TEACHING PROF CHAPTER 1-6 FOR EDUC..docx

THIS IS A COURSE MODULE ON TEACHINGN PROFESSSION

1. The Code of Ethics for
Professional Teachers
BRENDA B. CURPOZ,
PhD AVELINA T. LLAGAS, EdD
“Children don’t care what a teacher knows unless they know the
teacher cares.”
-Unknown
INTRODUCTION
CHAPTER 3 is a thorough and detailed study of the Code of Ethics for
Professional
Teachers promulgated in 1996 by the Board for Professional Teachers
of the Professional Regulation Commission.
It consists of four lessons that discuss the Preamble and Articles (I to
XI) all aimed at helping would-be professional teachers internalize the
Code of Ethics.
CHAPTER 3
INTRODUCTION
Let us study the Code of Ethics in detail. Let us begin with the
Preamble and Article I.
Read the preamble and Article I of The Code of Ethics thoroughly,
then as a group answer the following questions in the Analysis phase
of the lesson.
PREAMBLE
Teachers are duly licensed professionals who possess
dignity and reputation with high moral values as well as technical and
professional competence. In the practice of their noble profession,
they strictly adhere to, observe, and practice this set of ethical and
moral principles, standards and values.
ARTICLE I SCOPE AND LIMITATIONS
Section 1. The Philippine Constitution provides that all educational
institution shall offer for all Filipino citizens, a vision that requires
professionally competent teachers committed of its full realization.
The provision of this Code shall apply, therefore, to all teachers in
schools in the Philippines.
Section 2. This Code covers all public and private school teachers in
all educational institutions at the preschool, primary, elementary. and
secondary levels whether academic, vocational,
LESSON1
The Code of Ethics for Professional Teachers: Relationship with the
Secondary and Tertiary Stakeholders
“It takes a whole village to raise a child.” – African Proverb

2. The Teacher and the State
INTRODUCTION
The education of a child is not the sole responsibility of the school
heads and teachers. In fact, school heads and teachers cannot do it
by themselves. As the African proverb says, “It takes a whole village to
raise a child” The Code of Ethics cites different groups of external
LESSON 2
Stakeholders with whom schools and teachers have to relate and work
for the education of the child. These are the state (Article II), the
community (Article III) and parents (Article IX). Secondary
stakeholders indirectly receive the service. These are the learners’
parents. Tertiary stakeholders are indirect but crucial participants in
the process of children’s education. These are the future employers,
the government or the state and society in general. (Source: DepEd
Continuous Improvement – Project Learning Guide p. 26)
ARTICLE II THE TEACHER AND THE STATE
Section 1. The schools are the nurseries of the future citizens of the
state: each teacher is a trustee of the cultural and educational of the
nation and is under obligation to transmit to learners such heritage
as well as to elevate national morality, promote national pride,
cultivate love of country, instill allegiance to the constitution and for
all duly constituted authorities, and promote obedience to the laws of
the state.
Section 2. Every teacher or school official shall actively help carry out
the declared policies of the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as
much as of his own. every teacher shall be physically, mentally and
morally fit.
Section 4. Every teacher shall possess and actualize a full
commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of any
political, religious, or other partisan interest, and shall not. directly or
indirectly, solicit, require, collect, or receive any money or service or
other valuable material from any person or entity for such purposes
Section 6. Every teacher shall vote and shall exercise all other
constitutional rights and responsibility.
Section 7. A teacher shall not use his position or facial authority or
influence to coerce any other person to follow any political course of
action.
Section 8. Every teacher shall enjoy academic freedom and shall have
privilege of expounding the product of his researches and
investigations: provided that, if the results are inimical to the declared
policies of the State, they shall be brought to the proper authorities
for appropriate remedial action.

