CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise known as the
Philippine Teachers Professionalization Act of 1994 and paragraph (a), section 6, P.D. No. 223, as
amended, the Board for Professional Teachers hereby adopt the Code of Ethics for Professional
Teachers.

Preamble
Teachers are duly licensed professionals who possesses dignity and reputation with high moral values
as well as technical and professional competence in the practice of their noble profession, and 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 quality
education for all competent teachers. Committed to 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, special,
technical, or non-formal. The term teacher shall include industrial arts or vocational teachers and all
other persons performing supervisory and /or administrative functions in all school at the aforesaid
levels, whether on full time or part-time basis.

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 heritage 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 official 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.

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 from 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
schools 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.

Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with
other professionals, with government officials, and with the people, individually or collectively.

Section 8. A teacher posses freedom to attend church and worships as appropriate, but shall not use
his positions and influence to proselyte others.

Article IV: A Teacher and the Profession
Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall
manifest genuine enthusiasm and pride in teaching as a noble calling.

Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make
the best preparations for the career of teaching, and shall be at his best at all times and in the
practice of his profession.

Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of
the Professional Regulation Commission, and shall pursue such other studies as will improve his
efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and
productivity in order to be nationally and internationally competitive.

Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not
make improper misrepresentations through personal advertisements and other questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means
for earning a descent living.

Article V: The Teachers and the Profession
Section 1. Teachers 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, teachers 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 files without permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be
an unprofessional and unethical conduct of any associate. 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.

Article VI: The Teacher and Higher Authorities in the Profession
Section 1. Every teacher shall make it his duty to make an honest effort to understand and support
the legitimate policies of the school and the administration regardless of personal feeling or private
opinion and shall faithfully carry them out.

Section 2. A teacher shall not make any false accusations or charges against superiors, especially
under anonymity. However, if there are valid charges, he should present such under oath to
competent authority.

Section 3. A teacher shall transact all official business through channels except when special
conditions warrant a different procedure, such as when special conditions are advocated but are
opposed by immediate superiors, in which case, the teacher shall appeal directly to the appropriate
higher authority.

Section 4. Every teacher, individually or as part of a group, has a right to seek redress against
injustice to the administration and to extent possible, shall raise grievances within acceptable
democratic possesses. In doing so, they shall avoid jeopardizing the interest and the welfare of
learners whose right to learn must be respected.

Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and
transfer of teachers are made only on the basis of merit and needed in the interest of the service.

Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract,
assuming full knowledge of employment terms and conditions.

Article VII: School Officials, Teachers, and Other Personnel
Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy
towards teachers and other personnel, such practices being standards of effective school supervision,
dignified administration, responsible leadership and enlightened directions.

Section 2. School officials, teachers, and other school personnel shall consider it their cooperative
responsibility to formulate policies or introduce important changes in the system at all levels.

Section 3. School officials shall encourage and attend the professional growth of all teachers under
them such as recommending them for promotion, giving them due recognition for meritorious
performance, and allowing them to participate in conferences in training programs.

Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates
except for cause.

Section 5. School authorities concern shall ensure that public school teachers are employed in
accordance with pertinent civil service rules, and private school teachers are issued contracts
specifying the terms and conditions of their work; provided that they are given, if qualified,
subsequent permanent tenure, in accordance with existing laws.

Article VIII: The Teachers and 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, provided that 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, observing due process.

Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost
concern, and shall deal justifiably and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a 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 learners 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 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 learners problems and
difficulties.

Article IX: The Teachers and Parents
Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct
himself to merit their confidence and respect.

Section 2. Every teacher shall inform parents, through proper authorities, of the progress and
deficiencies of learner under him, exercising utmost candor and tact in pointing out the learner's
deficiencies and in seeking parents cooperation for the proper guidance and improvement of the
learners.

Section 3. A teacher shall hear parents complaints with sympathy and understanding, and shall
discourage unfair criticism.

Article X: The Teacher and Business
Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income generation;
provided that it does not relate to or adversely affect his work as a teacher.

Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in
the settlement of his debts and loans in arranging satisfactorily his private financial affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any
commercial venture which furnish textbooks and other school commodities in the purchase and
disposal of which he can exercise official influence, except only when his assignment is inherently,
related to such purchase and disposal; provided they shall be in accordance with the existing
regulations; provided, further, that members of duly recognized teachers cooperatives may participate
in the distribution and sale of such commodities.

Article XI: The Teacher as a Person
Section 1. A teacher is, above all, a human being endowed with life for which it is the highest
obligation to live with dignity at all times whether in school, in the home, or elsewhere.

Section 2. A teacher shall place premium upon self-discipline as the primary principle of personal
behavior in all relationships with others and in all situations.

Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model
worthy of emulation by learners, peers and all others.

Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the
destinies of men and nations.

Article XII: Disciplinary Actions
Section 1. Any violation of any provision of this code shall be sufficient ground for the imposition
against the erring teacher of the disciplinary action consisting of revocation of his Certification of
Registration and License as a Professional Teacher, suspension from the practice of teaching
profession, or reprimand or cancellation of his temporary/special permit under causes specified in Sec.
23, Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and Regulations
Implementing R.A. 7836.

Article XIII: Effectivity
Section 1. This Code shall take effect upon approval by the Professional Regulation Commission and
after sixty (60) days following its publication in the Official Gazette or any newspaper of general
circulation, whichever is earlier.

Educational
Realism holds that reality exists independent of the human mind; matter in the universe
is real and independent of man's ideas. This philosophy grew out of the Age of
Enlightenment and strongly supports the use of the scientific method. Its aims are to
understand the world through inquiry, verify ideas in the world of experience, teach
things that are essential and practical, and develop the learner's rational powers. The
instructional process seeks to teach fundamentals, encourage specialization, and teach the
scientific method. The role of teacher is to present material systematically, encourage the
use of objective criteria, and be effective and accountable. Behaviorism is congruent
with this broader teacher-centered philosophy.
Idealism holds that ideas are the only true reality. This philosophy goes back to ancient
Greece and claims greats such as Socrates and Plato. This school seeks to discover true
knowledge rather than create it. The aims of the philosophy are to search for truth and
further the character development of learners. The role of the teacher is to serve as a
guide for immature learners, judge important material, and model appropriate behavior.
The instructional process is holistic, seeks to develop critical thinkers, and deals with
broad concepts rather than specific skills. This is a content-centered approach to
education with a heavy emphasis on seeking universal truths and values and with a strong
and defined role for the teacher.
Pragmatism or Progressivism is associated strongly with the works of John Dewey. It
seeks to inquire and to then do what works best; that is, it seeks to be pragmatic.
However, everything centers on the human experience. It seeks to promote democracy by
developing strong individuals to serve in a good society. It supports diversity because
education is the necessity of life. Its aims are to seek understanding, coordinate all
environments into a whole, teach a process of inquiry, and promote personal growth and
democracy. The instructional process is flexible with a concern for individual differences
and for problem solving and discovery. In this learner-centered approach, the role of
teacher is to identify the needs of the learner and to serve as a resource person.
Existentialism or Humanism draws heavily from the ideas of Carl Rogers. This
philosophy focuses on the individual and believes that individuals are always in
transition. People interpret the world from their own perceptions and construct their own
realities. Its aims are to promote self-understanding, involvement in life, an awareness of
alternatives, and the development of a commitment to choices. Learning is viewed as a
process of personal development which seeks to provide learners with options. The role
of the instructor in this learner-centered philosophy is to be a facilitator. The cornerstone
of this philosophy is trust between the teacher and learner.
Reconstructionism strongly believes that education can be used
in reconstructing society. In order to achieve social justice and true democracy, change
rather than adjustment is needed. This philosophy is futuristic and takes a holistic view of
problems. Its aims are to encourage social activism and the development of change
agents. It seeks to empower people to think critically about their world, develop decision-
making abilities, get involved in social issues, and to take action. The role of the teacher
in this learner-centered philosophy is help learners develop problem-posing skills and
lifelong-learning skills. This school of thought has been greatly influenced by the work of
Paulo Freire and Myles Horton.

