What are the factors that have contributed to the mediocrity of the teaching profession?

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journal article

The Clearing House

Vol. 53, No. 4 (Dec., 1979)

, pp. 168-171 (4 pages)

Published By: Taylor & Francis, Ltd.

https://www.jstor.org/stable/30185288

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Journal Information

The Clearing House is a must-have for middle school and high school teachers and administrators. Focusing on the "how to" aspect of teaching, the journal offers informative and practical articles on teaching techniques, administrative procedures, school programs, and professional development. Theoretical articles, comparative education pieces, and in-depth examinations of major educational issues also appear. Recent topics include the No Child Left Behind Act, homeschooling, classroom management, teacher performance assessment, mentoring, drug sweeps in school, and distance education.

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Building on two centuries' experience, Taylor & Francis has grown rapidlyover the last two decades to become a leading international academic publisher.The Group publishes over 800 journals and over 1,800 new books each year, coveringa wide variety of subject areas and incorporating the journal imprints of Routledge,Carfax, Spon Press, Psychology Press, Martin Dunitz, and Taylor & Francis.Taylor & Francis is fully committed to the publication and dissemination of scholarly information of the highest quality, and today this remains the primary goal.

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Southern Technological Institute of the Philippines Inc. Name: Aljuver B. Alvar Course & Year: BEED 4-1

Date: October 14, 2019 Subject: Teaching Profession

1. What are the personal characteristics of an ideal teacher?         

expert communication skills superior listening skills deep knowledge and passion for their subject matter the ability to build caring relationships with students friendliness and approachability excellent preparation and organization skills strong work ethic community-building skills high expectations for all

2. What talent and skills do you have that can be shared or used when you become a full fledge teacher?  For me Creativity the nation is moving towards stricter standards and benchmarks, and testing has become a huge issue. A good teacher will learn the curriculum through and through, and tailor it to the needs of students. It’s all about creativity and presenting that information in a way that all students will understand. Lesson plans need to inspire students not every student has the same learning style, and good teachers offer variety in their lesson plans. 3. Think of a teacher, whom you consider to be talented and skillful in his/her teaching. How do his/her talent’s benefit his/her teaching?  When I was in grade three I think about that teacher that I've known who are really good at what they do, it seems to me that they, first of all, have a tremendous understanding of the content of what it is they're teaching and they never lose that expertise. So knowledge about the subject matter and really feeling comfortable with that is very important. 4. What other needs of a teachers can you identify?         

Supportive school leadership Engaged community and parents A safe environment Sufficient facilities Enough time to plan and collaborate High-quality professional development An atmosphere of trust and respect Effective school improvement teams Appropriate assignments and workload

5. As a future teacher, what do you think is the best way that the government can do to meet the needs of the teacher?  Expand access to high-quality early childhood education programs.  Focus on recruiting, training and supporting teachers.  Improve and expand school-based Early Warning Systems and tie them to evidence-based interventions for at-risk students.  Encourage college-savings plans.

6. Do you believe that teachers are unfairly treated compare to other professions? Why?  Actually no it’s a regular job we get paid to do it. If it serves the community well I’m glad but its not a charity and we do it first and foremost to make a living. 7. Examine the Bill of Rights in Article III of the 1987 Philippine Constitution. Do you think all teachers are enjoying their rights as citizens?  Yes Because The right of the people is to be secure in their persons, houses, papers, and effects against unreasonable searches and seizures of whatever nature and for any purpose shall be inviolable, and no search warrant or warrant of arrest shall issue except upon probable cause to be determined personally by the judge after examination under oath or affirmation of the complainant and the witnesses he may produce, and particularly describing the place to be searched and the persons or things to be seized. 8. What is your opinion about teachers joining anti-government rallies?  Some teachers are joining in anti government rallies because they don't like what does the government treat them. Sometimes the government didn't care about them because the government is looking forward to some projects that is not looks like gonna happen they only make promises. Like they will gonna give the teachers a higher income. 9. How do we encourage teachers to become human rights advocates in their communities too?  By convincing them and making them realize that if a teacher is an advocate about it, that teacher would make a big difference for he can be an example for younger students and generations. 10. Looking at the triumphs and failures of teachers today, do you think teaching is still the noblest profession? Explain your answer.  Yes because teaching is the noblest among all the professions since all professionals underwent education with a teacher. ... In this noble profession not only the students learn but the teacher also learns the lessons of life from the innocent students also. So it is beneficial to both of the sides. 11. What are the things that should be improved in the professional life of teachers?      