3. He/she also violates Section 7 of Article II if he/she engages in
partisan politics. Teachers have to preserve the dignity of the
education sector by not engaging directly or indirectly in
electioneering except to vote. Engaging in partisan politics is teacher’s
abuse authority. The professional teacher shall enjoy academic
freedom so he/she can share the product of his/her researches and
investigations in support of the endless search for truth. However,
this academic freedom is not absolute. It has limits. If the research
findings are damaging to the state, the research results shall be
submitted to the proper authorities for appropriate action.
A. The Teacher and the Community
INTRODUCTION
The teacher works in, for and with the community. He/she rubs
elbows with the leaders and members of the community who, like
him/her, aspire for the development of the young. He/she works in
the community with its own established customs and traditions which
are sometimes different from the practices of the community where
he/she belongs. In this part of Lesson 2, we will look at how you, as
professional teacher, should relate with the community, another
group of tertiary stakeholders.
ARTICLE III THE TEACHER AND THE COMMUNITY
Section 1. A teacher is a facilitator of learning and of the development
of the youth: he shall, therefore, render the best service by providing
an environment conducive to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to
actively participate in community movements for moral, social,
educational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for
which purpose he shall behave with honor and dignity at all times
and refrain for such activities as gambling, smoking, drunkenness,
and other excesses, much less illicit relations.
Section 4. Every teacher shall live for and with the community and
shall, therefore, study and understand local customs and traditions in
order to have sympathetic attitude, therefore, refrain from disparaging
the community.
Section 5. Every teacher shall help the school keep the people in the
community informed about the school’s work and accomplishments
as well as its needs and problems.
Section 6. Every teacher is intellectual leader in the community,
especially in the barangay. and shall welcome the opportunity to
provide such leadership when needed, to extend counseling services,
as appropriate, and to actively be involved in matters affecting the
welfare of the people.
B. The Teacher and the Parents
INTRODUCTION
Parents are secondary stakeholders while their children (learners) are
primary stakeholders. How should teachers relate with parents is the
concern of this third part of Lesson 2.

4. 1. How is professionalism manifested when a parent complains to
a teacher for her son’s failing grade? – Analysis
A. Blames the son for his failure
B. Inquires on what home is doing to help son cope with his failure
C. Explains that failure is due to learner’s indifferent attitude
D. Objectively shows how the failing grade came about and assures
the parent that the son is given all the academic help he needs.
2. How should a professional teacher should respond to the unfair
criticism raised by parents? – Application
A. Listen to the conversation but discourages it
B. Reject the criticism outright
C. Ignore the criticism
D.. Probe into the criticism and joins the parents afterwards
The Code of Ethics for Professional Teachers:
Relationship with the Internal and Stakeholders
“When little people are overwhelmed by big emotions, it’s our job to
share our calm, not to join their chaos.” –L. R. Knost
The Teacher and the Learners
INTRODUCTION
The learners are our primary internal stakeholders. They have no
choice over the kind of a teacher given them. Fortunate are the
learners who are in the classes of professional caring teachers.
Unfortunate are those whose teachers are a contrast of the caring and
compassionate teachers.
ARTICLE VIII, THE TEACHERS AND THE LEARNERS
Section 1. A teacher has a right and duty to determine the academic
marks and the promotions of learners in the subject or grades he
handles; such determination shall be in accordance with generally
accepted procedures of evaluation and measurement. In case of any
complaint, teachers concerned shall immediately take appropriate
actions, of serving due process.
Section 2. A teacher shall recognize that the interest and welfare of
learners are of first and foremost concerns, and shall deal justifiably
and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced nor
discriminated against by the learner.
Section 4. A teacher shall not accept favors or gifts from learners,
their parents or others in their behalf in exchange for requested
concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any
remuneration from tutorials other what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work
only in merit and quality of academic performance.
Section 7. In a situation where mutual attraction and subsequent
love develop between teacher and learner, the teacher shall exercise