QUALITIES OF A GOOD TEACHER
Empathy
You have the ability to bond with your students, to understand and resonate with their feelings and
emotions. To communicate on their level. To be compassionate with them when they are down and to
celebrate with them when they are up.
Positive Mental Attitude
You are able to think more on the positive and a little less on the negative. To keep a smile on your
face when things get tough. To see the bright side of things. To seek to find the positives in every
negative situation. To be philosophical.
Open to Change
You are able to acknowledge that the only real constant in life is change. You know there is a place for
tradition but there is also a place for new ways, new ideas, new systems, and new approaches. You
don't put obstacles in your way by being blinkered and are always open and willing to listen to others'
ideas.
Role Model
You are the window through which many young people will see their future. Be a fine role model.
Creative
You are able to motivate your students by using creative and inspirational methods of teaching. You
are different in your approach and that makes you stand out from the crowd. Hence the reason why
students enjoy your classes and seek you out for new ideas.
Sense of Humour
You know that a great sense of humour reduces barriers and lightens the atmosphere especially
during heavy periods. An ability to make your students laugh will carry you far and gain you more
respect. It also increases your popularity.
Presentation Skills
You know that your students are visual, auditory or kinaesthetic learners. You are adept at creating
presentation styles for all three. Your body language is your main communicator and you keep it
positive at all times. Like a great orator you are passionate when you speak. But at the same time you
know that discussion and not lecturing stimulates greater feedback.
Calmness
You know that the aggression, negative attitudes and behaviours that you see in some of your
students have a root cause. You know that they are really scared young people who have come
through some bad experiences in life. This keeps you calm and in control of you, of them and the
situation. You are good at helping your students de-stress.
Respectful
You know that no one is more important in the world than anyone else. You know that everyone has a
place in the world. You respect your peers and your students. Having that respect for others gets you
the respect back from others.
Inspirational
You know that you can change a young person's life by helping them to realise their potential, helping
them to grow, helping them to find their talents, skills and abilities.
Passion
You are passionate about what you do. Teaching young people is your true vocation in life. Your
purpose in life is to make a difference.
Willing to Learn
You are willing to learn from other teachers AND your students. Although knowledgeable in your
subject you know that you never stop learning. If you are student teacher please go to our Student
Teacher Survival Guide Video
Poems for the teachers
WHOSE CHILD IS THIS?
Author Unknown

"Whose child is this?" I asked one day
Seeing a little one out at play
"Mine", said the parent with a tender smile
"Mine to keep a little while
To bathe his hands and comb his hair
To tell him what he is to wear
To prepare him that he may always be good
And each day do the things he should"

"Whose child is this?" I asked again
As the door opened and someone came in
"Mine", said the teacher with the same tender smile
"Mine, to keep just for a little while
To teach him how to be gentle and kind
To train and direct his dear little mind
To help him live by every rule
And get the best he can from school"

"Whose child is this?" I ask once more
Just as the little one entered the door
"Ours" said the parent and the teacher as they smiled
And each took the hand of the little child
"Ours to love and train together
Ours this blessed task forever."

Unity
By Cleo V. Swarat (thanks to Dan for correcting our info!)
I dreamed I stood in a studio
And watched two sculptors there,
The clay they used was a young childs mind
And they fashioned it with care.
One was a teacher:
the tools she used were books and music and art;
One was a parent
With a guiding hand and gentle loving heart.
And when at last their work was done,
They were proud of what they had wrought.
For the things they had worked into the child
Could never be sold or bought!
And each agreed she would have failed
if she had worked alone.
For behind the parent stood the school,
and behind the teacher stood the home!

Why God Made Teachers
By Kevin William Huff
When God created teachers,
He gave us special friends
To help us understand His world
And truly comprehend
The beauty and the wonder
Of everything we see,
And become a better person
With each discovery.
When God created teachers,
He gave us special guides
To show us ways in which to grow
So we can all decide
How to live and how to do
What's right instead of wrong,
To lead us so that we can lead
And learn how to be strong.
Why God created teachers,
In His wisdom and His grace,
Was to help us learn to make our world
A better, wiser place.


One Hundred Years from now
(excerpt from "Within My Power" by Forest Witcraft)
One Hundred Years from now
It will not matter
what kind of car I drove,
What kind of house I lived in,
how much money was in my bank account
nor what my clothes looked like.
But the world may be a better place because
I was important in the life of a child.


GOD MADE TEACHERS . . .
Author Unknown
God understood our thirst for
knowledge, and our need to be led
by someone wiser;
He needed a heart of compassion,
of encouragement, and patience;
Someone who would accept
the challenge regardless of the
opposition;
Someone who could see potential
and believe in the best in others . . .
So He made Teachers.
Number One Teacher
(Name of teacher),
I'm happy that you're my teacher;
I enjoy each lesson you teach.
As my role model you inspire me
To dream and to work and to reach.
With your kindness you get my attention;
Every day you are planting a seed
Of curiosity and motivation
To know and to grow and succeed.
You help me fulfill my potential;
I'm thankful for all that you've done.
I admire you each day, and I just want to say,
As a teacher, you're number one!
By Joanna Fuchs

I Want To Be Like You
Thank you, teacher,
for being my life's role model.
When I consider all you've taught me
and reflect on the kind of person you are,
I want to be like you
smart, interesting and engaging,
positive, confident, yet unpretentious.
I want to be like you
well-informed and easy to understand,
thinking with your heart as well as your head,
gently nudging us to do our best,
with sensitivity and insight.
I want to be like you
giving your time, energy and talent
to ensure the brightest possible future
for each of us.
Thank you, teacher
For giving me a goal to shoot for:
I want to be like you!
By Joanna Fuchs

