THE TEACHING PROFESSION REVIEWER

MODULE 1 - MODULE 4

B. Maintain a positive attitude about teaching

and about students.
MODULE I:
C. Hold high expectations for all students.
NATURE OF TEACHING OF TEACHER
ROLES D. Show creativity in teaching class.

Teaching is a method of facilitating learning. E. Treat and grade students fairly.

Teaching is the specialized use of knowledge, F. Display a personal approachable touch with
abilities, and traits to give one-of-a-kind service students.
to suit the individual and societal educational
needs. G. Cultivate a sense of belonging in the
classroom.
Teaching is the process of paying attention to
people's needs, experiences and feelings and H. Deal with students' problems
then engaging them in specific activities to help compassionately.
them develop specific skills.
I. Have a sense of humor and do not take
Teaching instills theoretical concepts in a person everything seriously.
and it is a form of knowledge transmission
between a teacher and a pupil. J. Respect students and do not deliberately
embarrass them.
The teacher must facilitate learning by teaching,
discussion, allowing students to ask open-ended K. Forgiving and not holding grudges.
questions, guiding processes and activities and
actively participating in discussions, and L. Admit mistakes.
interacting with concepts. Teachers work in
schools to educate students so that they can
become decent citizens of the world. AS A PROFESSIONAL

Complete a baccalaureate degree in the field of

THE TEACHER ROLES teacher education from college/university.

Teacher’s job is to inspire, motivate, encourage, Continued involvement in professional

and educate students. development as mandated by R.A. 10912
otherwise known as CPD Act of 2016.
Learners of any age and from any background
are welcome. Have a professional competence shown by
mastery of the subject matter and understanding
Teachers play a variety of roles in the classroom. of the learners.

AS A PERSON AS A COMMUNITY LEADER AND SOCIAL

ADVOCATE
Possess the quality of an effective teacher.
A great leader who focuses on shared
A. Come to school prepared. decision-making, collaboration, and community
building. She/He provides opportunities for each
student to assume leadership roles.
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Actively participate in community movements for assessing their level of

the betterment of the community. understanding and progress,
and they provide much more
Establish a learning environment that responds relevant, useful feedback.
to the needs of the community.
o Are more adept at developing
Use the community networks to publicize school and testing hypotheses about
events and achievements. learning difficulties or
instructional strategies.
Maintain stature and conduct that upholds the
dignity of teaching. · Can attend to affective attributes

o Have high respect for

AS A MODEL OF CHARACTERS students.

Empowers and motivates you to develop your o Are passionate about

potential to the fullest and see the best in teaching and learning.
yourselves.
· Can influence student outcomes
Shows respect to your ideas, opinions, allowing
you to freely express your thoughts and feelings. o Provides appropriate,
This teacher sets and examples for you to challenging tasks and goals for
respect and listen to other people. students.

Set a model to use constructive criticism and o Have a positive influence on

advice as an opportunity to grow as an educator. students' achievement.

1. A teacher who motivates

AS AN EXPERT

Can identify essential representation of the

subject.

· Can guide learning though classroom

interactions.

o Proficient at creating an
optimal classroom climate for
learning

o Are more context-dependent

and have high situation
cognition.

· Can monitor learning and provide feedback

o Are more adept at monitoring

students’ problems and
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EXAMPLE:
MODULE II:
A classroom in Manila might have students from
CHALLENGES IN PHILIPPINE Visayas, Mindanao, and Luzon, each with
EDUCATION different native languages and cultural practices,

Challenges in Philippine Education: STRATEGIES FOR ADDRESSING

MULTICULTURAL CHALLENGES
· The Philippine education system is evolving
to meet the demands of a diverse and growing · MOTHER TONGUE-BASED MULTILINGUAL
population. Teachers in the Philippines face EDUCATION (MTB-MLE)
unique challenges due to the country’s
socioeconomic diversity, linguistic variety, and o Use the students’ mother
recent educational reforms. tongue in early education to
help them better understand
concepts before transitioning to
MULTICULTURAL CLASSROOMS Filipino and English.

