THE TEACHING PROFESSION

The Standards of Practice for the Teaching Profession

(adopted from Ontario College of Teachers)

The Purposes of the Standards of Practice for the

Teaching Profession are:
1. to inspire a shared vision for the teaching profession
2. to identify the values, knowledge and skills that are dis
tinctive to the teaching profession
3. to guide the professional judgment and actions of the
teaching profession
4. to promote a common language that fosters an unders
tanding of what it means to be a member of the teaching
profession.
The Standards of Practice for the Teaching Profession are:
Commitment to Students and Student Learning:
Members are dedicated in their care and commitment to
students. They treat students equitably and with respect
and are sensitive to factors that influence individual
student learning. Members facilitate the development of
students as contributing citizens of the society
Leadership in Learning Communities:
Members promote and participate in the creation of
collaborative, safe and supportive learning communities.
They recognize their shared responsibilities and
leadership roles in facilitating student success. Members
maintain and uphold the principles of the ethical
standards in these learning communities.
The Standards of Practice for the Teaching Profession are:
Professional Knowledge:
Members strive to be current in their professional
knowledge and recognize its relationship to practice.
They understand and reflect on student development,
learning theory, pedagogy, curriculum, ethics,
educational research and related policies and legislation
to inform professional judgment in practice.
Professional Practice:
Members apply professional knowledge and experience
to promote student learning. They use appropriate
pedadology, assesment and evaluation, resources and
technology in planning for and responding to the needs
of individual students and learning communities.
Members refine their professional practice through
ongoing inquiry, dialogue and reflection.
 The Standards of Practice for the Teaching
Profession are:

Members recognize that a

commitment to ongoing professional
learning is integral to effective practice
and to student learning. Professional
practice and self-directed learning are
informed by experience, research,
collaboration and knowledge.
The Ethical Standards for the Teaching Profession
The Ethical Standards for the Teaching Profession
represent a vision of professional practice. At the heart of a
strong and effective teaching profession is a commitment
to students and their learning.
The Purposes of the Ethical Standards for the Teaching
Profession are:
1. to inspire members to reflect and uphold the honour and
dignity of the teaching profession
2. to identify the ethical responsibilities and commitments
in the teaching profession
3. to guide ethical decisions and actions in the teaching
profession
4. to promote public trust and confidence in the teaching
profession.
 THE TEACHING PROFESSION
Chapter 1 You, the TEACHER, as a PERSON in SOCIETY
Objectives:
With varied activities, at the end of the session, the
students are expected to:

1. define what is a teacher operationally;

2. tell their own perspective on teaching profession;
3. formulate their own philosophies in life and education;
4. identify their responsibilities as a Person;
5. summarize five philosophies of education and draw the
ir implications to teaching-learning; and,
6. create a personal learning journal.
LETS KNOW OURSELVES FIRST

Are you excited? Not? Bored? Not interested?

Uh-oh

I hope this following activity will excite you!!!

Lets value our selves first.

Please get a piece of paper.

Take your time with this and you
will be amazed.
Just answer 4 questions and the
answers will surprise you.
 Warning !!
Be honest and do not cheat.
The mind is like a parachute,
it works best when it is opened.
This is fun to do,
but you have to follow the
instructions very closely.

Do not cheat.
MAKE A WISH

BEFORE BEGIN!
 A warning!
Answer the questions as you go along.
There are only 4 questions.
 This is an honest questionnaire
which will tell you a lot about
your true self.
Give an answer for each item.
The first thing that comes to mind is
usually your best answer.

Remember no one sees this but you.

 This is an honest questionnaire
which will tell you a lot about
your true self.
Give an answer for each item.
The first thing that comes to mind is
usually your best answer.

Remember no one sees this but you.

YOU HAVE YOUR WISH

RIGHT?
(1) Put the following 5 animals in the
order of your preference:
Cow, Tiger, Sheep, Horse, Pig
(2) Write one word that describes each
one of the following:
Dog, Cat, Rat, Coffee, Sea.
(3) Think of someone, who also knows
you and is important to you, which you
can relate them to the following
colors. Do not repeat your answer twic
e. Name just one person for each color:

Yellow, Orange, Red, White, Green.

(4) Finally, write down your favorite
number, and your favorite day of the
week.
 DONE ?
Please be sure that your answers
are what you

REALLY WANT.
Look at the interpretations below:

But first!

REPEAT your wish.