A Teacher for All Seasons
A teacher is like Spring,
Who nurtures new green sprouts,
Encourages and leads them,
Whenever they have doubts.
A teacher is like Summer,
Whose sunny temperament
Makes studying a pleasure,
Preventing discontent.
A teacher is like Fall,
With methods crisp and clear,
Lessons of bright colors
And a happy atmosphere.
A teacher is like Winter,
While its snowing hard outside,
Keeping students comfortable,
As a warm and helpful guide.
Teacher, you do all these things,
With a pleasant attitude;
Youre a teacher for all seasons,
And you have my gratitude!
By Joanna FuchsThe Most Admired Teacher
(Name of teacher),
The most admired teacher
Would be caring, kind and smart.
She'd always have her students'
Best interests in her heart.
She'd help us love to learn.
Her lessons would be clear.
She'd motivate with praise,
And always be sincere.
She'd be upbeat and supportive,
And a great role model too.
She'd be the perfect teacher;
She'd be just like you!
By Joanna Fuchs

I'll Remember You Always
Rarely does someone
get to influence a person's life
in a positive way
for a lifetime,
as a teacher can,
fostering optimism and confidence,
providing knowledge that leads to success,
and being a good role model,
as you have,
and you are,
and you will...
forever.
I'll remember you always.
Thank you.
By Joanna Fuchs


Teacher Prayer
Dear Lord, bless these teachers mightily
as they seek to teach, enrich and guide
Your precious children.
Grant them abundant resources to do their job,
intelligence, wisdom, sensitivity, kindness,
and the material things that make it possible
to turn some of these tender green plants
into the strong, stable trees that will lead our nation,
to transform some of these buds into brilliant flowers
that will bring light, color and happiness
to all who encounter them,
and to give every one of them the tools
to be creative, and productive and to develop
their own kind of success in the world.
Lord, wrap Your loving arms around these teachers
who give so much of themselves to grow our youth
into creative, responsible adults.
We pray that You will immerse them
in your boundless, transcendent love.
We pray that You will strengthen and soothe them
when they have given so much of themselves
that they need Your extra attention, Your extra care.
We love, respect and admire these teachers, Lord
and we pray that you will watch over them always--
these special people who hold our children
and our future in their hands.
Amen.
By Joanna Fuchs



Freud's Psychosexual Stages
Psychoanalytic theories of human development began in the 1900's with the work of Sigmund Freud.
More modern theories of development have now replaced those of Freud. Yet it is still important to be
familiar with the basics of Freud's work, as many modern views of human development still have their
roots in Freudian theory.
Freud developed a general theory of psychological development from infancy to adulthood. He
believed that the mind of an infant consists only of primitive drives and instincts, such as the need for
food and physical comfort, which he called the "id."
During the first few years of life, the self, or "ego" develops. The function of the ego is to find safe and
appropriate ways for the id to be expressed. Through the ego, a child finds ways to get what he or she
needs within the boundaries of what is acceptable to the parents. After the initial struggle between the
id and ego, the child learns to delay gratification in response to external demands, particularly those
of parents.
In the late preschool years, the child develops a conscience, which Freud called the "superego." The
child has now internalized the parents' values. He or she feels guilty for misbehaving and will try to
behave even when adults are not around.
Freud believed that a single motive governs human behavior the desire to satisfy biological needs
and thereby discharge tension. He defined stages of development in terms of the organs he thought
were used to discharge tension at that age. From birth to adulthood, a child develops through these
stages in sequence: oral, anal, phallic, latency and genital. Failure to experience gratification for basic
drives during a given stage could cause an individual to become "fixated" in that stage, stuck forever
in that particular psychological mode.
Freud believed that adolescence is fraught with internal struggle. He viewed the pre-adolescent
"latency" period as a time when the child develops a balance between the ego and id. Upon entering
the "genital" phase of adolescence, the child is bombarded with instinctual impulses that disrupt this
balance. The ego is torn between the strong impulses of the id and the restrictions of the superego.
This conflict makes adolescence a time of tremendous stress and turmoil.
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Erikson's Psychosocial Stages
While based on Freud's psychosexual concept of development, Erik Erikson's psychosocial theory takes
a broader view of the factors that impact human development. He places importance on the social and
cultural components of an individual's developmental experiences.
Erikson proposes a series of developmental tasks that all people face and resolve in some way.
Previous developmental outcomes set the stage for upcoming issues, but an individual does not
become "stuck" in a phase, as Freud believed. Instead, the old issue is reworked in the context of
current tasks. A comparison of Freud and Erikson is outlined in Table 4, excerpted from Stroufe &
Cooper (1988) with minor modifications.