Focus on the Subject Matter and the Students' Learning. Try Something New. Make Use of Tutoring. Improve Your Performance. Don't Be Afraid of Taking Risks. Present Better Content.

12. Interview a model professional teacher in your school what made him/her an outstanding professional?  According to Maam Alma Masancay she stated that there are several qualities of an outstanding teacher. Nevertheless, some of the most important qualities are love, passion, leadership, classroom management, and content knowledge. Most often, teachers may start teaching with having a passion for their work. 13. How can we engage teachers to be a good community leader?

 Being role models, the leadership quality we possess is reflected in the standards we have set for ourselves. Tell your teachers, to be unafraid and strong individuals who ask what they want, believe they need it, and are prepared to get it. As leaders we need to be close enough to relate to them, yet ahead to motivate them. A sure sign of success for any leader would be his/her team working with self-direction. This helps the team to initiate change, and create a culture of individuals who want to contribute and make a difference, rather than waiting for change to find them. A leader needs to teach, encourage, mentor, influence, guide and inspire 14. What form of advocates should a teacher participate in the community?  Mindset Matters Seeing ourselves as teacher-leaders and advocates for public education is key. If we don't see ourselves in this role, we leave the door open for others outside the profession to tell our stories and determine the successes (and shortcomings) of our schools. Teacher advocates see the bigger picture and purpose of public education. We ask lots of questions. We problem solve and push back against the status quo. We take initiative. We wonder out loud and imagine possibilities. We say "Yes" often when asked to explain our work to others despite our busy schedules. We see advocacy as part of what it means to be an educator. 15. Can you identify teachers who are good community leaders and advocates? Set an interview with them. What are the things they do to serve in the community?  Maam Alma Masancay she stated that serving as a bridge between the front lines of our schools and the shaping of public policies that affect them. It means having a stake in education beyond our day-to-day classroom experience, knowing this also serves our students. In addition, it means considering ourselves as public professionals, representing our profession in the public eye, and advocating publicly for high quality education for all students. 16. What are the problems and issues related to teacher’s character and behavior that you are aware of?  Students who are sick, hungry and upset cant learn. While you may not be able to solve the problem, you have to be aware of it, you have to care it, and you have to offer support and encouragement to the students. You have to be there to listen when a student needs to talk. 17. What are the factors that influence the values system and characters of teachers today?  There are several factors that influence classroom teaching. They include parent expectations with regards to teacher communication, socioeconomic conditions, and school policies such as those related to attendance and discipline. 18. Who among your former teachers have greatly influenced you become a teacher? How?  For me, Maam Ema Medillo because she taught me the passion of teaching and how she mold her/his student to be a good samaritan in society and the way she teach us she has love and caring in field of teaching. 19. How can we help develop expert teachers?  By aware of what they are doing by monitor and adjust their teaching behaviors to bring out the best in their students. And support the needs of teacher like attending a seminar to promote his/her skill that promulgate of his/her teaching.