ANSWERS:
 (1)
This will define your priorities
in your life.

Cow Signifies CAREER

Tiger Signifies PRIDE
Sheep Signifies LOVE
Horse Signifies FAMILY
Pig Signifies MONEY
 (2)
Your description of dog implies your own
personality.
Your description of cat implies the
personality of your partner.
Your description of rat implies the
personality of your enemies.
Your description of coffee is how you
interpret sex.
Your description of the sea implies your
own life.
 (3)
Yellow: Someone you will never forget
Orange: Someone you consider your
true friend
Red: Someone that you really love
White: Your twin soul
Green: Someone that you will
remember for the rest of your life
 (4)

You have to DO THE SAME to

as many persons as your
favorite number and your
wish will come true on the day
that you recorded.
 This is true,
even if you are not superstitious.
Please do this.
It is fascinating.
0-4 TIMES: Your life will improve slightly

5-9 TIMES: Your life will improve to your liking

9-14 TIMES: You will have at least 5 surprises

in the next three weeks

15 or more : Your life will improve drastically an

d all that you wish will come true
Lesson 1: You, the Teacher, as a Person
John Donne said in Meditation XVII: No man is an island... "All
mankind is of one author, and is one volume; when one man dies,
one chapter is not torn out of the book, but translated into a better
language; and every chapter must be so translated...As therefore
the bell that rings to a sermon, calls not upon the preacher only,
but upon the congregation to come: so this bell calls us all: but how
much more me, who am brought so near the door by this
sickness....No man is an island, entire of itself...any mans death
diminishes me, because I am involved in mankind; and therefore
never send to know for whom the bell tolls; it tolls for thee.

The idea that people are not isolated from one another, but that
mankind is interconnected.
You, the Teacher, as a Person

How are you going to view MAN?

Nature of Man?
No Man Is an Island
Artist(Band): Joan Baez
No man is an island,
No man stands alone,
Each mans joy is joy to me,
Each mans grief is my own
. No man is an island,
We need one another,
So I will defend,
Each man as my brother,
Each man as my friend.
I saw the people gather,
I heard the music start,
The song that they were sing
ing,
Is ringing in my heart.
Way out in the blue,
We all look to the one above,
For our strength to renew.
When I help my brother,
Then I know that I,
Plant the seed of friendship,
That will never die.
Lesson learned
We dont live in a vacuum. We live in a society. We are
part of society. Our thoughts, values, and actions are so
mehow shaped by events and people we come in
contact with. We, in turn, help shape
society-its events, its people, and its destiny.

In the context of your life as a teacher, we would say:

No teacher is an island. No teacher stands alone

Indeed, YOU cant become a TEACHER alone!

Lesson learned
We dont live in a vacuum. We live in a society. We are
part of society. Our thoughts, values, and actions are so
mehow shaped by events and people we come in
contact with. We, in turn, help shape
society-its events, its people, and its destiny.

In the context of your life as a teacher, we would say:

No teacher is an island. No teacher stands alone

Indeed, YOU cant become a TEACHER alone!

Why do you want to become a Teacher?

What is a Teacher for you?

 Knows the SM
Has limited knowledge of teaching methodologies
Relies mainly on explaining or lecturing
The students are only listening, occasionally
answering questions, making notes, not personally
involved or challenged
The students often get practiced by doing
individual exercise after a lecture

The explainer
 Knows the SM
Is familiar with teaching methodologies
Uses appropriate teaching and organizational
procedures and techniques to help students learn
Involves students actively and puts a great deal of
efforts into finding appropriate and interesting
activities

The involver
 Knows the SM
Knows about methodologies
Has the awareness of how individual students
and groups are thinking and feeling within
the class
Builds effective working relationships and a good
classroom atmosphere
With an active personality and attitudes to
encourage student learning
Develops the conditions that enable and thus
students to learn how to learn and thus
become life-long learners

The enabler
It is therefore, no joke to become one!
Why? Many a time the teacher is blamed for the many ills
in society. There are lot of demands and much is expected
from you.
Your influences on your students and on other people
with whom you work and live are greater. But these
influences depend greatly on your Philosophy as a Person
and as a Teacher. Thus, Your Philosophy of Life and your
Philosophy of Education serve as your window to the
world and compass in the sea of Life. Within your
personal Philosophy are your Principles and Values that
will determine how you regard people, how you look at life
as a whole. They govern and direct your lifestyle, your
thoughts, decisions, actions and your relationships with
people and things.
Teachers are expected to . . .

