6

On Becoming a Teacher

Field
Study

Episode 4: THE GLOBAL TEACHER

Name
Jason O. Salvadora
Date March 8, 2016
Course
Bachelor in Secondary Education major in Biological
Science
Year & Block Third Year P
Cooperating School BU Integrated Laboratory High School
Resource Teacher
________________________
Signature
__________________

OBJECTIVE:

At the end of this episode, you will gain insights and describe
the characteristics of a global teacher

TASKS/PROCEDURES:
The high speed advancement of technology has linked people of
different nations ever closer. We have all become part of the
global village. An effective teacher therefore should also be
global. To reach your target, do
1. Interview teachers about their ideas about the knowledge,
skills and values that a global teacher has.
2. Analyze and synthesize their responses.
3. Reflect on how you can become a global teacher in the future.

MEANS TO END
Read the following carefully before you begin to interview.

1. Interview 3 or more teachers. The three teachers can be any of

the following:
a. a cooperating teacher
b. a master teacher
c. a teacher who has experienced a teacher exchange
program in another country
d. a teacher who studied in another country
e. a teacher who has taught in another country
f. a teacher awarded as outstanding Teacher of your school
or city
g. a Metrobank Outstanding Teacher
2. Ask them about what makes a global teacher. Specifically ask
about the knowledge, skills and values that a teacher should have
to be considered a global teacher.
3. Ask them about experiences and challenges they met and how
they managed the situations.
4. Use the Global Teacher Matrix to present your interview data and
your analysis and synthesis.

ASSESSMENT
1. From the response of the teachers, what conclusions can you
make about the knowledge that a global teacher should have?
A global teacher is 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. He or she is someone
who thinks and acts glocally (locally and globally) with world-wide perspectives,
right in the communities where he or she is situated. More specifically, a global
Filipino teacher should have the following qualities and characteristics in addition to
knowledge, skills and values:
Understands how this world is interconnected
Recognizes that the world has rich variety of ways of life
Has a vision of the future, sees what the future would be for himself/herself and the
students
Must be creative and innovative
Must understand, respect, and be tolerant of the diversity of cultures
Must believe and take action for education that will sustain the future
Must be able to facilitate digitally mediated learning
Must have depth of knowledge
Must possess good communication skills and be multi-lingual
Must possess the competencies of a professional teacher as embodied in the National
Competency-Based Standards for Teachers (NCBTS)
A global teacher should be knowledgeable about:
1.
Development
2.
Sustainable development
3.
Interdependence
4.
Cultural identity and diversity
5.
Human rights and responsibilities
6.
Discrimination, racism, prejudice
7.
Equality and social justice
8.
Peace, conflict and conflict resolution
9.
State of the world - geographic, economic, political, social, and environmental
knowledge
10. Migration

2. From the responses of the teachers, what conclusions can you

make about the skills that a global teacher should have?
The skills that a global teacher should have are the following:

Subject Matter Depth

You must have a measure of subject matter knowledge to be an effective educator. In
secondary and postsecondary education, while you have a set of subjects to teach,
you'll also need skills in other disciplines to help your students apply the facts.
Science teachers often assist in reading comprehension. Math teachers may assist in
science or technology. In preschool and primary education, you'll likely teach all core
subjects, sometimes with the help of specialists or aides. Creating engaging lesson
plans is challenging if you have no interest or knowledge in the topic.
Communication
Communication skills are used from before the first bell until well after school is
finished for the day. In a technology-saturated world, parents may communicate
through email or social media before and after hours. The challenges of
communicating with parents is often cited as a reason why some teachers leave the
occupation. Classroom instruction requires you to communicate both facts and
applications to your students in a way that shares information and teaches them to
learn on their own. Teachers share lesson plans and presentations within a school
district and at conferences on a regular basis. Teachers must also communicate
effectively with administration about job expectations and methodologies.
Flexibility
Flexibility in teaching is sometimes overlooked. Teaching standards and
methodologies change frequently. There are often fads in teaching led by successful
educators in conferences or seminars, but these can be very hard to duplicate in your
unique situation. The mark of a flexible teacher is that she can apply the good parts
of these fads and discard the bad. Flexibility is also important since every student is
an individual and responds differently to teaching styles and methods. While some
students memorize, others require hands-on, personal attention. Standardized testing
highlights the need for flexibility since material and expectations change frequently.
Classroom Management
A teacher who knows the subject and how to teach and apply it, but can't maintain
order in the classroom, will not be an effective teacher. He must use discipline when
necessary, while not forgetting to offer praise when deserved. He must set clear
expectations and rules early in the school year and must be consistent in executing
the rules to the end. He must gain the respect of students and address disrespectful
ones quickly.
Technology
Technology saturates teaching. While many schools offer technology classes,
students in most classrooms use technology to research, organize and present
material. Interactive whiteboards, laptops and projectors are essential "tools of the
trade" for many teachers. Most schools require teachers to update an electronic
gradebook program that allows parents to see student grades in real time. A
professional teacher must support technology teachers and parents in teaching the
benefits and dangers of using computers to communicate to the world.

