The Teacher and His Profession

Objectives:
1.
2.
3.
4.
5.

Identify the components of effective teaching.

Enumerate the multifarious tasks of a teacher.
Differentiate professional qualities from personal qualities.
Explain the importance of each of the preparation for teaching.
Delineate the need for a teacher to be governed by specific rules in his professional and
personal conduct.

COMPONENTS OF EFFECTIVE TEACHING

Teachers guide learning
Sharing responsibility in counseling and guidance
Sponsoring extra class activities
Working with parents and the community
Observing professional responsibilities
2 major categories in which the characteristics of an effective teacher may be grouped:

Professional qualities -teachers knowledge of general subject matter to be taught, his

understanding of psychological and educational principles, and his understanding and appreciation
of the teaching profession.

Personal qualities -those that stem from the teachers personality, his interests, attitudes, and
beliefs, his behavior in working relationships with pupils and other individuals, and the like.

Characteristics of an Effective Teacher

Professional Qualities
1. Mastery of the subject/ field one teaches
2. Understanding of the learner
3. Understanding of teaching principles and skill in the use of techniques for their implementation
4. General understanding of other branches of knowledge
5. Understanding and appreciation of the teaching profession
1. MASTERY OF THE SUBJECT/FIELD ONE TEACHES
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The first essential of effective teaching is that the teacher must have a thorough grasp of the
subject he teaches.

Effective learning demands that the teacher possesses solid knowledge of the subject or the field
that he teaches.

To master ones field is to keep on learning more about it.

A teacher cannot simply learn the rudiments of the subject, master them thoroughly, and then stop.
If a teacher is to continue learning about his subject matter, he must like it.

As Gilbert Highet (1965) writes: The teacher who dislikes his subject or is indifferent to it always
runs the risk of becoming a hypocrite.

2.

UNDERSTANDING OF THE LEARNER

Second essential effective teaching is knowledge of children.
Understanding basic principles of human growth and development
He must know how much children at various levels of maturity are capable of understanding.
He must know the interest and previous experiences.
He must know the adjustments have to make at various stages of development and the physical,
emotional and social problems.
He must like the characteristics of the children.
3.
UNDERSTANDING OF TEACHING PRINCIPLES AND SKILL IN THE USE OF TECHNIQUES FOR THEIR
IMPLEMENTATION.
- If a person knows his subject, he can teach it is not true.
A teacher must know not what (subject matter) but also how (method) to teach.
The third essential of effective teaching is skill with teaching methods.
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teaching methods: understanding of curriculum theory and practice, the nature and principles of
learning, types of learning outcomes, and the psychology of motivation and individual differences,
skill of techniques of facilitating purposeful learning-discussion, questioning, group work, audiovisual materials, directed study, techniques in evaluating pupils progress, classroom management.

4. GENERAL UNDERSTANDING OF OTHER BRANCHES OF KNOWLEDGE

- He must understand the interrelation and independence of various areas of knowledge.
A teacher must be ready to cope with the possible questions relating to other field of knowledge
children might raise.
A broad general background is especially needed by elementary teacher of self contained
classroom wherein he teaches the content of most subjects (arts, languages, philosophy,
mathematics, literature and physical sciences)
- Special emphasis is placed on teachers communication skills.
- Ability to communicate ideas effectively, to listen intelligently and to read critically are considered
essential effective teaching.
5. UNDERSTANDING AND APPRECIATION OF THE TEACHING PROFESSION
- A teacher must know how to work effectively not only with pupils but also with all other persons
involved in school.
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He must be aware of the value of high ethical professional relationships.