20. What are the factors that have contributed to the mediocrity of the teaching profession in the Philippines?  For me, A program that has a big impact to help the teaching profession in the Philippines is the Tesda because it has a benefits that encourage and promote learning in society. 21. Identify an expert teacher. Set an interview with him/her. What made him/her as expert teacher? What lessons can be learned from his/her life as an expert teacher?  Maam Maria Cristina Arpellida according to her expert teachers make a conscious effort to ensure that their teaching intentions are in accord with the learning expectations they have for their students. Expert teachers are aware of what they are doing; they monitor and adjust their teaching behavior’s to bring out the best in their students. 22. Interview teachers and school principals. How is NCBTS used in the development and promotion of teachers?  According to Maam Elisa Andoy use various elements of the NCBTS is to determine whether their different actions and strategies as teachers are effective in helping the students learning in the desired curriculum objectives. Thus NCBTS can be used as a self-assessment tool. 23. Considering the ASEAN integration initiatives, how do we mentor and prepare teachers for global classroom?  By modifying the curriculum so this conforms to the curriculum being implemented by other nations in Southeast Asia. From the 10-year basic education system, the Philippines is now implementing the K to 12 – a program that makes it mandatory to take up kindergarten as part of the primary education system. A two-year “pre-college “course or senior high school is also made part of the strengthened education system. 24. Using the NCBTS and the results of SEAMEO studies, what reforms can be introduced in the pre-service teacher education program in the country?  25. How does history shape the educational system of any country?  I think it is safe because education is an extremely dynamic process. As the world evolves and changes, so does the system of education. History, and the social, political, and cultural ideas/policies/actions from these events in history are in large part responsible for this dynamic, and ever changing nature. There are so many key features that have lead to the education system that we are a part of today. 26. What are the significant contribution of the following fields to education?  Philosophy – An important and traditional function of philosophy is to foster deeper reflection on the concepts, methods and issues that are fundamental within other disciplines.  Sociology – the sociology of education is the study of how public institutions and individual experiences affect education and its outcomes. It is mostly concerned with the public schooling systems of modern industrial societies, including the expansion of higher, further adult and continuing education.

 Anthropology – Anthropology is the scientific study of human beings and their many different cultures. It focusses on multiculturalism, educational pluralism, culturally relevant pedagogy and native method of learning and socializing.  Psychology – It help the teacher to study the ability, interest, intelligence, needs and adopt different techniques in teaching for effective communication. 27. Do you think the information you learned from your professional education courses are enough to develop your knowledge and appreciation as a field of study? Explain your answer.  No because it is designed to produce responsible professionals and then to ensure their continuing competence in the profession by helping them recognize and understand the significance of advancing professional knowledge and improving standards of practice. It involves the translation of learning to practice and is intended to prevent occupations and professionals from becoming obsolete. 28. What are the characteristics of an ideal learning environment for students?  It tickles the student's mind. An ordinary environment is immensely different from that of a learning environment. ...  It is safe. There are a million and one things that could happen to the child if left unattended. ...  It emits a positive energy. Learning is a lifelong process. 29. What type of learning environment should be provided to promote academic excellence?  Knowledge-Centered Environment Focus on helping students learn information with deep understanding so students can use it in new situations and contexts. Memorization does not lead to true understanding and only helps students learn at the surface. Deep learning involves learning through problem-solving. 30. What is the role of the learning environment in the development of student’s culture and character?  A positive school culture can be defined broadly to include (Character Education Partnership, social climate, including a safe and caring environment in which all students feel welcomed and valued, and have a sense of ownership of their school; this helps students in their moral development 31. What strategies can be utilized to promote appreciation of cultural diversity in different classes?  Prepare to teach the culturally diverse students you may have in your classroom using these guidelines and strategies for teaching your lessons to meet the needs of these students. New teachers will find this resource particularly valuable. Includes strategies such as considering students' cultures and language skills when developing learning objectives and instructional activities, monitoring academic progress, and more to help your culturally diverse students be successful. 32. Examine existing instructional materials such as textbooks and manuals. How do these instructional materials respond to students with various needs and interests?  Textbook and manuals integrate other resources into your teaching. New teachers will find this resource particularly valuable. Includes suggestions such as using the textbook as a guide for students, supplementing the textbook with outside readings, and more.