3. From the responses of the teachers, what conclusions can you

make about the values that a global teacher should have?
A global teacher is value-oriented; he /she should exercise self-mastery and the
cultivation of virtues. Values such as respect, Integrity, Honesty, Passion, Dedication,
Commitment, Competence and Discipline.

4. Collect articles/reading about Global education the global

teacher. Enrich your answers in 1-3 with these readings. Place
the additional learning/insights you got from your readings.

CAREFUL THOUGHT
Make your own game plan about how you can work towards becoming a
global teacher. Write on the Future Global Teacher Life-Line the
things you will work on to become a global teacher, starting NOW!

Now, I will

Be
equipping
myself
more
with
the
technical knowhow of teaching
and
more
importantly
of
finding
the
intrinsic
motivation
for
the vocation I
embarked on.
I will strive for
academic
excellence,
professional
excellence and
moral
excellence
not
only in being a
student but also
in preparation to
become
a

2 years from
now, I will..

expose myself
to opportunities
that would allow
me to practice
global
integration
as
much as doing
my
best
in
promoting
indigenous
practices
and
help
in
preserving
them.
I
will
be
teaching in a
local
community
to
be a champion
of
indigenous

5 years from
now, I will

be enrolling to
a masters Ed.
D or Ph. D
degree to
further my
training as part
of the law on
professional
continuing
education.
I will
collaborate
with civil
society groups
inide and
outside of the
country for
possible
projects,
programs and

GLOBAL TEACHER LIFE-LINE

10 years
from now, I
will

be
graduating
with flying
colors with
my Ed. D or
Ph. D.
degree. I will
be a global
teacher by
helping to
improve
curriculum
through
continuing
professional
education.

Worksheet #4
THE GLOBAL TEACHER MATRIX
A global teacher is someone who incorporates the global dimension
into his/her school-based activities as an integral part of his/her
teaching practice. Furthermore, in my view, a global teacher is aware
of the fact that we live in an increasingly globalized and
interconnected, interdependent world and thus he/she makes a great
effort to get his/her students come to this realization. A global
teacher strives to create such a learning environment where students
can get first-hand experience in collaborating with their international
peers, and where they can express their perspective and views on
different issues. In such a multicultural context, students can learn
not only to tolerate but to appreciate cultural differences and by
getting a wider perspective on things they can develop an attitude
which can lead them to recognize that they themselves can become
the ambassadors of peace, tolerance, human values and human dignity,
they themselves can become the agents of change.
Teacher 1
Janos
Blasszauer
,a
Hungarian
teacher of
English at
Batthyany
Lajos
Gimnazium
in
Nagykanizs
a, Hungary.
(from a
blog)

Knowledge

Values

Skills

A global teacher
should be
sensitive to and
knowledgeable in
the fields of
sustainable
development, the
topic of
interdependence,
cultural identity
and diversity,
human rights,
discrimination,
racism, prejudice,
equality and
social justice,
peace, conflict
resolution. It goes
without saying
that he/she
should possess
information about
the current state
of the world. This
means adequate
geographic,
economic,
political, social,
and
environmental
knowledge. A
global teacher
should also know

a global teacher
is valueoriented; he
/she should
exercise selfmastery and the
cultivation of
virtues.