A teacher must understand the importance of his profession as socially useful work and recognize
its rewards as well as its restrictions and trials.
He must be aware of the value of professional organizations to himself and to education in general.
He must be aware of the need of keeping abreast with changes in education through various inservice education programs

Personal Qualities
What are the personal qualities of an effective teacher?
-

Interrelated with professional qualities

It is intangible

Various studies on students opinions are made to identify the personal qualities of an effective
teacher
1. Intellectual
2. Social

3. Physical
4. Emotional
5. Moral
INSTRUCTIONAL COMPETENCIES
A. Teaching Skills
1. Identifies specific needs, interest, and capacities of individual pupils and provides adequately for
these
2. Analyzes and identifies specific learning tasks
3. Shows evidence of mastery of subject matter
4. Provides varied learning experiences for the development of communication, for work, and for
interpretative and other basic skills involved in the learning tasks
5. Selects, prepares, and utilizes instructional materials and aids effectively in achieving goals
6. Selects appropriate available community resources and uses these effectively in the teachinglearning process.
7. Motivates the lessons and asks questions effectively to develop critical thinking and creativity
8. Creates and tries out appropriate strategies and materials that meet the peculiar needs and
problems of children
9. Communicates ideas effectively in Filipino
10. Communicates ideas effectively in English
B. Guidance Skills
1. Shows interest in pupils problems and needs and helps meet them
2. Provides for the maximum involvement of pupils in the learning activities
3. Stimulates and compliments pupils to elicit positive and active interaction
4. Functions effectively as a member of the learning group
5. Helps pupils develop self-discipline in and through the process
C. Management Skills
1. Prepares adequately for the days learning activities
2. Starts learning activities promptly
3. Provides a permissive and stimulating atmosphere that encourages pupils to raise questions and
suggests alternative questions to problems
4. Administers tests effectively and returns corrected papers and others pupils work promptly
5. Achieves teaching objectives to the optimum degree possible for the particular subject, lesson,
or activity within reasonable period of time
D. Evaluation Skills
1. Uses specific criteria for the accurate evaluation of individual performance
2. Selects, evolves and utilizes criterion-reference tests
3. Analyzes and interprets evaluation results skillfully
4. Utilizes evaluation results as a basis for improving instruction
E. Personal and Social Competencies
1. observe Teachers Code of Ethics
2. set good examples to pupils
3. show honesty and integrities
4. leadership
5. observes proper grooming and attire
6. prepares neat and organized report
7. use free time wisely
The Teachers Job
1. Guiding the learning process
To do this, the teacher must guide the learning process of children by

planning and organizing meaningful learning experiences

creating a desirable learning environment
using a variety of instructional materials providing for individual differences and;

appraising pupil growth and development.

2. Counseling and Guidance

Counseling and guidance are not the responsibility of the school guidance counselor alone.
Because of his close contact with the pupils, the teacher is the best position to know much about
them their interests, needs, difficulties, habits, attitudes beliefs and aspirations. The teacher finds
such knowledge about his pupils helpful in assisting them with their many and varied problems. In
performing this guidance function, the teacher finds various sources and procedures to know his
pupils and their needs, works closely with and the guidance counselor, and learns the techniques of
individual as well as group guidance.
3. Sponsoring extra class activities
Extra class activities are considered important in contributing to the development of
children. The extent of extra class programs varies from one school to another. Some of these
activities are student organizations, publications, athletics, speech, drama, and music.
Extra class activities are considered important in contributing to the development of
children. The extent of extra class programs varies from one school to another. Some of these
activities are student organizations, publications, athletics, speech, drama, and music.
4. Working with parents and the community
The teachers important responsibility is the establishment of harmonious relationships
between the school and community. To perform this responsibility, the teacher interprets his work
and that of the school to parents by conferring with them about their children at school or at home,
cooperating actively in community organizations, and participates in various PTA activities and the
community activities for social, economic, and political improvement.
5. Professional Responsibilities
It is his responsibility to improve himself by maintaining high standards of personal and
professional conduct and by continuing to grow professionally. A teacher who truly loves his job
takes pride in his profession. Not for a moment does he lose faith in the worth whileness of teaching
as a profession.
Preparation for Teaching
2 types of teacher-education
- Preservice
- In-service
1. Preservice education
Three basic areas
Subject matter education the prospective teacher masters the field or fields of knowledge
which he chooses to teach
General education he studies different areas of knowledge outside his special subject field
Professional education the prospective teacher gets to know and understand the
educational and psychological bases of the teaching-learning process as well as the methods
and techniques of teaching
A. Personal/Social Traits
a) Conscious of their significant roles
b) Show appreciation for and promote desirable Filipino values
c) Possess an objective and scientific outlook
d) Develop a feeling of involvement and concern in national and international issues
e) Cherish and value a deep love of country
f) Value high moral integrity
g) Practice and believe in the principles of human rights
B. Professional Competencies
a)
b)
c)
d)
e)