The Philippines is an archipelago with over 7,000 · CULTURAL INTEGRATION

islands, each with its own cultural identity,
languages, and traditions. This cultural diversity o Incorporate local history,
is reflected in the classrooms, especially in urban traditions, and examples into the
areas where students come from different curriculum to make lessons more
provinces and ethnic backgrounds. relatable and inclusive.

CHALLENGES · CULTURAL CELEBRATIONS

· LINGUISTIC DIVERSITY o Celebrate cultural diversity

through classroom activities that
o The Philippines has over 170 recognize various Philippine
languages, making it common to festivals, traditions, and
have students who speak languages.
different mother tongues in the
same classroom. · COLLABORATIVE LEARNING

· CULTURAL SENSITIVITY o Promote group work and peer

tutoring to foster collaboration
o Students may have different and active learning among
cultural practices and values, students.
leading to potential
misunderstandings or conflicts
in the classroom. LEARNER-CENTERED TEACHING

· INCLUSIVE CURRICULUM It refers to a kind of education that considers

knowledge, skills, abilities, attitudes, interests,
o Developing a curriculum that and beliefs that the learners bring into a
reflects the diverse cultures of classroom.
the Philippines while meeting
national education standards. 1. Adapting to K-12 and Learner-Centered
Approaches:
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2. The K-12 educational reform in the · DIFFERENTIATED INSTRUCTIONS

Philippines has shifted the focus towards
Learner-Centered teaching, where the needs and o Provide varied learning
interests of students are prioritized. activities that cater to different
learning styles and abilities, such
CHALLENGES as visual, auditory, and
kinesthetic learners.
· IMPLEMENTING LEARNER-CENTERED
APPROACHES
MULTI-GRADE CLASSES
o Many teachers in the
Philippines are still adjusting Multi-Grade teaching involves the teaching of
from traditional methods to students from different levels in one classroom.
Learner-Centered Approaches, This requires teachers to develop a skill for
requiring a shift in mindset and handling different student’s behavior and
teaching styles. addressing their needs and interests.

CHALLENGES

· RESOURCE CONSTRAINTS · CURRICULUM DELIVERY:

o Public schools, especially in o The teacher must deliver

rural areas, may lack the curriculum content that is
resources needed to fully appropriate for different grade
implement Learner-Centered levels simultaneously, which can
Teaching, such as access to be overwhelming
diverse learning materials.
· TIME MANAGEMENT
· STUDENT PARTICIPATION
o Balancing the needs of
o Encouraging active students at different grade
participation from all students levels within limited class time is
can be challenging, especially in a significant challenge.
large classes.
· TEACHER PREPARATION
In a Learner-Centered classroom, students might
work on projects that interest them, such as o Multi-Grade teaching requires
creating a small business plan in a TLE specialized training and
(Technology and Livelihood Education) class. preparation, which many
teachers may not have received.
STRATEGIES FOR EFFECTIVE
MULTICULTURAL CHALLENGES EXAMPLE:

· PROJECT-BASED LEARNING A teacher in a rural school in Mindanao might

teach students from Grades 3, 4 and 5 in the
o Encourage students to same classroom.
engage in projects that reflect
real-life scenarios, helping them
to develop critical thinking and
problem-solving skills.
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STRATEGIES FOR MULTI-GRADE TEACHING o Many teachers lack the

necessary training to effectively
· THEMATIC TEACHING integrate ICT into their teaching,
especially in public schools.
o Use themes that can be
explored by students at different EXAMPLE:
levels, allowing younger
students to learn basic concepts A school in Metro Manila might have access to
while older students explore computer labs and high-speed internet, while a
more advanced ideas. school in a remote province might rely on basic
computers and intermittent internet.
· PEER LEARNING
STRATEGIES FOR EFFECTIVE ICT
o Encourage students to assist INTEGRATION
younger ones, reinforcing their
own learning while helping · BLENDED LEARNING
others.
o Combine online resources
· FLEXIBLE SCHEDULING with traditional classroom
instruction to create a more
o Organize the school day to flexible and engaging learning
include time for individual, small experience.
group, and whole-class
instruction, tailored to the needs · DEPED COMMONS AND OTHER
of different grade levels. RESOURCES