33. What type of learning environment can be developed for culturally diverse students?  Students can develop cross-cultural skills in culturally and linguistically diverse classrooms. For such learning to take place, however, teachers must have the attitudes, knowledge, and skills to make their classrooms effective learning environments for all students. 34. What curriculum models can be developed and implemented in the multicultural country like the Philippines?  The K to 12 curriculum models are the curriculum who is suited and must be implemented in a multicultural country like Philippines because K to 12 program covers kindergarten and 12 years of basic education, to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment and entrepreneurship. 35. What strategies and programs can you suggest for the successful implementing of the curriculum?  The Learning targets each subject can be broken down into a number of modules. For example, perceptual training and motor co-ordination are essential modules in the subject of Perceptual Motor Training. The teacher might need to translate these modules into concrete learning targets for actual teaching in the classroom. It will be more beneficial to the children if these learning targets are defined in terms of different types of outcome such as skills, behavior, knowledge, attitudes, values and interests. 36. What pedagogical approaches can be utilized to maximize students learning?  Learner-Centered Pedagogy: This pedagogical approach has many associated terms constructivist, student-centered, participatory, active), but generally draws on learning theories suggesting learners should play an active role in the learning process. Students therefore use prior knowledge and new experiences to create knowledge. The teacher facilitates this process, but also creates and structures the conditions for learning. 37. What are the essential features of the assessment framework of the Department of Education in the Philippines?  Strengthening Early Childhood Education.  Making the Curriculum Relevant to Learners.  Building Skill.  Ensuring Unified and Seamless Learning.  Gearing Up for the Future.  Nurturing the Fully Developed Filipino. 38. What should be included in an individual learning portfolio?  Portfolios must include a picture of individual, a brief description of selves (who you are, what you do, where you have gone to school, etc.), and contact information. Goals: This will help you illustrate your academic and professional development goals. 39. Some people believe that grades do not necessarily reflect the capacity and ability of a students. What is your idea on this?  While good grades are important and should be something every student strives for, they do not necessarily correlate with a student’s intelligence .

Students should worry less about their grades and instead care more about retaining the content they are learning and gaining actual knowledge. 40. What forms of community services do teachers provide in their communities?        

Centers for Teaching and Learning. ... Public Service Offices. ... Community Partnership Databases. ... Community Resources. ... Assessing Community Need. ... Building Trust. ... Creative and Flexible Project Design. ... Setting Realistic Project Goals.

41. How can teachers strengthen their linkages and partnership with government organizations and private institutions?  Teachers strengthen their linkages and partnership with government organization and private institutions by giving them better services to the students and to other education stakeholders in the community with possible sources of educational assistance. 42. Identify a teacher, whom you know to be a teacher leader. How does a teacher leader influence the society?  For me Mr. Cesar Masancay he became a principal in Bislig Central Elementary School his vision of the school, aligns his or her professional goals with those of the school and district, and shares responsibility for the success of the school as a whole. 43. How can we encourage teachers to exercise leadership in their own school?  By ensures that teachers can find ways to lead that fit their talents and interests. Regardless of the roles they assume, teacher leaders shape the culture of their schools, improve student learning, and influence practice among their peers. 44. What types of problems do teachers encounter in their classes? How do they manage their problem?  Tardiness even I have a hard time arriving places on time. But the truth is, tardiness is not only rude, it can be distracting and disruptive to other students. If tardiness becomes a problem for members of your class, make sure they are disciplined. Set rules about tardiness and penalties for breaking them. 45. How can we empower teachers to become effective classroom managers?  Model vulnerability, reward risk-taking, and embrace the possibility of failure. Any teacher would be reluctant to innovate when a lesson flop could lead to a poor evaluation or loss of employment. Give implicit and explicit permission for teachers to take risks and consider what worked and what didn’t. Share mistakes freely and talk about strategies for resilience and growth. Reframe mistakes as learning opportunities that are a crucial element for later success, and demonstrate the same infallible belief in teachers’ ability to teach as they have in their students’ ability to learn.

46. How can teacher work effectively with families and professionals to understand learner’s issues and problems?  Effective communication is essential for building school-family partnerships. Positive parent-school communications benefit parents. For example, schools that communicate bad news about student performance more often than recognizing students' excellence will discourage parent . 47. How can we develop the research culture of basic education teachers in the country?  By facilitating open discussions can help foster a more collaborative environment, by giving researchers the chance to share their experiences of not only their successes, but also their failures. Providing and promoting career counseling, coaching and support services, this can help in limiting stress and time pressures. 48. How can we encourage teachers to take professional development seriously to improved their knowledge and skills?  Set high expectations for student achievement.  Use the most-recent educational technology.  Plan instructional strategies.  Apply higher-order thinking skills.  Use cooperative learning.  Apply classroom management techniques. 49. What do you think could be done to improve the quality of in-service programs and graduate education in this country?  Students will be more accountable as the task of learning becomes theirs. The challenge of the modern classroom is its increasing diversity and the skills that this diversity requires of teachers. This is why we need to do some new thinking when it comes to the teaching profession. 50. How can we encourage teachers to develop culturally relevant and responsive curriculum for their learners?  Take Time to Learn about Students. Get to know your students.  Use Culturally Responsive Language. Students who are from diverse backgrounds use different language.  Bring in Diverse Guest Speakers.  Deliver Diverse Forms of Content.  Family Learning.  Utilize Different Forms of Technology.  Present Real-World Problems. 51. How can teachers incorporate cultural literacy in the classroom pedagogy and in the content of their course? 