In order to
meet that
end, one
must have
proper IT
skills,
foreign
language
skills and of
course
proper
attitude, an
open
mindset and
adequate
sensitivity.
Collaborativ
e skills

Other Shared
Experiences
A global teacher
also knows that
global education,
intercultural
education,
human rights
education and
global citizenship
education are all
intertwined
terms, and none
of which
can/should be
dealt with in
isolation.
First of all, I
come from a
multicultural
background. My
mother is from
Panama, actually
she has just
recently got the
Hungarian
citizenship. My
sister was born
in America so
she has a dual
citizenship. She
is American and
Hungarian. My
father and I were
born in Hungary.

how to get his/her

students involved
in international
tele-collaborative
projects.

My parents lived
in the States for
almost a decade
before I was
born so at home
I often heard of
many stories that
shaped the way
of my thinking
and perception
of the world.
Besides these
factors, I can
also mention that
since my dad
was an
internationally
acknowledged
medical ethics
lecturer at the
University of
Pecs, we often
had foreign
guests at our
place. I think all
these things led
me to become
interested in
intercultural
issues. As an
English teacher I
soon realized the
potential of the
Internet in
language
education and I
knew that I had
to harness it for
the benefit of my
students. So I
got my classes
and school
involved in
different
international
projects. Many of
them were EUrelated ones,
such as the
Comenius
schoolpartnership
project, or the
projects which I
ran under the
auspices of the
European
Schoolnet, e.g.
Spring Day for
Europe,
FuturEnergia,
MyEurope. I

have also taken

part in a
UNESCO
project, such as
the Mura-Drava
cross-border
network for
intercultural
learning project
in 2005-2006. In
2009 I
established a
YouthNet
Foundation,
which since its
foundation has
given many
students
opportunities to
participate in
international
projects (see
www.diakhalo.or
g). At last but
not least, I must
add that since
2005 I have
been actively
involved with my
students in AECNET projects. My
personal
experiences, that
is, my trips to
foreign countries,
the friendships I
have built with
foreign
colleagues
throughout the
years of
collaborating
together, my
working
experiences e.g.
my one-year
work at the
European
Schoolnet office
in Brussels, and
my involvement
in the work of
such
organizations
like the British
Council in
Hungary and the
Regional
Language Office,
AEC-NET,
European
Schoolnet, all

Teacher 2
Mrs. Nancy
C. Aguila
San
Francisco,
Iriga City,
Camarines
Sur
Master
Teacher,
San
Francisco
Elementary
School

World Acquaintance Habit of Global

Mastery of
The teacher must Attitude
the Subject
understand and
A teacher must
Matter
acquire world
take into
Environmen
acquaintance
consideration the tal Attitude
because s/he is
values practiced Classroom
useless if s/he
by the students of Managemen
could not be able to different cultural/
t
acquaint with
traditional
his/her students
background.
considering their
Guidance and/or
cultural and
Parenting
linguistic diversity. Teachers are
Mastery of the
considered as the
Place, Habit and
2nd teacher or the
Attitude
so-called loco
The teacher must parentis. Thus,
Study and
acting as their
familiarize
parent
the culture and
will encourage
tradition
them to study
of the place you will well and
work on so as to
participate/engag
educate better your e in
students
the classroom
considering their
undertakings.
multicultural
diversity.
Teacher 3
Knowledge in the
Values the
Innovative
Antonio
different
human
skills
Belmonte
strategies and
persona as a
Collaborati
High School
approaches for
gifted learner
ve skills
Teacher
the differing
Integrity
Communica
UNEP
individualities and
Honesty
tion skills
multiple
Passion
intelligences of
Competence
the students.
Discipline
Knowledge
acquired from
continuing
education
Knowledge of the
modern
technologies

these things
have contributed
to my present
cosmopolitan
outlook on the
world.
Different student
habit
Learning style of
the students
Abundance
utilization
of ICT tool for
learning
Respect
students
individuality
taking
into
consideration
their culture,
race,
belief,
socioeconomic
status, abilities
and multiple
intelligences

Finding
alternatives for
materials which
are not available
in school
Organization
planning solution
for a school
where books and
chair arent
enough for all
the students
Organized the
school cultural
guild.
Participating on
the different
government and
non -government
activities to
showcase the
talent and skills
of the students.