o Utilize online platforms

ICT INTEGRATION IN TEACHING AND provided by DepEd, such as
LEARNING DepEd Commons, for digital
learning resources accessible to
The Philippine Department of Education (DepEd) both teachers and students
has been promoting the use of ICT in the
classroom to enhance learning and keep up with · PROFESSIONAL DEVELOPMENT
global education standards. ICT embraces all
forms of technologies that enable all people to o Encourage continuous
receive information and communicate or training for teachers on how to
exchange information with others. integrate ICT effectively into
their lessons, possibly through
CHALLENGES webinars, online courses, and
in-service training.
· DIGITAL DIVIDE

o Limited access to stable BRAIN-BASED EDUCATION

internet connections and
updated hardware/software in This approach emphasizes teaching methods
schools, particularly in less that align with how the brain naturally learns
developed areas. best, which is increasingly being recognized in
Philippine educational practices.
· TEACHER TRAINING
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CHALLENGES
MULTIPLE INTELLIGENCES
· AWARENESS AND TRAINING
The theory of multiple intelligence, developed by
o Many educators in the Howard Gardner, suggests that students have
Philippines are still unfamiliar different kinds of intelligences, such as
with brain-based strategies and linguistics, logical-mathematical, and musical,
how to apply them in the among others.
classroom.
CHALLENGES
· TRADITIONAL PRACTICES
· CURRICULUM CONSTRAINTS
o The shift from traditional rote
memorization to more o The Philippine curriculum
brain-friendly approaches can often emphasizes linguistics and
be difficult for both teachers logical-mathematical
and students. intelligences, leaving less room
for others like musical or
· INDIVIDUAL DIFFERENCES bodily-kinesthetic intelligences.

o Recognizing that each · ASSESSMENT PRACTICES

student’s brain develops at a
different pace and adapting o Standardized tests used in the
teaching methods accordingly Philippines primarily measure
can be challenging. only a few types of intelligence,
potentially overlooking students’
STRATEGIES FOR BRAIN-BASED EDUCATION strengths in other areas.

· ACTIVE LEARNING · TEACHER PREPARATION

o Incorporate activities that o Many teachers are not trained

involve movement, problem to identify and nurture all types
solving, and collaboration, such of intelligences in their students.
as group discussions and
role-playing. EXAMPLE:

· CREATING SUPPORTIVE ENVIRONMENT A student who excels in arts (special intelligence)

may not perform as well in traditional subjects
o Reduce stress in the like math or science, yet has a unique talent that
classroom by fostering a should be nurtured.
positive, safe and inclusive
environment where students feel STRATEGIES FOR SUPPORTING MULTIPLE
valued and supported. INTELLIGENCES

· MEMORY ENHANCEMENT TECHNIQUES · VARIED INSTRUCTIONAL METHODS

o Use strategies like o Incorporate diverse teaching

storytelling, repetition, and strategies that cater to different
visualization to help students intelligences, such as using
remember key concepts.
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music, visual aids, and hands-on · INCLUSIVE EDUCATION

activities. IMPLEMENTATION

· HOLISTIC ASSESSMENT o Ensuring that children with

special needs are fully
o Use a range of assessment integrated into mainstream
methods beyond traditional classrooms while receiving the
exams, such as portfolios, necessary support is still a work
performance tasks, and creative in progress.
projects, to evaluate students’
diverse abilities. EXAMPLE:

· PERSONALIZED LEARNING PATHS A student with autism in a Philippine public

school may benefit from having a structured
o Allow students to explore daily routine, visual schedules, and social stories
subjects in ways that align with to help them navigate the school day. The
their strongest intelligences, teacher might also use sensory tools like stress
giving them opportunities to balls or noise-canceling headphones to help the
excel in areas they are student focus. Collaborative efforts with a
passionate about. special education teacher could provide
additional support, ensuring the student receives
the appropriate interventions and
CHILDREN WITH SPECIAL NEEDS accommodations.