By supporting the meshing and blending of language varieties. We’ve documented teachers speaking and writing in ways that blend languages, dialects, and formal and informal registers. In addition to helping students see themselves in the texts they write, this approach helps students note complex power dynamics surrounding language use.

52. What is your idea on the implementation of Mother Tongue Based Multilingual Education? 

Mother Tongue-Based-Multilingual Education (MTB-MLE) shall be implemented in all public schools, specifically in Kindergarten, Grades 1, 2 and

3 as part of the K to 12 Basic Education Program. The MTB-MLE shall support the goal of “Every Child-A-Reader and A-Writer by Grade 1

53. How do we promote equity and social justice in our schools?  Self-awareness – promoting equity and social justice in our classrooms begins with self-awareness. Educators must recognize how the intersections of race, ethnicity, gender, sexual orientation, religion, socio-economic status and being able bodied impact us individually. We must acknowledge our personal biases and seek to understand people with different experiences.  Class Norms – An important part of promoting equity and social justice is setting norms in our classroom that promote inclusion and openness. Be explicit about the way your class respectful to each other and share ideas, opinions and values. Teach students how to disagree respectfully.  Culturally Relevant Teaching- This pedagogy provide a framework for students to diverse cultures in deep, meaningful ways and prioritizes academic excellence for all students. This framework is also unique because of its emphasis on social justice and activism.  Purposeful Planning – is an important part of promoting equity and social justice in our classroom is purposeful planning. Planning a lesson is just as important as the execution of the lesson, especially if your class will discuss sensitive topics or ideas.  Community Involvement – Your students and families have a wealth of knowledge to share about themselves. Invite parents and family to read a book about a particular issue that relates to their culture or that they are passionate about. 54. How do we address the needs of gifted children in class? 

Pre-assess your students. Find out their areas of strength as well as those areas you may need to address before students move on.



Consider grouping gifted students together for at least part of the school day.



Plan for differentiation. Consider pre-assessments, extension activities, and compacting the curriculum.



Use phrases like "You've shown you don't need more practice" or "You need more practice" instead of words like "qualify" or "eligible" when referring to extension work.



Encourage high-ability students to take on challenges. Because they're often used to getting good grades, gifted students may be risk averse.



Offer training in gifted education to all your teachers.

55. How can we help address the learning needs of slow learners in the class?  

Reduce distractions by providing a quiet, private place to work. Emphasize strengths. Use lots of praise and reinforcement frequently.



Make lessons short. Limit working time. ...



Add variety to the academic routine. ...



Work on material that is somewhat challenging but allows success.

56. How can we work closely with the parents of special learners? 

Parents are not accustomed to hearing unsolicited positive comments from teachers about their children, especially in a phone call from the school. Imagine how you would feel, as a parent, if you were contacted by a teacher or the school principal and told that your son or daughter was doing well in school, or that your child had overcome a learning or behavior problem. When you make calls to share positive