CARE

Not to sCARE
 CARE

look straight in the eyes

gentle touch/pat on the back

acknowledgement
 sCARE

name calling

ignoring ones capacity

belittling students
Buzz session
Group activity: For 20 minutes
1. Why do you want to become a Teacher?
2. For you, what is meant by No teacher is
an island. No Teacher can stand alone.
3. Think and share what are your different
Responsibilities as a PERSON? (example:
To God, family, friends, community,
nature, parents, brothers, sisters,
classmates, enemies, etc.)
Journal Entries
Activity #1: All About My Self (describe in detail all about you)
Activity #2: What is your understanding of the saying No man
is an island, no man can stand alone. Would it be different
if it will be written this way :No Teacher is an island, no
Teacher can stand alone? Explain.
Activity #3: My Responsibilities as a Person Think of the
many people who are helping you and influencing you
to become a teacher in the future? In what way do they
affect your life? With creativity, construct anything that
will show your different responsibilities as a person.
To each responsibility, code it with a specific color and
explain why you choose that particular color and what
it represents to.
 Lesson 2: My Philosophical Heritage
To philosophize is so essentially human-and in a sense to
philosophize means living a truly human life --J.Pieper

An Exercise to Determine Your Educational Philosophy

Find out which Philosophy you adhere.

To what extent does statement apply to you?
Rate yourself 4 if you agree with the statement always,
3 if you agree but not always,
2 if you agree sometimes,
1 if you dont agree at all.
 Five Philosophies

Existentialism (Karl Jaspers, Martin Buber,

Maxine Greene)

Perennialism (Allan Bloom)

Progressivism (Jean Piaget, Jerome Bruner)

Essentialism (William Chandler Bagley)

Behaviorism (Ivan Pavlov, B.F. Skinner, Edward Lee T

horndike, John B. Watson, Gestalt)
Normative philosophies or theories of education
"Normative philosophies or theories of education may make use of the
results of [philosophical thought] and of factual inquiries about human
beings and the psychology of learning, but in any case they propound
views about what education should be, what dispositions it should
cultivate, why it ought to cultivate them, how and in whom it should
do so, and what forms it should take. In a full-
fledged philosophical normative theory of education, besides analysis
of the sorts described, there will normally be propositions of the
following kinds: 1. Basic normative premises about what is good or right;
2. Basic factual premises about humanity and the world; 3. Conclusions,
based on these two kinds of premises, about the dispositions
education should foster; 4. Further factual premises about such things as
the psychology of learning and methods of teaching; and 5. Further
conclusions about such things as the methods that education should
use
Read the following aloud:
This is this cat
This is is cat
This is how cat
This is to cat * Now go back and
This is keep cat read the third
This is an cat word only, in each
This is idiot cat line from the start
This is busy cat
This is for cat
This is forty cat
This is seconds cat
In a short role play or comical skit or whatever method you
likeExplain how you will react to the given situation. What
advice will you give?

Essentialist group students are not interested in the lesson

Perennialist group students want to become skilled in certain
fields of sepcialization
Progressivist group -Parents questiion students community
immersion for it poses certain risks
Behaviorist group Teacher tells students from the slum areas
this: If theres a will, theres a way. Poverty is not a
hindrance to success.
Existentialist group A colleague asks you to decide for her
fear that she may make the wrong decision.
Formulating your Own Philosophy

I believe that LIFE is

I believe that CHILD is
I believe that SCHOOL is
I believe that TEACHER is
Research on other Philosophies with Proponents and
indicate Why Teach? What to Teach? How to Teach? In
a tabular form:
Idealism Rationalism
Realism Empiricism
Scholasticism Epicureanism
Pragmatism Logical Positivism
Analytic Philosophy Phenomenology
Postmodernism Stoic Philosophy
Social Reconstructionism Hindu Philosophy
Montessori Buddhist Philosophy
Waldorf education Christian Philosophy
Democratic Education Paolo Freires Philosophy
Journal entries:
Activity #4: My Philosophical Heritage. Write Learning insights

Activity #5: Formulating My Own Philosophies

Complete the unfinished sentences:
I believe that LIFE is
I believe that CHILD is
I believe that SCHOOL is
I believe that TEACHER is

Activity #6: Educational Philosophies That Interest Me

Put your research outputs here regarding the other
philosophies that you have researched.