The Philippines has been making strides toward STRATEGIES FOR SUPPORTING CHILDREN
inclusive education, ensuring that children with WITH SPECIAL NEEDS
special needs receive appropriate education
alongside their peers. · INDIVIDUAL EDUCATION PROGRAM (IEP)

CHALLENGES o Develop a customized

learning plan that outlines
· LIMITED RESOURCES specific goals, accommodations,
and strategies tailored to each
o Many public schools in the student’s unique needs. This
Philippines lack the necessary might include modified
resources, such as special assignments, alternative
education teachers, adaptive assessment methods, and
technology, and appropriate tailored instruction techniques.
learning materials.
· COLLABORATION WITH SPECIALISTS
· CLASSROOM INTEGRATION
o Work closely with special
o Successfully integrating education teachers, speech
students with special needs into therapists, and occupational
regular classrooms without therapists to create a supportive
isolating them or compromising environment. These
the learning of others can be professionals can provide
challenging. valuable insights and assistance
in addressing the specific needs
of students.
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· USE OF ASSISTIVE TECHNOLOGY

MODULE III:
o Incorporate assistive
technologies such as UNESCO’S 4 PILLARS OF EDUCATION
text-to-speech software, hearing
aids, or specialized computer
programs to help students with
special needs access the
curriculum more effectively. JACQUES DELORS
He wrote a report for UNESCO entitled:
“Learning: The Treasure Within”, because he
believes that “within each child lies a treasure.
(Delors, 1996).
· PEER SUPPORT
“The aim of development is the complete
o Encourage peer tutoring and fulfillment of the individual in all the richness of
group activities where students the human personality, the complexity of the
can assist their classmates with human powers of expression and commitments.”
special needs. This fosters a
sense of community and
inclusivity with the classroom. UNESCO

· CREATING A SAFE AND INCLUSIVE United Nations Educational Scientific and

ENVIRONMENT Cultural Organization four pillars of education
systems worldwide to ensure quality education
o Ensure that the classroom is a for everyone. Those principles underscore a
welcoming and safe space holistic and a higher level of skills to strive for
where students with special self-actualization to better serve our diverse
needs feel respected and valued. and ever-changing world.
This includes addressing
bullying, promoting
understanding among all LEARNING TO KNOW
students, and making physical Development of the Head or Knowledge.
adjustments to the classroom If This may be related to learning how to
necessary. learn or related to the Chinese proverb
“Give a man fish; you have fed him for
· PROFESSIONAL DEVELOPMENT today. Teach a man how to fish; and
you have fed him for a lifetime.
o Regular training and
workshops for teachers on Development of Knowledge:
inclusive education practices are ● To learn and to discover
essential. This helps them stay ● To develop one’s concentration and
informed about the latest memory skills
teaching strategies and ● To understand the world around them
resources available for students ● To think critically
with special needs. ● To understand sustainability concepts
and issues
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● The willingness to understand others

and to resolve conflicts through
LEARNING TO DO dialogues
Development of the Hand: Skills and Actions. ● Competency in working towards
This requires a person to act appropriately in any common objectives.
kind of situation, or he or she must become
involved in shaping the future. Learning to do
implies that students learn best when they do LEARNING TO BE
and apply what they know. This is related to Development of the heart: awareness and
what Confucius has remarked: “I hear and I understanding.
forget. I see and I remember. I do and I
understand. Development of Awareness and Understanding:
● Development of the mind, intelligence,
Development of Skills and Actions: sensitivity, aesthetic sense, personal
● Very much related to “learning by responsibility, and spiritual values
doing” of John Dewey ● Development of the qualities of
● Students should be “doing” rather imagination and creativity
than “listening” ● Total fulfillment of man, in all the
● Putting knowledge and learning into richness of his personality
practice ● Learning to be human
● Transformation of skills learned in ● Development of personal commitment
school into personal competencies or and responsibility
interpersonal skills throughout life.
● Development of not only of
occupational knowledge but also skills
and talents, social behavior, personal
initiative, and willingness to work
● Ability to communicate effectively
with others

LEARNING TO LIVE TOGETHER

Development of values: Attitudes
The development of this pillar of learning
inculcates a spirit of empathy, understanding,
peace and solidarity to students so that it can
have a positive effect on their social behavior
throughout their lives.