Table 4: A Comparison of Freud's Psychosexual Stages with Erikson's Broader Psychosocial
Stages
Age Freud's
Psychosexual
Stages
Erikson's
Psychosocial
Stages
Erikson's
Developmental
Issues
Birth
to 1
Year
Oral Basic trust vs.
mistrust
Infants learn to trust
others to satisfy their
needs and therefore
develop self-worth.
Infants receiving
inconsistent care may
grow to mistrust the
people in their world.
1 to 3
Years
Anal Autonomy vs.
shame and
doubt
Children learn to be
self-sufficient by
mastering tasks such
as feeding and
dressing themselves.
Children who do not
develop autonomy
may doubt their
abilities and their
capacity to act on the
world. As a result,
they may develop
feelings of shame.
3 to 6
Years
Phallic Initiative vs.
guilt
Children initiate
pretend play with
peers and accept
responsibilities such
as helping with
household chores.
Sometimes these
activities create
conflicts with others,
which create guilt.
Children can resolve
these crises by
learning to balance
initiative against the
demands of others.
7 to
11
Years
Latency Industry vs.
Inferiority
Children must master
increasingly difficult
skills, particularly
social interaction with
peers and academic
performance. Children
whose industry
enables them to
succeed in these
areas develop a sense
of mastery and self-
assurance. Those who
do not feel inferior
and may shun new
activities.
12 to
18
Years
Genital Identity vs.
role confusion
Adolescents build on
all earlier experiences
to develop a sense of
self-identity. Failure
to reach this goal may
cause confusion in
sexual identity, the
choice of an
occupation, and the
roles they perform as
adults.
Like Freud, Erikson viewed adolescence as a time of turmoil and stress. He thought that the turmoil
resulted from an identity crisis rather than a struggle between the id and ego. He saw adolescence as
a necessary and productive period as a time of life when one works to form one's own identity.
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Piaget's Periods of Development
Piaget described development in terms of sequential changes in how children think. He proposed that
children grow through three periods of development, each distinguished by a different way of thinking.
Piaget's periods of development are summarized in Table 5, excerpted from Stroufe & cooper (1988):

Table 5: Piaget's Periods of Development
Age Period of
Development
Cognitive Structures
Birth to 2
Years
Sensorimotor Infants understand the
world through perception
and action. Abilities
expand throughout this
period, so that by age
two, toddlers can
purposefully combine
their actions.
2 to 11 Years Concrete
Preoperational
Subperiod
Children master
independently acquired
skills. Children are able to
form mental
representations of objects
and imagine actions
related to them. Thought
is egocentric.
7 to 11 Years Concrete
Operational
Subperiod
Children are capable of
logical thinking. Their
imaginations are
constrained by reality,
and they can perform
logical operations on
concrete objects.
12 Years
Through
Adulthood
Formal
Operational
Children develop the
ability to reason
abstractly.

According to Piaget, cognitive development through adolescence involves:
y movement from concrete to abstract thinking, and

y a decrease in egocentric thought.
Prior to adolescence, the thinking of a child is concrete. The acquisition of formal reasoning skills
allows older adolescents (about age 15) to think about many possible outcomes of a situation that do
not exist now. They can construct possibilities and assess probabilities. Imagine, for instance, that you
pose the hypothetical situation of an adolescent pregnancy. An adolescent with formal reasoning skills
(with appropriate guidance) could try to think through the full implications of parenting a newborn.
The transition from concrete to completed formal operational thinking occurs in stages between the
ages of 11-14. According to Piaget and other cognitive theorists, the predominance of egocentric
thought during this period leads to some particular views and behaviors, including:
y self-consciousness

y the imaginary audience: feeling as though one's actions and appearance is being constantly
scrutinized

y the personal fable: viewing one's thoughts and feelings as unique experiences, and

y feelings of invulnerability, leading to risk-taking behavior.
By sharing experiences with peers, adolescents learn that many of their thoughts and feelings are
shared by almost everyone. This realization helps them to feel less unique or less "abnormal"
and more like others. The egocentric thinking of early adolescence thus diminishes by about the age of
15 or 16.