Becoming a global teacher: Ten steps

to an international classroom
Posted February 13th, 2011 by webadmin

Issue:
The Language Teacher - Issue 28.7; July 2004
Page No.:
31
Date:
Thu, 2004-07-01
Writer(s):
Kip Cates

One of the most important tasks for educators in the world today is to help students learn
about the rich variety of people in our multicultural world and the important world problems
that face our planet. English language teachers have a special role to play in this important
task. In this article, I'd like to outline ten steps that classroom instructors can take to become
global teachers and to add an international dimension to their language classrooms.
Step 1: Rethink the Role of English
The first step in becoming a global teacher is to rethink your definition of English. Definitions
are important because they limit what we do. How do you define life, for example? As a party?
A pilgrimage? A to-do list? A vale of tears? Each of these definitions will lead you off in a
different direction. In the same way, how you define English determines what you do in your
classroom. What is "English" then? Traditionally, English has been defined as:
1.

a linguistic system of pronunciation, vocabulary and grammar

2.

a school subject and a topic on university entrance exams

3.

a language of "daily conversation" about family, sports and hobbies

4.

the mother tongue of English-speaking countries such as the USA and Britain

These four traditional views have long formed the basis of much English teaching worldwide. A
global education view of English, however, involves two further dimensions. It sees the English
classroom as a place for teaching:
5.

English as an international language for communication with people from around the
world

6.

English as a subject for learning about the world's peoples, countries and problems

A global approach to EFL, therefore, means showing how English can be a language of world
citizenship for learning about our global village, for communicating with people from other
cultures and for working to solve problems facing Planet Earth.
Step 2: Reconsider Your Role as Teacher
How we define ourselves is just as important as how we define our field. A key question
teachers can ask themselves is "Who am I?" How you answer this determines what you do in
class. Do you define yourself as "just an English teacher?" Or do you see yourself as an
"educator" in the wider sense? I prefer to define myself as a global educator who teaches
English as a foreign language. This means that I'm dedicated to good English teaching but that
I'm also committed to helping my students become responsible global citizens who will work
for a better world.

This mission we have as global educators is outlined in UNESCO's (1974) Recommendation on

"Education for International Understanding, Cooperation, and Peace." This calls on teachers in
schools around the world to promote:

an international dimension and a global perspective in education at all levels

understanding and respect for all peoples, their cultures, values and ways of life

awareness of the increasing global interdependence between peoples and nations

abilities to communicate with others

awareness of the rights and duties of individuals, social groups and nations towards
each other

understanding of the necessity for international solidarity and co-operation

readiness on the part of the individual to participate in solving the problems of his/her
community, country and the world at large

How we teach English in our EFL classrooms can either promote or hinder these important
goals.
Step 3: Rethink Your Classroom Atmosphere
A third step in internationalizing your teaching is to rethink your class atmosphere and the
impact it has on students. What do students see when they enter your classroom? Bare
concrete walls? Pictures and photos of the USA? If we really want to teach English as a global
language, we need to think carefully about our classroom atmosphere and what it says to
students.