Development of Attitudes:
● Appreciation of the human race’s
diversity
● Respect for other people and their These pillars aim to provide a holistic approach
beliefs, cultures, and value system to education, addressing intellectual, practical,
● A total shift from self-centeredness social, and personal growth.
● Empathy and mutual social
involvement in caring and sharing The PURPOSE of the four pillars of learning at
the individual level is to ensure the continuous
growth of a person. At societal and global level,
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it educates the individuals as a part

of society of global village where they can
develop social responsibility necessary in MODULE IV:
building a better place to live.
PHILOSOPHY OF EDUCATION AND
PERSONAL PHILOSOHY OF TEACHING

PHILOSOPHY
It refers to the set of beliefs and values
that guide how educators think about
teaching, learning, and the role of
education in society.

ESSENTIALISM

This philosophy contends that teachers teach for

learners to acquire basic knowledge, skills, and
values.

Teachers teach “not to radically reshape society”

but rather” to transmit the traditional moral
values and intellectual knowledge that
students need to become model citizens.”

WHAT TO TEACH?

- Essentialist programs are academically

rigorous. The emphasis is on academic content
for students to learn the basic skills or the
fundamental R’s-reading, writing, arithmetic,
right conduct- as these are essential to the
acquisition of higher or more complex skills
needed in preparation for adult life.

- The essentialist curriculum includes the

“traditional disciplines such as Math, Natural
Science, History, Foreign Language and
Literature
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WHY TEACH? Progressivists accept the impermanence of life

and the inevitability of change. Teacher focus
The goal of education is to produce students that their teaching on the teaching of skills or
can be responsible enough to participate actively processes in gathering and evaluating
in society. For essentialists, it agrees that the information and in problem-solving.
school is an essential social institution that
should prepare the students to solve societal The subjects that are given emphasis in
problems by providing literacy and skills from a progressivist schools are the Natural and Social
“socially aware” teacher. With this, students can Sciences.
keep the traditional moral values and intellectual
knowledge and still be prepared to learn higher, Teachers expose students to many new scientific,
more complex subjects. technological, and social developments,
reflecting the progressivist notion that progress
HOW TO TEACH? and change are fundamental.

- Essentialist teachers emphasize mastery of WHY TEACH?

subject matter.
Progressivism is taught to develop the learner
They were expected to be intellectual and moral into becoming enlightened and intelligent
models of their students. citizens of a democratic society. The goal is to
teach learners so they may live life fully now.
They are seen as “fountains” of information
and as paragons of virtue. HOW TO TEACH?

To gain mastery of basic skills, teachers have to Progressivist teachers employ experiential
observe “core requirements, longer school day, a methods.
longer academic year.
learning by doing.
There is a heavy stress on memorization and
discipline. problem-solving method.

hands-on-minds-on teaching methodology

PROGRESSIVISM

Progressivist teachers teach to develop learners PERENNIALISM

into becoming enlightened and intelligent
citizens of a democratic society. This group of We are all rational animals. Schools should
teachers teaches learners so they may live life therefore, develop the students’ rational and
fully now not to prepare them for adult life. moral powers.

WHAT TO TEACH? According to Aristotle, if we neglect the students’

reasoning skills, we deprive them of the ability to
The progressivists are identified with need use their higher faculties to control their passions
based and relevant curriculum. This is a and appetites.
curriculum that responds to students’ needs
and that relates to students’ personal lives
and experiences.
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The existentialist teacher’s role is to help

students define their own essence by exposing
WHAT TO TEACH? them to various paths they take in life and by
creating an environment in which they freely
The perennialist curriculum is a universal one on choose their own preferred way.
the view that all human beings possess the
same essential nature. Since feeling is not divorced from reason in
decision making, the existentialist demands the
It is not a specialist curriculum but rather a education of the whole person, not just the
general one. mind.