Down by the station.
(Wav music from - www.midicenter.com)
Down by the station,
Early in the morning,
See the little puffer-billies
All in a row.
See the engine driver
Pull the little throttle........
Chuff, chuff, puff, puff,
Off we go!
Down by the station,
Early in the morning,
See the engine chugging
Weighed down low.
Hear the conductor
Shout to everybody........
Chuff, chuff, chuff, chuff,
Here we go!
Down by the station,
Early in the morning,
See the people lining up
All in a row.
Hear the train conductor
Shout to everybody........
Chuff, chuff, chuff, chuff,
Off we go!
Sarasponda.
(Wav music from - www.ilovewavs.com)
Sarasponda, sarasponda, Sarasponda, ret, set, set.
Sarasponda, sarasponda, Sarasponda, ret, set, set.
Adory-oh, adory-boom-day-oh,
Adory-boom-day, ret, set, set,
Pasay, pasay-oh.
Sarasponda, sarasponda, Sarasponda, ret, set, set.
Sarasponda, sarasponda, Sarasponda, ret, set, set.
Adory-oh, adory-boom-day-oh,
Adory-boom-day, ret, set, set,
Pasay, pasay-oh,

Lazy Mary.
(Wav music from - www.ilovewavs.com)
Lazy Mary will you get up,
Will you get up, will you get up.
Lazy Mary will you get up,
Will you get up today.

No, no mother I wont get up,
I wont get up, I wont get up.
No, no mother I wont get up,
I wont get up today.
Oh, dear Mary, you must get up,
You must get up, you must get up.
Oh, dear Mary, you must get up,
You must get up today.
Yes dear mother, I will get up,
I will get up, I will get up.
Yes dear mother I will get up,
I will get up today.
Baa, Baa, Black Sheep.
(Wav music from www.ilovewavs.com)
Baa, baa, black sheep,
Have you any wool?
Yes, sir, yes, sir,
Three bags full;
One for my master,
And one for my dame,
and one for the little boy
Who lives down the lane.
Baa, baa, black sheep,
Have you any wool?
Yes, sir, yes, sir,
Three bags full;
One for my master,
And one for my dame,
and one for the little boy
Who lives down the lane.

Poems for elementary

The Blind Boy

~Colley Cibber

O say, what is that thing called light,
Which I can ne'er enjoy?
What is the blessing of the sight?
O tell your poor blind boy!
You talk of wondrous things you see,
You say the sun shines bright;
I feel him warm, but how can he
Then make it day or night?
My day or night myself I make
Whene'er I sleep or play;
And could I ever keep awake
With me 'twere always day.
With heavy sighs I often hear
You mourn my hapless woe;
But sure with patience I may bear
A loss I ne'er know.
Then let not what I cannot have
My cheer of mind destroy;
Whilst thus I sing, I am a king,
Although a poor blind boy.



Three Letters from Teddy
ELIZABETH SILANCE BALLARD
This teacher's reaction to an unexpected gift from an unloved child paid off in a miraculous way.
I have not seen Teddy Stallard since he was a student in my 5th grade class, 15 years ago.
It was early in my career, and I had only been teaching two years. From the first day he
stepped into my classroom, I disliked Teddy. Teachers (although everyone knows
differently) are not supposed to have favorites in a class, but most especially are not
supposed to show dislike for a child, any child. Nevertheless, every year there are one or
two children that one cannot help but be attached to, for teachers are human, and it is
human nature to like bright, pretty, intelligent people, whether they are 10 years old or 25.
And sometimes, not too often, fortunately, there will be one or two students to whom the
teacher just can't seem to relate.

I had thought myself quite capable of handling my personal feelings along that line until
Teddy walked into my life. There wasn't a child I particularly liked that year, but Teddy was
most assuredly one I disliked. He was dirty. Not just occasionally, but all the time. His hair
hung low over his ears, and he actually had to hold it out of his eyes as he wrote his papers
in class. (And this was before it was fashionable to do so!) Too, he had a peculiar odor
about him which I could never identify. His physical faults were many, and his intellect left a
lot to be desired, also. By the end of the first week I knew he was hopelessly behind the
others. Not only was he behind; he was just plain slow! I began to withdraw from him immediately.

Any teacher will tell you that it's more of a pleasure to teach a bright child. It is definitely more rewarding for one's ego.
But any teacher worth her credentials can channel work to the bright child, keeping him challenged and learning, while she
puts her major effort on the slower ones. Any teacher can do this. Most teachers do it, but I didn't, not that year. In fact, I
concentrated on my best students and let the others follow along as best they could. Ashamed as I am to admit it, I took
perverse pleasure in using my red pen; and each time I came to Teddy's papers, the cross marks (and they were many)
were always a little larger and a little redder than necessary. "Poor work!" I would write with a flourish.

While I did not actually ridicule the boy, my attitude was obviously quite apparent to the class, for he quickly became the
class "goat", the outcast the unlovable and the unloved. He knew I didn't like him, but he didn't know why. Nor did I
know then or now why I felt such an intense dislike for him. All I know is that he was a little boy no one cared about,
and I made no effort in his behalf.