Translate national development goals into viable programs of instruction

Know and understand the nature, needs, and motivations of their pupils/students
Demonstrate performance on the qualitative and quantitative aspects of teaching
Practice sound educational management and processes
Encourage independent and creative thinking

f) Understand the legal aspects of education

2. In-service education
Most common inservice education in the Philippines
Faculty and departmental meetings and individual and group conferences with principals and/or
supervisors
Attendance at lectures, seminars, and workshops
Study groups, professional readings
Visitation of other classes, preschool conferences
Conventions and conferences, local or national
Membership in professi0onal organizations
Graduate studies
The Ethics of the Teaching Profession
The Code of Ethics for Filipino Teachers includes the following:
A. Relationship with the state
1. The teacher should see to it that the national objective of education is achieved by the school he
serves.
2. He should consider himself as a trustee of the cultural and educational heritage of the nation.
3. He should earnestly endeavor to help carry out the declared policies of the State in accordance
with the Philippine constitution.
B. Relationship with his students
1. It is his responsibility to guide every pupil/student to develop his potentiality and capability to the
outmost.
2. He should make the learning experiences of the pupils/students enjoyable, fruitful, and meaningful.
3. He should be firm but gentle in matters of discipline.
4. He should never allow himself to be influenced by any consideration other than merit in the
evaluation of the pupils/students work.
5. He should always maintain his dignity and self-respect and should refrain from receiving favors
directly or indirectly from any of his pupils/students or their parents.
C. Relationship with his associates
1. The teacher should maintain wholesome and cordial relationship with his associates and this should
be based on the principles of the democratic cooperative action and mutual respect.
2. He should exercise discretion in matters concerning confidential information about associates.
3. He should make due acknowledgment of assistance received from his associates and should not
appropriate the work of others to claim credit for himself.

4. He should be willing to share his professional knowledge and experience with fellow members of
the profession.
D. Relationship with parents
1. The teacher should maintain a harmonious and cooperative relationship with parents.
2. He should keep continuous contact with parents to inform them of their childrens progress and
progress in school.
3. He should be prudent and tactful in his relationship with parents.
4. He should keep in confidence all information gathered during visits and interviews with parents.
E. Relationship with school officials
1. Teacher-administrator relationship should be a partnership by mutual cooperation and sharing,
imbued with frankness, honestly, loyalty and professionalism.
2. The teacher should know and abide by the policies, rules, and regulations of the school.
3. He should develop openness regarding the professional aspect of his work.
4. He should devote official time fully, faithfully, and honestly in the accomplishment of official
functions and responsibilities.
F. Relationship with nonteaching personnel
1.

The teacher should accept nonteaching personnel as partners and coworkers in the task of
achieving the goals of education.

2. He should treat the nonteaching personnel with courtesy, respect, an consideration.

3. He should be punctual in the submission of requirements, requests, and other support documents
to avoid unnecessary delay in office transactions.
G. Relationship with the community
1. The teacher should actively participate in as well as initiate community movements for moral,
social, educational, economic, and civic betterment.
2. As an intellectual leader, he should be willing to share his knowledge, training, and experience with
the community.
3. He should conduct himself in such way as to merit the confidence and respect of the community
within and outside the school.
H. Relationship with the profession
1. Service in the education calls for the highest standards of integrity and morality. The teacher should
conduct himself accordingly and behave properly at all times.
2. He should be physically, mentally, and morally fit.
3. He should observe propriety and good taste in language at all times.
4. He should continually grow in his profession and uphold the highest possible standards that will
earn him social recognition as well as material compensation for service rendered.