information with parents, be prepared for them to sound surprised-pleasantly surprised. Research shows that school-home communication is greatly increased through personalized positive telephone contact between teachers and parents. Remember, when a phone call from school conveys good news, the atmosphere between home and school improves. When you have good news to share, why wait? Make the call and start a positive relationship with a parent. 57. How can the community support teachers assigned to handle in multigrade classes in their respective areas?  By visiting the school regularly not to inspect but to advise and considered for promotion. The school is part of the community and the school is established to serve the children of the community. 58. What are the instructional strategies that can be effective in multigrade classes?  Teachers should not use just the usual style of teaching that they have been trained for, they must utilize very good planning and develop teaching and learning strategies, dedicated and willing to work hard to overcome the problems and the peculiarities of multigrade education. Use various teaching methods like grouping, individualized instruction, independent study, team-teaching, group project work, and peer tutoring. 59. If you were assigned to teach in a multigrade class, how will you plan to address the needs of your students?  Teacher must be able to develop skills and inculcate desirable values and attitudes among pupils. Versatile and utilize different teaching strategies to make learning meaningful and effective for all students in my classroom, no matter what individual differences may exist among the students. Teachers should be able to understand the differences between pupils. We should motivate them to learn and guide them through their learning materials. 60. Why is it important for teachers to know the multiple intelligence profile of their students?  So that the teacher will know the strength, weaknesses and interest of her students. By knowing this, the teacher can use an appropriate teaching strategies that will meet their needs and interest. When teacher know her student’s weaknesses she can help them to overcome those weaknesses and help students to be academically successful. To provide a fascinating snapshot of your student’s innate abilities. It’s important to explain to students that they should think about how to use their strengths to help them in all subjects. 61. What are examples of instructional strategies that can be used in designing MI classrooms?  Create learning station – provide different types of content by setting up learning stations. Divided sections of your classroom through which groups of students rotate. You can facilitate this with a flexible seating plan. Each station should use a unique method of teaching a skill or concept related to your lesson. Share your own strengths and weaknesses, group students with different learning styles, give different sets of reading comprehension activities and encourage students to propose ideas for their projects. 62. How can we design curriculum that addresses multiple intelligences of students?

 Introduce subject matter in a way that gives students the flexibility to think on their own terms. By differentiating learning tools that can help students to choose the sources they learn from best. The goal is to shift focus of the classroom from traditional teacher-centered lectures to students independent thinking.

63. How can learner-centered education be applied in instructional planning?  Learner centered education be applied in instructional planning by allowing students to share in decision making. Placing students at the center of their own learning requires their collaboration. They need a voice in why, what, and how learning experience take shape. Why is about relevance, learners need to understand the value of the subject, vocabulary and skills before they are willing to invest effort. What is learned involves students choosing the focus of content and How learning will be demonstrated depends on the different ways that students processing understanding. 64. What are examples of instructional strategies that are learner centered? The examples of instructional strategies that are learner-centered are:  Cooperative – cooperative learning involves small groups working together to accomplish a learning task.  Presentations – presentations are learner presented assignments. Students can do these in groups or individually.  Brainstorming – puts the thinker to work, present a situation and ask learners to creatively think.  Discussion – present an issue and have the students talk about it. If they need more information, let them to find it.  Experiments – design experiments and have students engage or ask students to design the experiment.  Role Play – allows learners to try out the experience it can be instructor created or learner created.  Project – a project simulates what a learner could do at the workplace. It could be also a service project where students create positive change.  Games – can be used to teach concepts, to give a learner a break to think or to challenge one`s ideas.  Debate – during a debate students challenge each other. The debate can take a break at intervals for additional research. 65. What are examples of constructivist teaching strategies and approaches? The example of constructivist teaching strategies and approaches are:  Experimentation – students individually perform an experiment and then come together as a class to discuss the results.  Research Projects – students research a topic and can present their findings to the class.  Field Trip - this allow students to put the concepts and ideas discussed in class in a real world context. Field trip would often be followed by class discussions.  Films – these provide visual context and thus bring another sense into the learning experience.  Class discussions – this technique is used in all of the methods described above. It is one of the most important distinctions of constructivist teaching methods.

66. What teaching strategies can be used to implement brain-based education principles?

These are the teaching strategies that can be used to implement brain-based education principles:  Utilizing passive attention – engaging the mind, keeping it active without having to directly engage the individual, the more work the learner will actually have done. Teach students to fish for themselves rather than feeding them with fish.  Designing Flow and Fluency – the alignment of content, delivery of content and desired outcome within instruction leads to higher student’s achievement.  Connecting parts to whole – change the way learner processes information from parts to whole or from whole to parts and you will increase their achievements.  Generating illustrations – using illustrations to capture the essence of an idea, a lesson or a discussion enhances long-term memory causing it to be up to four times more effective.  Encourage student learning generated learning – student retain more information when they are able to generate examples of learning rather than when the instructor generates examples.  Using small and large groups – more learning occurs when students are actively engaged in strategically arranged groups.  Applying emotion and elaboration – if students are to develop long-term memory recall and understanding, they need to attach the new learning to something of value to them.  Keeping mind engage – when you insert well-timed transitions and breaks in the lesson, students will retain information with more success than if you did not. 67. How can teachers organize instruction for brain-based education?  Teachers organize instruction for brain-based education by organizing the materials that will be outside the focus of learner’s attention. Teacher should engage the interest and enthusiasm of students through their own enthusiasm, coaching and modelling. 68. How can teachers encourage students to used ICT responsibly?  Teachers should teach them explicitly how to protect themselves in terms of using ICT. Introducing them to be responsible and ethical ICT user within the early years of primary school. Remind them not to share private details about themselves or anyone. Students also need to be taught that their electronic footprint is permanent and that whatever they put online could affect them or possibly others for the rest of their life. 69. Do you believe that computer can soon replace traditional schools?