What is a global classroom? A global EFL classroom is a room decorated with global posters,
world maps and international calendarsall in English. It's a dynamic, colorful place which
stimulates international awareness and curiosity about our multicultural world. It features
globes, international displays, and walls decorated with posters of world flags, current events,
and Nobel Peace Prize winners. A global classroom is also an environmentally-friendly
classroom where teachers and students use recycled paper, save energy, and use both sides of
the paper for handouts and homework.
Step 4: Integrate Global Topics Into Your Teaching

Global education doesn't happen through good intentions alone. It must be planned for,
prepared and consciously taught. After all, students can't learn what you don't teach. It doesn't
do any good, for example, to teach English grammar and hope that students somehow become
more international as a result. Rather, a good global language teacher must sit down and write
up a "dual syllabus" comprising: (1) a set of language learning goals and (2) a set of global
education goals. Once these are listed, the teacher's job is to design effective, enjoyable class
activities that achieve both sets of objectives in an integrated, creative way. A sample global
education lesson plan might look like this:

Language Learning
Goal

Global Education Goal

To practice the present

perfect
"Have you ever..?"

To raise awareness of
environmental problems

Activities to Accomplish the Above Goals

1.
Show the class pictures of environmental problems and ask present perfect questions:
"Have you ever seen...?"

2.

3.

a polluted river

an oil spill

a dead tree

litter on the ground

Put the class into groups and have them do a group eco-survey about environmental
action by asking each other the following present perfect questions:
"Have you ever...?"
o

picked up litter from the ground

turned off the lights to save energy

used something that was recycled

given money to an environmental organization

For homework, assign students to do 3 good deeds for the environment over the next
week. Then, make a present perfect class poster entitled: "Things our class has done for
the environment"

Step 5: Experiment With Global Education Activities

Part of becoming a global teacher involves experimenting in class with global education
activities such as games, role plays, and videos. Games designed around international themes
can stimulate motivation, promote global awareness, and practice language skills. Typical
global education games range from environmental bingo, to human rights quizzes, to world
travel board games. Books such as Worldways (Elder & Carr, 1987), Multicultural
Teaching (Tiedt, 2001) and In the Global Classroom (Pike & Selby, 2000) provide a variety of
such activities that can be adapted to the EFL classroom.
Role plays can stimulate students' creativity while promoting communicative language use in a
way that lecturing can't. There's a big difference between reading about Third World refugees,
for example, and actually becoming one in class. Global education role plays include conflict
resolution skits, discrimination experience games, and Model United Nations simulations, and
can have students take on roles ranging from endangered species, to African slaves, to world
leaders.

Video allows teachers to bring the world into class in a very real way. Through the magic of
video, we can take our students back in time to meet Gandhi, or off to visit UN headquarters in
New York - all at the touch of a button. For EFL lessons on the environment, I'd love to fly my
students to Brazil, but my salary doesn't quite allow that. Since I can't take my class to the
Amazon, the next best thing is to bring the Amazon to my classroom. This I can do with global
education videos such as "Spaceship Earth" (Worldlink, 1990). This allows my students to
travel to Brazil with pop singer Sting and learn about tropical rainforest destructionall in
English and without ever leaving the classroom.
Step 6: Make Use of Your International Experience in Class
Language teachers are an incredibly "global" group of people. Some speak foreign languages
such as French or Korean. Others know Spanish dancing or Chinese cooking. Some have
traveled widely in Asia. Others have lived in Brazil or Germany. Despite their "global"
backgrounds, however, many language teachers leave their international experience at home
and spend their class time just being "ordinary" teachers. In my view, these teachers lose out
on a special chance to add an international dimension to their teaching and to promote good
language learning.

Good teaching means using our talents to promote effective learning. If you're good at art, you
should use your skill through blackboard drawings to motivate your class. If you're good at
drama, you should exploit this in your teaching. The same applies with international
experience. If you've lived in the Middle East, use your experience to design exciting English
lessons to promote understanding of Islam and the Arab world. If you've been to Hanoi,
prepare an English slide show about your trip to Vietnam.

As teachers, we bring to the classroom a variety of talents, skills, and experiences. Using these
effectively can enliven our teaching, stimulate motivation, promote global awareness, and
encourage language learning. If you have a global talent, skill, or experience, exploit it. If you
don't have any international experience, then why not try to get some?
Step 7: Organize Extra-Curricular Activities
Extra-curricular activities are another way to combine global awareness with English practice.
Arranging penpal or keypal programs is one way to get your students using English to
communicate with young people around the world. Setting up an English "Global Issues Study
Group" is another idea. Some schools write English letters to foster children from Third World
countries. Yet others hold English charity events to raise money to remove Cambodian
landmines, help African AIDS victims, assist Iraqi children, or build schools in Nepal.