There is less emphasis on vocational and WHAT TO TEACH?

technical education.
- In an existentialist curriculum, students are
WHY TEACH? given a wide variety of options from which to
choose.
Perennialism is taught to develop the student’s
rational and moral powers. Generally, there are - For example, rather than emphasizing
timeless concepts and facts that cannot be historical events, existentialists focus upon the
altered and these needs to be transmitted to new actions of historical individuals, each of whom
generations to keep the continuity of learning. provides possible models for the students’ own
behavior.
HOW TO TEACH?
WHY TEACH?
- The perennialist classrooms are “centered
around teachers.” Existentialism is taught to help students
understand and appreciate themselves as unique
The teachers do not allow the students’ interests individuals who accept complete responsibility
or experience to substantially dictate what they for their thoughts, feelings, and actions and to
teach. help students define their own essence by
exposing them to various paths.
They apply whatever creative techniques and
other tried and true methods which are believed HOW TO TEACH?
to be most conducive to disciplining the students’
minds. Existentialist methods focus on the individual.

- Students engaged in Socratic dialogues or Learning is self-paced, self-directed.

mutual inquiry sessions to develop an
understanding of history’s most timeless It includes a great deal of individual contact with
concepts. the teacher, who relates to each student openly
and honestly.

EXISTENTIALISM

The main concern of the existentialists is “to

help students understand and appreciate
themselves as unique individuals who accept
complete responsibility for their thoughts,
feelings and actions.”
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BEHAVIORISM
WHAT TO TEACH?
Behaviorist schools are concerned with the Learners should be taught to communicate
modification and shaping of students’ behavior clearly-how to send clear, concise messages and
by providing for a favorable environment, how to receive and correctly understand
since they believe that they are a product of messages sent.
their environment. They are after students who
exhibit desirable behavior in society. Communication takes place in three ways-
verbal, non-verbal and paraverbal.
WHAT TO TEACH?
Verbal component refers to the content
Because behaviorists look at people and other of our message, the choice and
animals as complex combinations of matter arrangement of our word. This can be
that act only in response to internally or oral or written.
externally generated physical stimuli,
behaviorist teachers teach students to respond Non-verbal component refers to the
favorably to various stimuli in the environment. message we send through our body
language.
WHY TEACH?
Paraverbal component refers to how we
Behaviorism is taught to shape the student’s say what we say- the tone, pacing and
behavior by providing a favorable environment. volume of our voices.
If the goal is to produce responsible learners,
then the teacher should consider the behavioral WHY TEACH?
factors affecting the student.
- Teachers teach to develop in the learner the
HOW TO TEACH? skill to send messages clearly and receive
messages correctly.
Behaviorist teachers ought to arrange
environmental conditions so that students can HOW TO TEACH?
make the responses to stimuli.
In a classroom setting, linguistic philosophy is
Physical variables like light, temperature, applied by teaching language and
arrangement of furniture, size and quantity of communication through experiential ways.
visual aids have been controlled to get the Teachers should make the classroom a place
desired responses from learners. for the interplay of minds and hearts. The
teacher facilitates dialogue among learners and
between his students because in the exchange of
LINGUISTIC PHILOSOPHY words, there is also an exchange of ideas.
Linguistic Philosophy is the view that
philosophical problems could be solved (or
dissolved) either by reforming language or by CONSTRUCTIVISM
understanding more about the language that Constructivism claims that the learner actively
they presently use. The formal position is that of constructs his or her own understanding of
ideal language philosophy , the latter the reality through interaction with objects, events,
position of the ordinary language. and people in the environment, and reflecting on
these interactions.
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WHAT TO TEACH?

- The learners are taught how to learn. They

are taught learning processes and skills such as
searching, critiquing and evaluating
information, relating these pieces of
information, reflecting on the same, making
meaning out of them, drawing insights, posing
questions, researching and constructing new
knowledge out of these bits of information
learned.

WHY TEACH?

- To develop intrinsically motivated and

independent learners adequately equipped
with learning skills for them to be able to
construct knowledge and make meaning of
them.

HOW TO TEACH?

- In the constructivist classroom, the teacher

provides students with data or experiences
that allow them to hypothesize, predict,
manipulate objects, pose questions, research,
investigate, imagine, and invent. The classroom
should be interactive and promote a dialogical
exchange of ideas among learners and between
teacher and learners where the teacher’s role is
to facilitate this process.