 No, they can’t. they can only help but computers cannot really replace traditional schools. However, teachers can use computers for school purposes. They can rely on computer but they cannot compete with the human mind. Teachers provide knowledge, guide and motivate students that computers cannot do. 70. What are the best practices of ICT integration in teaching and learning that you know?  ICT help for the calculation and analysis of information obtained for examination and also students’ performance report are all being computerized, encourages interaction and cooperation among students and teachers, promotes the manipulation of existing information and to create

one’s own knowledge, and ICT allow students to discover and learn through new ways of teaching and learning. 71. How are provisions of article XIV of the 1987 Philippine Constitution reflected in K to 12 education program?  K to 12 education program is to give every student an opportunity to receive quality education based on an enhance and decongested curriculum that is internationally recognized and comparable and to change public perception that high school education is just a preparation for college rather, it should allow one to take advantage of opportunities for gainful career or employment and self-employment in a rapidly changing and increasingly globalized environment. Provide adult citizens, the disabled, and out of school youth with training in civics, vocational efficiency and other skills. 72. What education programs were developed and implemented to support this constitutional provision?  Education – the state shall protect and promote the right of all citizens to quality education at all levels, and shall take appropriate steps to makes such education accessible to all.  Language – the government shall take steps to initiate and sustain the use of Filipino as a medium of official communication.  Science and technology – the state shall give priority to research and development, invention, innovation and their utilization. 73. What should the government do to further improve the equality of Philippine education?  Government should have more trade education that will provide the students to have more job opportunities as they will be trained for certain specific jobs. Expanding access to high-quality early childhood education and raising standards for teachers. 74. How does the state protect the rights of teachers?  Protects teachers from racial, sexual or religious discrimination. Teachers are protected from certain harms under the Equal Protection Clause of the Fourteenth Amendment of the Constitution. 75. Interview teachers. How do they perform their duties in the school and in their specific community? 76. Currently, what are the programs and projects of the Board of Professional Teachers for the advancement of the teaching profession in the country? 77. What are the things that need to be improved in the Licensure Examination for Teachers? 78. With the implementation of the K-12 Education Program, what are the things that need to be improved in the teaching profession? 79. What are the consequences of the absence of a teachers lack of clear philosophyof education? 80. What are the positive and negative practices on the systems of hiring, promotion and tenure of public school teachers? 81. Interview a public school teacher. What are the benefits they are receiving from the government? 82. Interview some public and private school teachers. What are the usual violations of the Code of Ethics for Professional Teachers committed by some teachers? 83. Considering the enormous expectations and responsibilities of teachers, what can the schools and community members do to help and support them? 84. What can teachers do to improve their working relationship with parents?

85. Explain how a professional teacher should conduct herself/himself as a person, in the teaching profession and business? 86. Explain this quotation: “Good, better, best. Never let it rest until your good is better and your better is best”. 87. Explain this quotation: “There are no secrets to success. It is the result of preparation, hard work and learning from failure.” 88. “Success is where preparation and opportunity meet.” What is your personal take away on this? 89. Interview teachers who have taught for at least 5 years, what they consider to be the biggest challenge in their life as a teacher? 90. Books go with teaching and learning. Books go with teachers and students but why is it unethical for teachers to supply books in school? 91. What if a teacher who is transferred to another school believes there is no justification for the transfer? What must he/she do? 92.

What are the factors affecting teachers professionalism?

What are the factors which undermine the status of the teaching profession?

What are the factors affecting teacher development?

What are the factors affecting the education?