Some schools add an international dimension to their school festival through English speech
contests on global themes, or by inviting English guest speakers from groups such as UNICEF.
Others arrange volunteer activities where students pick up litter on local beaches, or
participate in charity walk-a-thons to end world hungerall while using English out-of-class.

School trips are a further way to promote international understanding. Language study tours to
the U.S. and Australia can include projects on social issues to broaden students' experience
beyond homestays, sightseeing, and shopping. Taking students to destinations such as India,
the Philippines, or Korea can improve their English as they learn about life in developing
countries, or neighboring Asian nations. One of my current projects is an Asian Youth
Forum (AYF) which brings together students from across Asia to build friendships, break down
stereotypes, and discuss global issues all through the medium of English-as-an-Asianlanguage.
Step 8: Explore Global Education and Related Fields
Another key step in becoming a global teacher is to explore global education and its related
fields. Exploring a new field to help improve our teaching is nothing new. Good teachers have
always gone to other disciplines to learn new ideas, techniques and resources. Teachers who
wish to deepen their knowledge of grammar, for example, turn to the field of linguistics.
Teachers interested in student motivation turn to the field of psychology. In the same way, if
we are serious about teaching English to promote global awareness, international
understanding, and action to solve world problems, we need to turn to those fields which
specialize in these areas:

Global education aims to develop the knowledge, skills, and attitudes needed by

responsible world citizens. Global education can provide language teachers with ideas,
techniques, and resources for designing lessons on world religions, for creating units on
Asia, or Africa, and for teaching about global issues such as AIDS, refugees, and world
hunger.
Peace education deals with the knowledge, skills, and attitudes necessary to build a

peaceful world. Peace education can provide language teachers with ideas, techniques, and
resources for designing lessons on topics such as war, peace, conflict, violence, Gandhi,
and the Nobel Peace Prize.
Human rights education aims to inspire students with the knowledge and

commitment required to protect human rights. Human rights education can provide
language teachers with ideas, techniques, and resources for teaching about topics such as
prejudice, sexism, ethnic minorities, Martin Luther King, and organizations such as Amnesty
International.
Environmental education aims to develop the knowledge, skills, and commitment
needed to protect our home, Planet Earth. Environmental education can provide language
teachers with ideas, techniques, and resources for teaching about such topics as pollution,
endangered species, solar energy, recycling, Rachel Carson, and organizations like
Greenpeace.

Exploring these fields can be done in a number of ways: by reading books, by attending
conferences, by contacting organizations, and by trying out teaching materials. Global
education conferences take place throughout the year. ThePeace as a Global Language (PGL)
conference in Kyoto this September is one such event. Global issue groups such
asOxfam, Friends of the Earth, and Amnesty International can provide teachers with useful
information and teaching materials. Global education videos, CD-Roms, posters, and teaching
packs can be obtained through on-line resource centers such as Social Studies School Service.
English teachers who explore these fields soon discover a new excitement in their classes and
a new mission in their teaching. They are able to approach global issues and world topics more
confidently, and can draw from a wider variety of teaching activities, techniques, and
resources for their content-based classes. The result is usually greater student motivation,
increased global awareness, and enhanced language learning.