5. utmost professional discretion to avoid scandal, gossip and
preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on
offending learners nor make deductions from their scholastic ratings
as a punishment for acts which are clearly not manifestation of poor
scholarship.
Section 9. A teacher shall ensure that conditions contribute to the
maximum development of learners are adequate, and shall extend
needed assistance in preventing or solving learner’s problems and
difficulties.
Perhaps the teacher’s traits that are wished by most can be summed
up in words, “Caring”. “Compassionate” and “Fair.” Article VIII, The
Teachers and Learner” of the Code of Ethics describes the professional
teacher to be such. Fair because he/she “bases the evaluation of the
learners work on merit and quality of academic performance,” shall
not “make deductions from learners such scholastic ratings, as
primary scholastic” and “determine academic marks... in accordance
with generally accepted procedures of evaluation and measurements’
and shall handle each learner justly and impartially.
Should love develop between teacher and student, the professional
teacher is expected to be fair because he/she shall “exercise utmost
professional discretion to avoid... preferential treatment of the
learner.” Teacher fairness is assured when a teacher does not accept
favor or gifts from learner or their parents in exchange for requested
consciousness.
B. The Teacher and the teaching Community
INTRODUCTION
The professional teacher is not an island. He/she works with other
professional teachers, some more or less experienced he/she is.
Colleagues are teachers, partners and collaborators. How teacher
relates to his/her colleagues in the teaching profession determines if
they become one’s greatest allies and supporters or one’s greatest
enemies.
ARTICLE V THE TEACHER AND THE TEACHING
COMMUNITY
Section 1. Teacher shall, at all times, be imbued with the spirit of
professional loyalty, mutual confidence, and faith in one another, self-
sacrifice for the common good, and full cooperation with colleagues.
When the best interest of the learners, the school, or the profession is
at stake in any controversy, teacher shall support one another.
Section 2. A teacher is not entitled to claim credit or work not of his
own. and shall give due credit for the work of others which he may
use.
Section 3. Before leaving his position, a teacher shall organize for
whoever assumes the position such records and other data as are
necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information
concerning associates and the school, and shall not divulge to anyone
documents which has not been officially released, or remove records
from the files without permission.
Section 5. It shall be the responsibility of every teacher to seek
correctives for what he may appear to be an unprofessional and

6. unethical conduct of any associates. However, this may be done only
if there is incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any
justifiable criticism against an associate, preferably in writing, without
violating the right of the individual concerned.
Section 7. A teacher may apply for a vacant position for which he is
qualified: provided that he respects the system of selection on the
basis of merit and competence: provided, further, that all qualified
candidates are given the opportunity to be considered.

7. The Teaching Profession
BRENDA B. CURPOZ, PhD
“Choose a job you love, and you will never have to work a day in your
life”
-Unknown
INTRODUCTION
This chapter consists of two lessons. Lesson 1 dwells on the
teaching as profession. It starts with the discussion of the elements of
the profession followed by analysis of teaching to determine if it has
all elements of a profession. It ends with profession of the historical
development of teaching as a profession in the Philippines. Lesson 2
discuss teaching as a vocation and mission. It describes teaching as a
mission not just a job. It also explains teaching as a vocation, a
special calling.
Teaching as a Profession
“Without hard work and discipline, it is difficult to be a top
professional”.
LESSON 1
Code of ethics - Each profession has a code of ethics that the
practitioners behave responsibility. The code states what
professionals should do. Professionals can be ejected from their
professionals should do. Professionals can be ejected from their
professional societies or lose their licenses to practice for violating the
code of ethics. (McConnell, Steve, source: alexbrown/prof9.html,
Retrieved 6-3-18)
The teaching profession is governed by the Code of ethics for
Professional Teaches. Violation of the coded of ethics for professional
teachers is one of the grounds for the revocation of the professional
teacher certificate of Registration and suspension from the practice of
the teaching profession (Sec. 23., RA. 7836.)
Then in 1994, R. A. 7836, otherwise known as the Philippine Teachers
Professionalization Act of 1994, was passed to... “promote quality
education by proper supervision and regulation of the licensure
examination and professionalization of the practice of the teaching
profession.” (Section 2)
Vocation comes from Latin word “vocare” which means to call. Based
on the etymology of the word, vocation, therefore, means a call. If
there is a call, there must be a caller and someone who is called.
There must also be a response. For Christians, the caller is God
Himself. For our brother and sister Muslims, Allah. Believers in the
supreme being will look at this voiceless call to have a vertical
dimension. For non-believers, the call is also experienced but this
may be viewed solely along a horizontal dimension. It is like man
calling another, never a Superior being calling man. Most often, when
people use the word “vocation,” they refer to a religious vocation, like
the mother in the Activity phase of this Lesson. Vocation includes
other big callings like marriage and single blessedness. It does not
only refer to a religious vacation. It can also refer to a call to do
something like to teach, to heal the sick, etc. Whatever is our calling
or station in life, the call is always to serve. The Christians among you