The days rolled by. We made it through the Fall Festival and the Thanksgiving holidays, and I continued marking happily
with my red pen. As the Christmas holidays approached, I knew that Teddy would never catch up in time to be promoted
to the sixth grade level. He would be a repeater. To justify myself, I went to his cumulative folder from time to time. He
had very low grades for the first four years, but not grade failure. How he had made it, I didn't know. I closed my mind to
personal remarks.
y First grade: Teddy shows promise by work and attitude, but has poor home situation.
y Second grade: Teddy could do better. Mother terminally ill. He receives little help at home.
y Third grade: Teddy is a pleasant boy. Helpful, but too serious. Slow learner. Mother passed away at end of year.
y Fourth grade: Very slow, but well-behaved. Father shows no interest.

Well, they passed him four times, but he will certainly repeat fifth grade! "Do him good!" I said to myself.

And then the last day before the holiday arrived. Our little tree on the reading table sported paper and popcorn chains.
Many gifts were heaped underneath, waiting for the big moment. Teachers always get several gifts at Christmas, but mine
that year seemed bigger and more elaborate than ever. There was not a student who had not brought me one. Each
unwrapping brought squeals of delight, and the proud giver would receive effusive thank-you's.

His gift wasn't the last one I picked up; in fact it was in the middle of the pile. Its wrapping was a brown paper bag, and he
had colored Christmas trees and red bells all over it. It was stuck together with masking tape. "For Miss Thompson From
Teddy" it read. The group was completely silent, and for the first time, I felt conspicuous, embarrassed because they all
stood watching me unwrap that gift. As I removed the last bit of masking tape, two items fell to my desk; a gaudy
rhinestone bracelet with several stones missing and a small bottle of dimestore cologne half empty. I could hear the
snickers and whispers, and I wasn't sure I could look at Teddy. "Isn't this lovely?" I asked, placing the bracelet on my
wrist. "Teddy, would you help me fasten it?" He smiled shyly as he fixed the clasp, and I held up my wrist for all of them to
admire. There were a few hesitant oohs and aahs, but as I dabbed the cologne behind my ears, all the little girls lined up
for a dab behind their ears. I continued to open the gifts until I reached the bottom of the pile. We ate our refreshments
and the bell rang. The children filed out with shouts of "See you next year!" and "Merry Christmas!" but Teddy waited at
his desk.

When they had all left, he walked toward me, clutching his gift and books to his chest. "You smell just like Mom," he said
softly. "Her bracelet looks real pretty on you, too. I'm glad you liked it." He left quickly. I locked the door, sat down at my
desk, and wept, resolving to make up to Teddy what I had deliberately deprived him of a teacher who cared.

I stayed every afternoon with Teddy from the end of the Christmas holidays until the last day of school. Sometimes we
worked together. Sometimes he worked alone while I drew up lesson plans or graded papers. Slowly but surely he caught
up with the rest of the class. Gradually, there was a definite upward curve in his grades. He did not have to repeat the fifth
grade. In fact, his final averages were among the highest in the class, and although I knew he would be moving out of the
state when school was out, I was not worried for him. Teddy had reached a level that would stand him in good stead the
following year, no matter where he went. He enjoyed a measure of success, and as we were taught in our teacher training
courses, "Success builds success."

I did not hear from Teddy until seven years later, when his first letter appeared in my mailbox:

Dear Miss Thompson,

I just wanted you to be the first to know, I will be graduating second in my class next month.

Very Truly Yours,

Teddy Stallard
I sent him a card of congratulations and a small package, a pen and pencil gift set. I wondered what he would do after
graduation.

Four years later, Teddys second letter came.

Dear Miss Thompson,

I wanted you to be the first to know. I was just informed that Ill be graduating first in my class. The university has not
been easy, but I like it.

Very Truly Yours,

Teddy Stallard
I sent him a good pair of sterling silver monogrammed cuff links and a card, so proud of him I could burst!

And now today Teddys third letter.

Dear Miss Thompson,

I wanted you to be the first to know. As of today I am Theodore Stallard, M.D. How about that!!??

Im going to be married in July, the 27th, to be exact. I wanted to ask if you could come and sit where Mom would sit if
she were here. Ill have no family there as Dad died last year.

Very Truly Yours,

Teddy Stallard
Im not sure what kind of a gift one sends to a doctor on completion of medical school and state boards. Maybe Ill just
wait and take a wedding gift, but a note cant wait.

Dear Ted,

Congratulations! You made it, and you did it yourself! In spite of those like me and not because of us, this day
has come for you.

God bless you.

Ill be at the wedding with bells on!

A new year, another chance for change
Written by Peter Stockland
y
BE THE FIRST TO COMMENT!
We were eustbound on u VIA truln between Klngston und Montreul mldwuy through the Chrlstmus week when we got news of u horrlfylng uccldent uheud.

