others, specify

(Page 107)

Lesson 4: Linkages and Networking with Organizations

Possible Research Topic

1. Survey the organizations (civic and academic) that exist in a particular city
province or town. Discuss how they assist the school.
 Here in Manolo Fortich is still a developing place to be a city so some
organization is not well known. Instead I choose the city near in Manolo
Fortich which is Cagayan de Oro City that have organizations, both civic and
academic that exists
 Rotary Club of Cagayan De Oro East Urban
Born out of its desire to provide humanitarian services the
“Rotary way”, the Rotary Club launched projects that are
connected to the Rotary’s mission of “enabling Rotarians to
advance world understanding, goodwill, and peace through the
improvement of health, the support of education, and the
alleviation of poverty. “The Club has focused its services on
education with emphasis on literacy, and humanitarian services
through adopt a community program.
 Mother Theresa Foundation, Incorporated - Cagayan de Oro
Provides financial assistance by way of full scholarship
for school and college education.
This enables students to pursue a career of their choice.
 Gugma Sa Kabataan, Incorporated
Goal: Preventing children from choosing the street to be their
home or place of livelihood. Objectives: (1) Providing life
shaping skills to be self-reliant. (2) Re-establishing contacts with
families and, if not feasible, to make referrals with other
organizations for custody. (3) Facilitating to integrate to formal
and informal education for a teaching-learning experiences to
enhance the cognitive, affective and psychomotor abilities. (4)
Teaching to appreciate the values or respect, trust, self-esteem,
care and compassion to families, communities and to the whole
creation. (5) Demonstrating the importance of patience and
perseverance in the achievement of one's goal. (6) Raising the
consciousness of families and communities to address issues,
problems, and prevention of street children.
 Milamdec Foundation, Incorporated
Milamdec’s higher education loans are targeted to students who
have financial difficulties enrolling in academic courses. The
students who receive the higher education loans are high school
graduates from the most marginalized communities in
Mindanao.
The loan is used to cover education expenses for semester-
long technical degree courses. The tuition component of the
loan is disbursed to the school, while the component that covers
living and transportation expenses is given directly to the
student.

 Touch Foundation Incorporated

 Technology Outreach and Community Help (TOUCH
Foundation) or Touch Foundation had eTraining, Education and
Advocacy
2. Research on:
 How ABS-CBN and GMA Foundations assist schools and school children
nationwide
 GMA Kapuso Foundation (GMAKF)
GMAFK continues to build the foundation for a better life for
the underserved and underprivileged sector with its education-
centered initiatives, the Kapuso School Development (KSD) and
Unang Hakbang sa Kinabukasan (UHSK) projects. Through the
KSD project, GMAKF has already built and rehabilitated a total
of 381 classrooms in select public schools nationwide. Part and
parcel of this endeavor is a tree planting activity within the
school premises as part of the Kapuso ng Kalikasan project.
UHSK is the Foundation’s long-standing education project
which distributes school supplies to public elementary schools in
remote areas. The backpacks distributed to the children each
contain 5 notebooks, 2 writing pads, 2 pencils, a crayon set,
sharpener and eraser.
 ABS-CBN Foundatiom
The foundation funds at least a couple of projects to help
schoolchildren.
1) Bantay Bata has also opened the door for educational
opportunities for kids under its Bantay Edukasyon initiative,
which in the past ten years has provided scholarships for more
than 1,660 children – from elementary to high school.
2) The Educational-TV (ETV) program provides adopted public
elementary schools with an audio-visual educational library
which helps augment the Philippine Department of Education's
(DepEd) national curriculum. With ETV enhancing the learning
experience, the grades of school children have consistently
improved - to as much as 70% in test scores in math, 57% in
HeKaSi (a subject which teaches geography, history and civics),
40% in English and 35% in Science.

 A foundation that is known for its educational activities. Interview a

member of the foundation and discuss their active partnership with
the school.
  Ayala Foundation
Ayala Foundation's projects in education focus on primary
education (kindergarten through grade six), and seek to bridge
the gap between privileged and underserved students,
especially in terms of access to quality public education. By
building partnerships and taking a multi-stakeholder approach,
we hope to provide a nurturing learning environment (Center of
Excellence in Public Elementary Education), high-quality
multimedia educational materials (Text2Teach) for public
elementary school students, and an opportunity for continued
professional development for teachers and principals (Training
Institute).
The following are the programs of the Ayala Foundation

 CENTEX
The Center of Excellence in Public Elementary Education
(CENTEX) provides holistic, quality education for bright children
from economically disadvantaged families, honing their
confidence and competencies not just inside the classroom but
also through after-hours learning in the performing arts and
other skill-building activities.
 Training Institute
The Training Institute is a teacher training program that focuses
on four essential elements for lifelong learning—classroom
pedagogy, development of critical thinking skills, values
clarification, and use of technology in the classroom. The
program is conducted as parallel sessions for principals and
master teachers.
 Global Filipino Schools
Global Filipino Schools (GFS) empowers schools to become
21st-century-ready educational institutions by providing them
with support systems that meet UNESCO standards. These
include sustainable ICT-proficiency training for teachers, an
ICT-equipped school environment, and committed education
stakeholders.