8. realize that the Bible is full of stories of men and women who were
called buy God to do something
not for themselves but for others. We know of Abraham, the first one
called by God, to become the father of a great nation, the nation of
God’s chosen people. We recall Moses who was called while in Egypt
to lead God’s chosen people out of Egypt in order to free them from
slavery. In the new Testament, we know of Mary who was also called
by God to become the mother of the Savior, Jesus Christ. In Islam, we
are familiar with Muhammad, the last of the prophets to be called by
Allah, to spread the teaching of Allah. All of them responded positively
to God’s call. Buddha must have also heard the call to abandon his
royal life in order to seek the answer to the problem on suffering.
From the eyes of those who believe, it was God who called you to
teach, just as God called Abraham, Moses, and Mary, of the Bible.
Among so many, you were called to teach, like you, these Biblical
figures did not also understand the events surrounding their call. But
in their great faith, they answered YES. Mary said: “Behold the
handmaid of the Lord. Be it done to me according to your word”. (Of
course, it is difficult to explaining your call to teach as God’s call for
one who, in the first place, denies God’s existence, for this is a matter
of faith.) The fact that you are now in the College of Teacher education
signifies that you said YES to the call to teach. Perhaps you never
dreamt to become a teacher. But here you are now preparing to
become one! Teaching must be your vocation, your calling. May this
YES response remain a YES and become even firmer through the
years.
Teaching as a mission
Teaching is also a mission. The word mission comes from the Latin
word “mission” which means “to send” The Webster’s Collegiate
Dictionary defines mission as a “task assigned.” You are sent to
accomplish an assigned task. The phrase “mission accomplished”
from the soldier in the Activity phrase of these lesson suggests that
you were sent to do an assigned task, a mission and so if you faithful
in speech delivered before selected group of teachers,
superintendents, DepEd officials and consultants, to wit;
Teaching may not be lucrative position. It cannot guarantee financial
security. It even means investing your personal time, energy, and
resources. Sometimes it means disappointments, heartaches, and
pains. But touching the hearts of people and opening the minds of
children can give you joy and contentment which money could not
buy. These are the moments I teach for. These are the moments I live
for.
The “Pwede na” Mentality: Enemy of excellent Mission
Preparation and Accomplishment
For a professional teacher who looks at teaching as his/her mission,
he/she will do everything to arm himself/herself for an excellent
accomplishment sometimes brings us to our “pwede na” mentality,
which is inimical to excellence. This mentality is expressed in other
ways like “talagang ganyan ‘yan,” “wala na tayong magagawa,” “di na
mahalata,” “di ko na ‘yan sagot,” “dagdag trabaho/gastos lang yan” –
all indicates of defeatism and resignation to mediocrity. If we stick to
this complacent mentality, excellent mission accomplishment eludes
us. In the world of work whether here or abroad, only the best and the

9. brightest make it. (At this time, you must have heard that with the
rigid selection of teacher applicants done by DepEd, only a few make
it!) The mortality rate in the Licensure Examination for teachers for
these past years is glaring evidence that excellence is very much
wanting of our
teacher education graduates. If we remain true to our calling and
mission as a professional teacher, we have no choice but to take the
endless and the “less traveled road” to excellence.
The Humanizing Mission of Teaching
CHAPTER 2
GLORIA G. SALANDANAN, PhD
“Professionalism: It’s NOT the job you DO. It’s HOW you DO the job.”
-Anonymous
INTRODUCTION
Chapter 2 consists of 2 lessons. Lesson 1 focus on the demands of the
society from the teachers as professional. It discusses the
professional. It discusses professional competencies that a teacher
ought to demonstrate. Four models of effective teaching are used to
present these professional competencies. It also presents Philippine
Professional Standards for Teachers in the Philippines, which are
again presented in Chapter 6 in relation to Competency Framework
and Standards for Teachers Qualification. Lesson 2 is a discussion on
the demands of society from the teacher as a person. It presents
personal qualities expected of a teacher anchored on professionalism
as contained in the Code pf Ethics for Professional Teachers both past
and present.