A mun und womun hud been kllled when thelr plckup truck somehow |umped u burrler on Hlghwuy 20 ut the west end of the lslund of Montreul. The truck plunged
onto truln trucks below und wus hlt by un eustbound VIA truln.
It wus the next duy, reudlng ubout the uccldent ln the newspuper, thut I wus hlt wlth the full force emburrussment of reullzlng thut my lnltlul reuctlon wus unnoyed
speculutlon ut how long our truvel would be deluyed by the eurller crush.

Here were two people deud. Here were fumllles dropped lnto lnexpllcuble grlef by un unfuthomuble trugedy. And here wus me, lmputlently, petuluntly, culculutlng the
potentlul mlnutes of deluy ln my usuul bedtlme.

Nothlng wus excused by my keeplng my response entlrely to myself, or the uwureness lt wus probubly shured by ulmost everyone else on the truln, or even thut lt wus
llkely prompted by my huvlng been stuck on u broken down VIA truln for four hours the week before.

No. For beyond my lmputlence und petulunt dlsregurd for the souls of those kllled, und the llves shuttered by thelr deuths, wus the grucelessness of lts uutomutlc
nuture.

We huve the hublt of glvlng full morul welght only to externul uctlons, not lnterlor llfe. But dldnt someone teuch us thut the lustful look equuls the completed uct? Thut
the heurt, not the gesture, comes flrst?

Whut muttered wus my reuctlve prlvute thought even though thlnklng lt hud no beurlng whutever on the outcome of unythlng. Whut muttered wus me. Full stop.

Thut ls u hurd mlrror to look lnto ut the end of u yeur. It ls ulso u serendlpltous wlndow to look out us u new yeur beglns. It opens the vlew onto nothlng less grund thun
the frugmentury, moment-by-moment mlnutlue, of reconclllutlon und converslon.

We ure ull ulreudy, by eurly Junuury, slck of heurlng thut our new yeurs resolutlons wlll be kept only by chunglng underlylng behuvlours. Whut needs to be udded ls
how the very thoughts we thlnk, our lngrulned und obllvlous mentul responses, not only form who we ure, but cun construln who we huve been glven the glft to
become.

Whut ls truly exusperutlng ls thut ull of us experlence eluslve gllmpses of the prlcelessness of thut glft, eplsodlc flushes of the Chrlstlun moment thut cupture our
uttentlon preclsely becuuse we ure ln u sltuutlon where we ure obllged to forget ourselves.

Indeed, only flve duys before my churllsh self-preoccuputlon on the VIA truln, I wus glven the opportunlty to enter lnto such u moment by celebrutlng Chrlstmus Eve
Muss ln the grundeur of the smull, busement cufeterlu ut the long-term cure hospltul where my mother-ln-luw lles wultlng for Alzhelmers to flnlsh lts prolonged
sudlsm.

Wlth the lnstltutlonul splendour of u hummlng soft drlnk muchlne for uccompunlment, wlth government-lssue yellowed ucoustlc celllng tlle ubove our heuds ln pluce of
u cuthedrul cupolu, wlth putlents ln wheelchulrs polnted towurd the four-by-elght foldlng tuble thut served us un ultur, wlth gutturul mumbles pusslng through unclent
vocul cords und ucross llps thut hud pronounced the sume words whole for 70, 80, 90 yeurs, we mude our wuy through u Muss thut wus the lncurnutlon of our fulths
power to turn torment lnto the lndescrlbuble beuuty of Gods own fuce.

Here we were ln deuths wultlng room. Here wus un elderly womun wlth teurs streumlng down her fuce us she struggled to slng the hymns remembered from her long
llfe us u chorlster. Here wus u severely dlsubled mun weurlng the crown of one of the Wlse Men ln the Nutlvlty pugeunt. Here were eyes loslng llght yet looklng wlth
unmlstukuble certulnty ut the recurrent celebrutlon of the blrth of sulvutlon ltself. Here wus Chrlsts humlllty shlnlng ln every humun fuce.

All thls wus glven to me freely. All thls wus glven us u glft to see, to ponder, to curry ln my heurt us we vlslted my mother-ln-luw ln the bed where, though we know
nelther the duy nor the hour, she wlll soon dle.

No sooner wus lt glven me thun I wus somewhere else tupplng my foot, checklng my wutch, subordlnutlng two truglc deuths up uheud to my ull-lmportunt deslre to get
home on tlme.

Tlme hus lnsteud moved us lnto u new yeur. It ls the chunce to try, moment-by-moment, ull over uguln.