 How a school networks with the following:

 A neighbor school
The school can network with another school by organizing
inter-schools activities, Academic contests, debates and sports
(District meets, Division meets)
  Women's club
It will depend on the nature of the club. If the women club is
all about counselling, advisory or other activities that can benefit the
school, then it is good to go.
 Religious groups
Schools can network with religious groups in a variety of
ways. SomeSome schools, for example, have a chaplain who is
attached to the Institution.
 Health organization
Schools can network with health organizations by making
them have seminars for parents or a symposium for students.
A health organization may help also by donating health kits
or somethings that the schools might need.
The school and the health organization will help each other
according to their agreement.
 Security organizations
Security organizations network the schools by ensuring
security to each and every students. This way, the school can
make sure that the whole campus will be under their control. At the
same time, the Security organization can be helped by the school
by promoting their platforms to parents, students, and teachers
while their members will be added because of their popularity.

 An agency/organization with which the school can network,

regarding:
 Sports
The Philippine Olympic Committee Inc. (POC) is the
national Olympic Committee of the Philippines. The POC is a
private, non-governmental organization Of all National Sports
Association (NCAs) in the Philippines. It is recognized by the
International Olympic Committee or IOC As having this sole
authority For the representation of the Philippines in the Olympic
Games, The Asian Games, The Southeast Asian Games and other
multi event competitions. The POC supports its own activities With
funds generated from sponsorships, licensing fees on the use of
Olympics Marks, IOC subsidy And proceeds from special projects
and donations.

 Cultural affair
 National Commission for culture and Arts is the overall
policymaking body, Coordinating and grants giving agency For the.
Preservation, development and promotion Of the Philippine Arts
and Culture.
 Current events
The Philippine Information Agency is the official public
information arm of the Government of the Republic of the
Philippines.
 National shrines
The Historic Sites and Education Division (HSED)
administers and maintains national shrines, monuments and
landmarks and operates interactive history museums. The HSED
also takes charge of the conduct of commemorative events and
other educational activities to observe birth and death
centenaries/anniversaries of national heroes and illustrious Filipinos
and historic events with local and national significance.
 Tourist attractions
The Department of Tourism is the executive department of
the Philippine government responsible for the regulation of the
Philippine tourism industry and the promotion of the Philippines as
a tourist destination. 
 Classical music
Philippine Philharmonic Orchestra- a nonprofit charity
organization that gives out scholarships to young, talented and
needy musicians to further study music, in cooperation with the
Embassy of the Philippines and the Ministry of Culture of Thailand.
The PPO has premiered Filipino compositions and has featured
works by foreign composers not yet performed in the Philippines. It
continues to promote music appreciation through outreach concerts
in schools, parishes, government agencies and underserved
communities in Metro Manila and in different regions in the country.

 Some foundations/organizations that donate any of the following for

the schools.
 Books, journals and other reading materials
National Bookstore Foundation, Asia Foundation, Ahon
Foundation, The Philippine Christian Foundation and Corazon
Roxas Foundation
  Scholarships for students
SGV Foundation, Ahon Foundation, Aboitiz Foundation,
Megaworld Foundation and SM Foundation
 Scholarships for teachers
Aboitiz Foundation, PLDT smart Foundation, SGV
Foundation and Philippine-American Education Foundation
 Study tour for school personnel
Bahay-tuluyan Foundation, Asia Education Foundation, ACE
Foundation and Freeman Foundation
 Films, tapes and documentaries
Media Education Foundation, Film Foundation and IBON
Foundation

 Some news agencies and their publications which could serve as

learning resources for school children.
 The Philippine Star, Philippine Daily Inquirer, Manila Bulletin, The
Manila Times and The Daily Tribune

(Page 115)

Lesson 1 – Self-check questions

Instruction: Answer agree or disagree with the statements that follow

Disagree 1. A teacher has to earn a prestigious award to be labeled as a global
teacher
Disagree 2. To become a global teacher, one should be fluent in English and in
other languages.
Disagree 3. A Filipino teacher cannot qualify to teach in other countries because
of the differences in curriculum.
Agree 4. To be globally competitive, teacher should develop competencies in
the use of technology.
Agree 5. Global education provides the same standards for quality education
worldwide.
Agree 6. Teachers, who embrace global education, must have good
understanding of the different cultures of the learners.
Agree 7. For Filipino teachers, the NCBTS is a national standard that meets
global competencies.
Disagree 8. Teachers in the far flung schools cannot be considered global
teachers.
Agree 9. Your curriculum in teacher education prepares you to be global
teachers.
Agree 10. A global teacher has wider view of what education is all about.
Lesson 1 – Take Action

1. As a group, go to a school and ask the principal or school head for the
Outstanding School Teacher. Request for an interview with the teacher.
Among others, your interview protocol should include the characteristics
or qualities mentioned in your text. Write a report and share this with your
classmates.

Because of the current situation the COVID-19 a pandemic disease, we

are prohibited to go out the house to do any unimportant transaction outside the
house so we don't have the chance to interview an Outstanding School Teacher.
Instead I searched for most outstanding teacher on 2019 and found out about
Metrobank Foundation Incorporated Outstanding Filipino Teacher last 2019. Is
Dr. Dorothy S. Tarol, a Master Teacher 2, SPED teacher and Guidance
Counselor at Special Education-Integrated School for Exceptional Children at
Barangay San Agustin, Iloilo City. Shes is aspires for instruction without barriers.
Her solid stance on inclusive education comes from a personal source.
Progressively losing her hearing at 35, Dr. Tarol has shifted her teaching career
to cater to students with disabilities at the Special Education-Integrated School
for Exceptional Children (SPED-ISEC) in Iloilo City.
Dr. Tarol has since devoted her life’s work onto shaping an environment
conducive for learners of all kinds. She is best recognized for writing and
implementing in 2011 an action research entitled “Buddy-Mediated Instruction
(BMI): Pivotal Strategy for Spelling and Social Skills for Students with Hearing
Impairment” which aims to develop a student’s basic literacy skills .For her, a
teacher’s work does not stop when she steps out of the classroom. Beyond the
school premises, she introduced her instructional approach to indigenous
learners and Persons Deprived of Liberty (PDL) through an offshoot of BMI
called “Ang Pagbasa ay may Pag-asa Program.”With all these advocacies in-
action and for her exemplary service, Dr. Tarol received several recognitions
throughout her profession including the “Pambansang Ulirang Guro” title in 2018,
the Learners for Educators Excellence Award in 2017 and Harvest of Excellence
Awards, also in 2017.

(Page 116)

Lesson 1 – Make a Reflection

1. Can an outstanding teacher in the neighborhood school whom you have

interviewed be classified as a global teacher? Why not?
  Any teacher could be outstanding, who are competent and armed with
enough skills, appropriate values and universal values to teach students is
considered as a global teacher. If he/she is someone who thinks and act
globally with wide perspectives is truly a global teacher. An outstanding
teacher engages students in learning in a manner that develops desire
and skill to be lifelong learners through communication within a variety of
experiences in a caring manner that contributes to a variety of individual
and community structures that respect and support life. Every decision
teachers make is based on their questioning and thinking about what they
know how they see and know themselves as they are influenced and learn
by their interactions and communications with the world.

2. Can one be global teacher, without teaching abroad? Write your insights.

 Yes, teachers can be a global teacher because they are equipped or

armed with enough skills, right attitude, and universally accepted values,
to teach learners with both traditional or time-tested methods and modern
technologies in education in any place in the world. Moreover, a global
teacher is a teacher with global perspectives, thinks locally and globally
right in the place he or she is situated

3. Reflect on the statement: “As a global teacher, act locally but think globally”. Add
this reflection in your portfolio.
 “Think globally, act locally” simply means that a teacher has to be
equipped with teaching strategies and techniques that can be of par with
the global teaching arena. He has to open-minded on world issues and
events that can be of benefit to his locale. For example, if a teacher
discovers a new and effective way of teaching grammar from other
countries, then she can apply it in his class. Sometimes we learn from
others to improve ourselves. However, the teacher should have a good
sense on how to differentiate teaching locally from teaching globally.
He/she should keep in mind as well that not all learning scenarios or
situations is the same in every country. He can use what he has learned
or observed from others but he should also modify it according to his
students’ needs. The teacher should always keep in mind that the
students are the center of the learning process and that they should be the
priority in choosing what to teach, how to teach and why to teach.