Step 9: Join a Global Issue Special Interest Group

A further step in becoming a global teacher is to join one of the many global education special
interest groups (SIGs) in the English teaching profession. These offer a rich variety of ideas,
activities, and resources for language teachers. The oldest of these is JALT's Global Issues in
Language Education Special Interest Group (GILE SIG) which features a quarterly newsletter
and active website. Similar groups include the Global Issues SIG of the International
Association of Teachers of English as a Foreign Language (IATEFL) and the TESOLers for Social
Responsibility Caucus (TSR) of the US-based organization TESOL.
Step 10: Deepen Your Knowledge through Professional Development
A final step in becoming a global teacher is to invest your time and money in professional
development linked to global education. It's now possible to enroll in academic courses in
global education and peace education in Japan and overseas to increase your professional
knowledge and skills in these areas. The Teachers College Columbia University MA-in-TESOL
program in Tokyo, for example, offers graduate courses on global education as well as a Peace
Education Certificate for language teachers wishing to acquire knowledge and qualifications in
this field. In the United States, associations such as TESOL now organize regular seminars on
topics such as Classroom Responses to War and Terrorism (Washington DC, 2003), Teaching for
Social Responsibility (Brazil, 2004), and TESOLers as Builders of Peace(New York, 2004).
I hope the ten steps above prove useful for teachers seeking to add a global dimension to their
EFL classrooms. I'd also like to encourage teachers in Japan and overseas to promote
international understanding, social responsibility, and a peaceful future through professional
content-based language education aimed at teaching for a better world.

On Becoming a Teacher

Field
Study

Episode 5: THE TEACHER AS A PROFESSIONAL

Name
Jason O. Salvadora
Date March 8, 2016
Course
Bachelor in Secondary Education major in Biological
Science
Year & Block Third Year P
Cooperating School BU Integrated Laboratory High School
Resource Teacher
________________________
Signature
__________________

OBJECTIVE:

At the end of this episode, you will demonstrate a deeper

understanding of the rights, duties and responsibilities of a
professional teacher and their impact on you as a future
teacher.

TASKS/PROCEDURES:
Ignorance of the Law, excuse no one. This is true for
everyone. A true professional always knows both rights and
duties. These are two equal sides of the coin. For you to
achieve your target, do the following tasks:
1. Gather information about the policies and guidelines
concerning teachers, implemented by your cooperating
school.
2. Interview the principal/head teacher/your resource
teacher about implementation of these policies and
guidelines.
3. Analyze the policies and guidelines in the light of values
and pertinent laws.
4. Reflect on the impact of all these to your future life as a
full-fledged professional teacher.

MEANS TO END
Read the following carefully before you begin to interview. Then fill
out worksheet #1.
1. Find out about the policies and procedures concerning
teachers by reading the school or teachers manual of your
cooperating school.
2. As you read the manual, jot down notes and questions you
might want to ask later about these areas:
a. Rights

b. Duties/obligations
c. Economic and social benefits
d. Reward/incentive system
e. Disciplinary procedures
3. Interview Guide
a. Interview a teacher/head teacher/principal.
b. The purpose of the interview is for you to know about the
actual implementation of the policies and guidelines.
c. Use the questions you wrote down earlier for this
interview.
d. You may first state a policy or guideline (quoting from the
manual), and then ask how this is implemented. Request the
interviewee to cite examples.
4. Focus on at least 2 policies/guidelines for each of the five
areas in number 2.
5. Use the table/matrix that follow to document your
observation/interview and to put your analysis on the values
and legal provisions exemplified by the policies and guidelines.

ASSESSMENT
1. What values are reflected by the policies and guidelines found in
the school or teacher manual.

2. Cite legal provisions/laws that are exemplified by each of the

policies/guidelines that you included in worksheet #1. To help you,
focus on the provisions of the following:
a. Magna Carta for Public School Teachers
b. Code of Ethics for Professional Teachers
c. Manual of Regulations for private School
d. Certain parts of the Labor Code
e. Philippine Teachers Professional Act of 1994

CAREFUL THOUGHT
How do you feel about the policies and guidelines concerning teacher? How will you
respond to them in the future?

What insights/realizations did you have about the demands of being a

professional teacher? How will you meet these challenging demands in the
future?

What are your values and strengths that can help you become a true professional?

Worksheet #1

Policies/Guideline
s
Right of Teachers

Duties/Obligations
of Teachers

Economic and Social

Benefits

Comment/sharin
g of the
Interview

Pertinent
Value
Laws/Provisions
s
that served as
shown legal basis of the
policy/guideline

Reward/Incentive
System:

Disciplinary
Procedures: