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Teaching profession book summary

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CHAPTER 1: You, the Teacher as a Person in Society – Brenda B. Corpuz, Ph. D. “Teachers… are the most responsible and important member of society because their professional efforts affect the fate of the earth. ” – Helen Caldicott Our thoughts, values and actions are somehow shaped by events and by the people with whom we come in contact. We, in turn, help shape society – its events, its people, and its destiny. Lesson 1: Your Philosophical Heritage “To philosophize is so essentially human – and a sense to philosophize means living a truly human life.

” – J. Pieper We are heirs to a rich philosophical heritage.

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Passed on to us are number of philosophies of various thinkers who lived before us. These thinkers reflected on life in this planet. They occupied themselves searching for answer to questions about human existence. Here are the philosophies discussed in this book: essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy and constructivism. These seven philosophies differ in their concepts of the learner and values, in why we teach (objectives), what should be taught (curriculum) and how should the curriculum be taught (teaching strategies).

However, there exist also some similarities among the philosophies. Lesson 2: Formulating Your Philosophy of Education “Philosophy is vital only the questions are mine and so is the struggle towards answers. ” W. Luijpen Philosophy is in everything that we do, dealing with parents and others. How we learn things and apply them into our life. Attitude in life reflects our philosophy. Our life reflects our philosophy. Philosophy equals you as well as philosophy equals self. Philosophy in education includes this concept human person, true and good that to be taught, teaching process, and true and good that to must be taught. Lesson 3: The foundational Principles of Morality and You “When you carry out acts of kindness, you get a wonderful feeling inside. It is a s through something inside your body respond and says, yes, this is how I ought to feel” – Unknown Philosophers interested in theories of knowledge have another option for justifying beliefs – coherencies. To picture this theory at work, think of a web. A belief sits at each node in the web, and is connected to other beliefs through strands of logic.

Each belief is justified by its relationship to other beliefs, themselves justified in terms of connection to other beliefs, which (eventually) which are all tied together. There are no foundational beliefs – no self-justified propositions that serve as a “foundation” for all others. Everything is justified by the quality of its connections to everything else. Some beliefs are very well connected. Others are connected only by thin threads. What is morality? As defined by one textbook author, morality refers to the quality of human acts by which we call them right or wrong, good or evil.

Our act is moral when it is in accordance with our human nature. Our act is immoral when it is contrary to our human nature. You are a person of good moral character when you are human, loving, virtuous and mature. On other hand, the word principle comes from the latin word princeps which means a beginning, a source. It is that on which something is based, founded, originated and initiated. A foundational moral principle is, therefore, the universal norm upon which all other principles on the rightness or wrongness of an action are based which is the source of morality.

Lesson 4: Values Formation and You “Education in values means the cultivation of affectivity, leading the educand through exposure to an experience of value and of the valuable. ” – R. Aquino In this lesson, our discussion on values formation is based on the premise that there are transcendent values. Most Filipinos, if not all, believe in a transcendental being that we call by different names Bathala, Apo Dios, Kabunian, Allah and the like. For Idealist group there are unchanging and universal values. Values are beyond changing times, beyond space and people and accepted everywhere.

The values of love, care and concern for our fellow men are values for all people regardless of time and space is called transcendent value. While for relativists group, there are no universal and unchanging values. Values are dependent on time and place and the values of our ancestors may not necessarily be the right values for us. Values are taught and caught; its formation includes formation in the cognitive, affective and behavioral aspects. Cognitive means we must understand the value we want to acquire. Affective which is means they have an effective dimension; it is not enough to know what a certain value is.

An individual must feel why they prefer a certain value versus doing the opposite, which may be morally incorrect. Behavioral means living by the value is the true test if an individual really considers it as a value. You have to grow in knowledge and wisdom, and you must actually experience the importance of values in your life. It is a training of the intellect and will. Intellect distinguishes between a right and wrong while Will encourages us to act on the right value and avoid the wrong values presented by your intellect. It is necessary to develop your formation of ideas, judgments and reasoning.

A virtuous life strengthens you to live by the right values and live a life of abundance and joy, while a vicious life leads you to misery. A virtue is no other than a good habit. The lowest according to Max Sheler’s hierarachy of values are those that have something to do with pleasure, while the highest are those that are pertain to the God (for those who believe in God). You live well if you do not distort the hierarchy of values. Lesson 5: Teaching as Your Vocation, Mission and Profession “One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings…. ” – Carl Jung

Some teachers are teachers by choice, chance, force and accident. Teaching profession can be regarded in three ways: teaching as a profession, teaching as a mission and teaching as a vocation. Teaching as a Profession “Teaching is a noble profession”. The word “profession” is synonymous to: Occupation, job, career, work, and line of work. The word “professional” means long & arduous years of preparation, a striving for excellence, a dedication to public interest and commitment to moral & ethical values. If you consider teaching as a profession then: You must be willing to go through a long period of preparation.

You must be willing to go through continuing education (continuous development of potentials). You must strive for excellence ( not “pwede na” mentality )And lastly you must commit yourself to moral, ethical and religious values & dedicate yourself to service. Teaching as a mission “Once a teacher, forever a student”. The word mission is derived from the Latin word “misio” which means “to send”. The Webster’s Dictionary defines “mission” as “task assigned”. If teaching is your mission then it means: It is the “task” entrusted to you in this world.

It is your assigned task thus you’ve got to prepare for it! It calls for a continuing professional education. Teaching as a vocation “Teaching may not guarantee financial security but love of teaching has served as a motivating factor to many teachers through the years”. Teaching has remained inspiring & fulfilling. The word “vocation” comes from the Latin word “vocare” which means “to call” thus vocation is a “call”. If teaching is your vocation then it means: You said YES to your call to teach! You commit yourself in the total transformation of the learner.

You consider teaching as a lifetime commitment thus aim through the years towards quality teaching. CHAPTER 2: You, the Teacher as a Person in Society – Brenda B. Corpuz, Ph. D. “The teacher is a diplomat and ambassador of tact and sensitivity, as he/she facilitates productive, positive interactions among the multiplicity of personalities, cultures, beliefs and ideals. ” – Unknown Lesson 1: The National Competency-Based Teacher Standards (NCBTS) The National Competency Based Teacher Standards (NCBTS) is one of the key elements of the TEDP (Teacher Education Development Program).

A unified framework for teacher development An integrated theoretical framework that defines the different dimensions of effective teaching Effective teaching means being able to help all types of students learn the different learning goals in the curriculum. It is based on the seven domains, each one representing the desired features of the teaching and learning process. The seven domains of NCBTS are Social regard for learning, the learning environment, diversity of Learners, curriculum, planning, assessing and reporting, community linkages, and personal growth and professional development. What is TEDP?

The Teacher Education Development Plan is the master plan to bridge the growing gap between the needs and expectations of learners and the knowledge and skill levels of both new and existing teachers Agencies working hand in hand for the good of the teaching profession are DepED, CHED, PRC, CSC and TEIs TEDP conceptualizes a teacher’s career path as a continuum that starts with the entry to a teacher education program and concludes when a teacher reaches retirement from formal service Who should use NCBTS? DepED shall use the NCBTS to formulate its hiring, promotion, supervision and other policies related to the teaching profession.

The NCBTS shall also be used in designing its INSET programs for teachers Most of all, Individual teachers in all public elementary and high schools shall use it for their professional development activities Why do we need NCBTS? The NCBTS provides a single framework that shall define what effective teaching is in all aspects of a teacher’s professional life and in all phases of teacher development The NCBTS is an integrated theoretical framework that defines the different dimensions of effective teaching, where effective teaching means being able to help all types of students learn the

different learning goals in the curriculum. It provides a better guide for all teacher development programs and projects from school level up to the national level. Various stakeholders and institutions use the NCBTS in their roles to maintain quality education through effecting teaching and learning. Lesson 2: 21st Century Teacher “If we teach today as we taight yesterday we rob our children of tommorow” – Jhon Dewey They are the one who is adequately equipped with communication skills, learning and innovations, information, media and technology skills and life and career skills.

He/she collaborates and interrelates with others from all walks of life. He/she is innovative and embarks on lifelong learning. He/she uses technology to the maximum and to the optimum to improve his/her learning and productivity. He/she critically analyzes and eveluates information derived from various sources and is able to read message from media whether direct given or given in subtle manner. The 21st century teacher is highly colaborative, a lifelong learner, is accountable for results and is information, media and technology literate. Lesson 3: School and Community Relations “It takes avillage to raise a child” – African proverb

The primary objectives of the School-Community Relations Program are to inform the public; particularly parents, about the school; to build parental and public support; to build public confidence in the school, to establish trust, on-going communication, and cooperation between the school, parents, students, and the public; to establish and sustain the relationship between the school and its “publics”; to prevent and correct misunderstandings and rumors and to humanize (put a face on) the school. Techniques for Involving Parents Provide a purpose for getting involved Ask for help with specific task(s) Plan with parents, not for them

Focus on real issues and concerns Recognize parents’ knowledge, skills, concerns Provide flexible opportunities and times for parent involvement Arrange for child care at school functions Reasons Why Parents Don’t or Won’t Get Involved Purposes not clear Insecurities/school anxiety/bad personal experiences Poor communication Distrust of teachers & school officials Excessive other demands on time Lack of resources (time, transportation, etc. ) to participate Satisfaction with status quo The Complex Community Informal Community Forces Neighborhood Influence Systems Community Groups Pressure Groups Formal Community Forces

The Local Board of Education State Education Agencies Federal Influences on Education Strategies for School Community Relations Marketing Public Relation Communication Lesson 4: Linkages and Networking with Organizations “We cannot live for ourselves alone. Our lives are connected by a thousand invisible threads, and along these sympathetic fibers, our action run as causes and returns to us as results” The school and its community, in collaboration with public and private institutions and organizations are indeed inseparable if they are to create on impact on the lives of the students and members of the community they are committed to serve.

The school can enjoy linkages and networking activities with international, national, and local organizations in the community for mutual benefits and assistance needed. Networking and linkages are important for the following reasons: The program outreach and visibility can be greatly increased. Technology transfer, share and dissemination can be facilitated between networked organization and among the respective partners Sharing of knowledge, skill, expertise and experiences helps in improving the effectiveness and efficiency Co-financing links can be forged

Replication of funding can be avoided and the grants can be used in a better managed and meaningful fashion The first step is for the school to prepare a list of projects and activities it plans to undertake including the much-needed assistance in terms of human and material resources, then determine the institutions and organizations with parallel objectives and service. Linkages, also termed interconnections, with institutions functioning along the same mission are interned to serve members of both sides according to their respective needs, interest, and objectives.

The create bonds together to solicit support and assistance for purposeful activities which could be facilitated faster and better considering the doubling of energy and resources. Following are some working linkages between schools nationwide and associations centers with local officers manned by a complete set of officials and active members. A. Linkages 1. International Linkages a. With Pi Lambda Theta An international honor society and professional association in education. Based in its main office in Michigan, chapters are located in different universities nationwide.

The only chapter outside the United States is the Philippine Area chapter. Its main project is ETP (Excellence in Teaching Project. Its supports 15 third year BSE/BEE students until they graduate. It also honors outstanding student teachers from College of Education. b. INNOTECH Is the center for training educational leaders from Southeast region under the SEAMEO organization. It conducts training programs to upgrade the competencies of teachers from the region in all disciplines. One of its projects is to update teachers’ knowledge and skills in implementing alternative learning systems.

It has prepared a comprehensive framework on peace and multi-cultural diversity. c. World Council for Curriculum and Instruction (WCCI) has a local chapter which recently hosted a 3-day international congress with the international President, officials and members from the main office together with the members from different countries in attendance. 2. National and local linkages Linkages could be established between universities and colleges offering identical degrees. Cross-enrolment for subjects needed for graduation is allowed. Joint researches could be conducted by 2 or 2 universities depending on their respective expertise.

B. Networking 1. Networking with Professional Organizations A network is a grid/web whose members actively demonstrate how they can work together to attain common objectives, undertake innovative practices and update members regarding breakthrough in different disciplines. Some examples could serve as models. a. Consortium among Universities and Colleges 1. Taft Consortium It is composed of St. Paul University (Manila), St. Scholasticas College. Philippine Normal University, Philippine Christian University, and De La Salle University. The Science teachers from each college met regularly for discussions on “best practices”.

The registrars may undergo training sessions together. 2. The Mendiola Consortium It is composed of San Beda College, Centro Escolar University, San Sebastian College, and Holy Spirit College. b. With Subjects Specialists 1. BIOTA Is an organization of Biology teachers from universities nationwide. An annual convention is a major event where all members gather to discuss the “latest” in their own areas. Research findings, biotech practices and interesting projects/activities are shared among the members. 2. MATHED Is the Council of Mathematics Teachers and Educators.

Its major project is to upgrade the competence of Mathematics teachers through national conferences, workshops, and training sessions conducted nationwide. MTAP takes charges of basic math teachers while MSP and MT Guild conduct projects for college teachers. c. Teacher Education Institutions 1. SUCTEA (State Universities and Colleges Teacher of government universities Education Associations) An annual convention of Deans and Teacher Education Professors for an exchange of approaches and modes of delivering quality teacher education. CHAPTER 3: On Becoming a Global Teacher – Purita P. Bilbao, Ph. D.

Being world class does not mean going internationally and showing our best out there. Being world-class is a passion and commitment to our profession; being world-class is giving our best to teaching. Being world-class starts right inside the classroom. – Conrado de Quiros Lesson 1: global education and the global teacher Benchmarking is learning the best from the best practices of the world’s best educational systems. Global education is a concept that brings us to understand the connectivity of each member of citizen in the planet. The advancement of technology shrank the world size that everyone can be reached.

Because development, we have to learn the diversity or differences in culture in order to address the global standards for education set by the United Nations. Global education requires future teachers the skills for the 21st century so that all will be ready to play a significant role to provide educational access to all types of learners all over the world. This teacher is a global teacher, and there are millions of global teachers needed now and in the future. To become a global teacher you should be equipped with a wider range of knowledge of the various educational systems outside the country.

He or she must be a competent teacher who is armed with enough skills, appropriate attitude and universal values to teach students with both time tested as well as modern technologies in education in any place in the world. Someone who thinks and acts both locally and globally with world-wide perspectives, right in the communities where he or she in situated. Lesson 2: a closer look on the education system of selected countries Benchmarking is learning the best from the best practices of the world’s best educational systems. Lesson 2 gave us the information that education is universal.

From the different educational systems presented, we can say that the basic education is compulsory to all these countries. This is also true to the Philippines. This is a positive response to global education as presented by United Nations. However, the number of years in every level, primary or secondary, for some countries varies. Kindergarten or pre-school, now made compulsory by the virtue of Republic Act 10157, institutionalize universal kindergarten. For every exit level (Grade 6, 10, 12) in the educational structure in basic education, a student is certified through a diploma or a certificate of completion.

The certificate of diploma is one of the requirements for entrance to higher or tertiary education which is available in almost all countries. With the implementation of the K to 12 in the Philippines, the number of years in basic education is now equal to those of other countries in the world. Lesson 3: multicultural diversity: A challenge to global teachers All men are pretty much alike. It is only by culture that they are set apart – Confucius Diversity of learners has now become a local and global concern among teachers. Even in our classrooms, diversity has been recognized as an element that needs attention.

It is a fact that interest in individual differences and multiple intelligences added to the impetus of knowing about multi-cultural education. With regional, national and international boundaries opened to education, a greater demand of understanding diversity of learners has come to the fore. Differences in race, ethnic, and religious groups, languages, economic status, and family background are some of the factors that require multiple approaches in teaching. This reality is a great challenge to all teachers, hence, there is a need for you to know and address this diversity.

The book mentioned multicultural education which enables teachers and educators to give value to the differences in prior knowledge experiences of learners from diverse background and familiarity with student’s histories of divert cultures. By looking into his or her own conscious and subconscious biases about the people who different from themselves in race, ethnicity culture, gender or socioeconomic status the teacher should teach and students should learn about the values shared by virtually all cultural groups like justice, equality, freedom, peace,

compassion and charity among others. Lesson 4: broadening teaching perspectives: Teacher exchange programs We cannot hold a torch to light another’s path without brightening our own. – Ben Sweetland To become a global teacher, you need to broaden your teaching perspective. Expanding your experiences beyond the confines of your classroom to the wider learning environment of the world is one of the many avenues in order to achieve a level of global competitiveness. Introduction

The Global Teacher Exchange Program commits to improving the quality of Education in South Africa, Ghana, Uganda, and the UK and to promote partnership between the North and South African countries. The program aims to: a. change the lives of UK educators, personally, and professionally by encouraging them to fulfill their aspiration and use their talents in innovative ways; b. ensure benefits for staff and pupils of UK schools and their local communities through the dissemination of innovative development education. c. support the aims and activities of Link’s educational programs in South Africa, Ghana, and Uganda.

d. set a standard and develop a model for other similar scheme. It is the intent of the program to achieve learning outcomes among the target partners of the UK in terms of: a. increased knowledge of people and life in developing countries. b. better understanding of how UK is linked with other countries. c. more positive attitudes towards people and life in developing countries-challenging stereotypes and beliefs in shared humanity. d. more positive towards multicellular nature of UK society-challenging of stereotypes and embracing of diversity.

A Global Teacher in this program is described as someone who: a. thinks and act both locally and globally; b. embraces the world’s rich variety of ways of life’ c. understand how world is interconnected. d. is committed to making the world a more equitable place; e. believes in education for sustainable development f. has professional and personal skills to share and to learn; g. brings the world into their classroom, school and community; h. encourages dialogue and partnership between the North and the South i . can inspire others to act as Global teachers.

The various activities of the Global Teacher Exchange Program have provided learning experiences to the participating teachers in the development of their personal and professional lives. The main changes which resulted from the program are summarized by the following statements of the teacher participants: “ As a result of the participating in the scheme, I have developed my ability to mentor students and staff and have developed a more consultative leadership style in my school” “ the best thing I have ever done.

I have come back a different person-more understanding, more sensitive to the needs of the others. The impact of this Award will stay with me forever. ” It is interesting to note that these programs give teachers the opportunity to live their personal and professional lives in another context, in another setting, in another country, thus strengthening their skills in understanding diversity and multiculturalism. Lesson 5: bringing the world into the classroom through educational technology “Digitally-mediated learning encompasses more than knowledge of new technology tools.

Education must be prepared to mediate learning through ever-evolving digital tools. Media is rapidly taking over teaching as students learn from gaming, open source knowledge, virtual scenarios, avatars and second life. Educators must prepare for facilitative roles that can harness these opportunities to best student advantage. ” – Jaine Bailey Technology can bring the real world into the classroom, which means that as teachers we can better prepare kids for the exciting adventures that they will face in their future. Embracing technology to empower young people and the adults that they connect with.

Through new technology and the changing global landscape of education there is a whole new set of possibilities, we must be relentless in the pursuit to unleash the greatness in the quality of teaching and learning that is happening inside and outside the classroom. This has been so easy to applied technology in innovative ways, really it isn’t rocket science, it is all about empowerment and encouraging the children and staff to take risks. All we have to do is support them to use technology to make a fantastic contribution to the quality of their learning by doing things differently.

One huge challenge for the country will be the conditions that they need to create over the next few years with the advancement in technology. The potential power of this technology means that there is a great responsibility for the government and the community to educate the students, teachers and parents how to use technology responsibly and effectively. In the next few years there will be changes educationally and socially in the way that people live and learn both inside and outside the classroom. It will be an exciting time. Best opportunity for innovation in education

Technology/ICT has been advancing at a phenomenal rate – kids are extremely lucky in some ways to have such potential – if only they are allowed to use it. ICT is not just a tool for learning, but a whole new way of learning. Kids can learn anytime, anyplace and anywhere! Technology does help to create lifelong learners, encourages, engages the disaffected, extends and challenges the more able learner, and can support the most vulnerable. It is engaging kids in a way that it has never before, to put it quite simply, the learning possibilities are limitless.

Advice for a new teacher or to anyone wanting to make a difference in education Have the confidence to take risks inside and outside the classroom, but at all times in everything that you do, make sure in taking these risks you always safeguard the children that you work with and yourself. Be true to your own core values and strive to make an incredible difference to the lives of young people. Additional Research The Use and Abuse of Technology in the Classroom This article was also posted on the kinderchat blog. More and more primary teachers now have access to technology in their classroom.

Whether it is an iPad or an iPod touch, a desktop or a laptop, a growing number of teachers are either being given access to this technology by their school boards or bringing their own devices to class to help students to learn. Because of the multitude of choices and opportunities that technology enables, this is a positive development. I have been concerned, though, by some of the ways that I see technology being used. Technology should not just allow us to do things in a more engaging way; it should allow us to do new things that we thought were not possible.

It is those new things that are the real value technology provides. It is not enough to USE technology. You must use it well. Having access to books does not mean that the students in my classroom will learn to read. I need to make careful pedagogical choices and use those books in a way that will gently and purposefully help those children to become independent readers. Very few children can make this leap themselves. Most need a thoughtful teacher to guide them. In the same way, having technology in my classroom does not mean that my students will discover how to use it as a learning tool.

I have to carefully select and structure what it is used for so that it becomes truly educational. As with reading books, should not our goal be to develop independent learners? Here are my personal abuse and use lists for the handling of devices in the classroom. Technology Abuses Technology should not be used as simply a digital worksheet. There are many apps and Internet sites available that are simply a technological version of a paper task, forcing students to practice over and over a skill that they may already have mastered. Don’t get me wrong. Skills do need to be practiced.

I just happen to think that students should spend most of their time using technology for more creative purposes. Technology should not be used as a way to keep students occupied. A small number of computers or devices in a classroom can be an inviting center, whether it is an assigned or a self-chosen one. If you use technology in this way, choose wisely when you decide what the students will do with the technology. There are many, many creative options available. It should not be just to keep students busy while you work with small groups of children.

(They’re working on mouse skills? Really? ) Technology should not be used to do what can be done without it. Drawing a picture on an app or a computer program and labeling it is a worthwhile activity, but why bother if that activity is an end in itself? It may as well have been done on paper. Technology should allow you to do something new with that picture, such as sharing/publishing it in some way. The good news is that there are other, better options for using technology. My heart does a happy dance when I see these. Technology Uses

Technology should be for accessing what was inaccessible. In the past, my teaching materials were limited to what was in my classroom and in the school’s library. Now there are a plethora of materials available online to fill any teaching need I have, limited only by my online search skills. From classroom-ready videos such as those of Mercer Mayer and Dr. Jean to sharing and learning with other teachers on Pinterest or Twitter to accessing the creative commons photos of thousands of photographers—well, let’s just say there is no longer an excuse for not having appropriate resources.

Technology should be for doing good things in better ways. For example, hearing books being read aloud is an important part of primary literacy. Long ago, listening to books on a cassette tape became listening to books on a CD. Now, there are online books and apps that do a much better job of this, highlighting the words as they are read aloud. Technology should be for sharing with the world. The environment that our students are growing up in is wired for sharing. The hardware

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Teaching profession book summary. (2016, Jul 23). Retrieved from https://graduateway.com/teaching-profession-book-summary/

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