Republic of the Philippines
President Ramon Magsaysay State University
(Formerly Ramon Magsaysay Technological University)
Iba, Zambales, Philippines
GRADUATE SCHOOL
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On Becoming
A Teacher!
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RONNEL M. CORPUZ
Reporter
Instructional Methodologies in Science Education
Lesson Objectives:
1. Discuss the reason behind the teaching is the noblest
profession
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2. State the desirable traits and qualities of an effective
teacher
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Topic 1: THE TEACHER AS A PERSON
IN SOCIETY
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“You are born a teacher” somebody would tell you. Is this
TRUE? What attributes or qualities should you have that
would tell that you would be a good teacher? Like learners,
teachers are molded by nature and nurture.
Nature means your inborn qualities, your natural
tendencies.
Nurture means, how you were trained or toughed to
become a teacher.
You are born with qualities and attributes that would fit you to
become teachers.
Question: What are Some Personal Qualities
of Good Teachers?
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 Intelligence – ability to make sound decision, analyze,
make judgment, make solutions, possess higher order
thinking skills, and other types of intelligence. The teacher is
intelligent
 Compassion – natural quality to empathize, to feel what
others feel, to be tolerant of others. The teacher is
compassionate.
 Emotional Stability – ability to be calm under pressure,
cheerful and optimistic, level headed. The teacher is
emotionally stable.
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 Innovativeness – natural tendency to create new things,
modify existing ones, imaginative, finds solutions to
problems quickly, makes use of available materials. The
teacher is innovative.
 Fairness – natural attribute to look at both sides of the
issue before making judgment, gives equal chances for
both sides to be heard, removes personal biases. The
teacher is fair.
 Self-confidence – natural tendency to fell “I can do it”,
works alone, determined to succeed. The teacher has selfconfident.
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 Cooperativeness – natural action to work together with
others, willing to share. The teacher is cooperative.
 Buoyancy – ability to survive in difficult situation, balances
life, optimistic and cheerful. The teacher is buoyant.
 Reliability – attribute demonstrated by dependability,
sincerity, and honesty. The teacher is reliable.
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Topic 2: THE TEACHER IN THE CLASSROOM AND
COMMUNITY
A teacher is a facilitator of learning and of the development
of the youth; he shall, therefore, render the best services by
providing an environment conducive to such learning and
growth.
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-Code of Ethics for Professional Teachers, Article III-
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The teacher has two communities:
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 Teaching community
- consists of his/her fellow teachers, colleagues and
superiors
 Community outside the school
- includes the parents of his/her learners, local
officials, alumni/alumnae and other members of the society in
which the school is located
 To function well in the classroom and in the community,
he/she must be equipped with competencies.
- knowledge
- skills
- attitudes/values
Along with…
NATIONAL COMPETENCY-BASED TEACHER
STANDARDS (NCBTS)
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 It is an integrated theoretical framework that defines the
different dimensions/domains of effective teaching
 A reflection of what is happening in the society and
adopting our curriculum into the 21st century globally
competent education.
 A set of competencies (behaviors, attitudes, and skills)
 “The core values of Filipino teachers and on the principles
of effective teaching learning.”
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1. Social Regard for Learning (SRFL)
 It focuses on the ideal that teachers serve as positive and
powerful role models.
 Teacher’s actions demonstrate value for learning.
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The Teacher:
 implements school policies and procedures;
 demonstrates punctuality;
 maintains appropriate appearance; and
 is careful about the effects of one’s behavior on the
students
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2. Learning Environment (LE)
 It focuses on importance of providing a social,
psychological and physical environment
 The Teacher creates an environment that promotes
fairness..
 The Teacher makes the classroom environment conducive
to learning.
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The Teacher:
 maintains an environment of courtesy and respect for different
learners’ abilities, culture, and gender;
 provides a gender-fair opportunities for learning; and
 recognizes that every learner has strengths.
 maintains a safe, clean and orderly clean classroom free from
distractions;
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3. Diversity of Learners (DOL)
 It emphasizes the ideal that teachers can facilitate the
learning process even with diverse learners.
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The Teacher:
 uses information on the learning styles and needs of the learners to design and
select learning experiences;
 establishes goals that define appropriate expectations for all learners;
 paces lessons appropriate to needs and/ or abilities of learners;
 provides differentiated activities for learners.
 initiates other learning approaches for learners whose needs have not been met by
usual approaches; and
 shows sensitivity to multi-cultural backgrounds of the learners.
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4. Curriculum (Curr.)
 It refers to all elements of the teaching-learning process
that work in convergence.
 These elements include the teacher’s knowledge of subject
matter and the learning process, teaching-learning
approaches and activities, instructional materials and
learning resources.
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4. Curriculum (Curr.)
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The Teacher:
 delivers accurate and updated content knowledge using appropriate
methodologies, approaches and strategies;
 Integrates language, literacy and quantitative skill development and
values in his/her subject area;
 Explains learning goals, instructional procedures and content clearly and
accurately to students
Links the current content with past and future lessons
Aligns with lesson objectives the teaching methods, learning activities
and instructional materials or resources appropriate to learners
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5. Planning, Assessing Reporting (PAR)
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 It refers to the alignment of assessment and planning
activities.
 It focuses on the :
(1) use of assessment data to plan and revise teachinglearning plans;
(2) integration of assessment procedures in the
plan
and implementation of teaching-learning activities, and
(3) reporting of the learners’ actual achievement and
behaviour.
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5. Planning, Assessing Reporting (PAR)
 Develops and uses a variety of appropriate assessment
strategies to monitor and evaluate learning.
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The Teacher:
 Prepares formative and summative tests in line with the curriculum
 employs non-traditional assessment techniques (portfolio, journals,
rubrics, etc.)
 interprets and uses assessment results to improve teaching and
learning
 Identifies teaching-learning difficulties and possible causes and takes
appropriate action to address them
 uses tools for assessing authentic learning
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6. Community Linkages (CL)
 refers to the ideal that classroom activities are
meaningfully linked to the experiences and aspirations of
the learners in their homes and communities.
 Establishes learning environments that respond to the
aspirations of the community
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The Teacher:
 involves community in sharing accountability for the learners’
achievement
 uses community resources (human, material) to support learning
Uses the community as a laboratory for learning
 participates in community activities that promote learning
Uses community networks to publicize school events and achievements
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7. Personal Growth & Professional
Development (PGPD)
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 It emphasizes the ideal that teachers value having a high
personal regard for the teaching profession, concern for
professional development, and continuous improvement
as teachers.
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7. Personal Growth & Professional
Development (PGPD)
 Takes pride in the nobility of teaching as a profession.
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The Teacher:
 Maintains stature and behavior that upholds the dignity of teaching
Allocates time for personal and professional development through
 participation in educational seminars and workshops
 Reading educational materials regularly
 Engaging in educational research
 manifests personal qualities such as enthusiasm, flexibility and caring
 articulates and demonstrates one’s personal philosophy of teaching
Keeps abreast with recent developments in education
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Summary of the NCBTS..
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The NCBTS are the standards of good teaching in the Philippines. It consists of 7
domains, 21 strands and 80 performance indicators.
The ideal teacher functions well in the classroom as well as in the community.
He/she does the following:
 serves as a positive and powerful model of learning and living;
 provides a social, psychological, and physical environment that is conducive for
learning because students from varied backgrounds are treated with respect,
engaged in different learning activities and are motivated to work towards high
standards of learning;
facilitates the learning process by considering diversity of learners;
 implements curriculum effectively by making students understand curriculum goals
and standards, by his/her mastery of subject matter and skillful use of teachinglearning strategies and activities and learning resources;
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 aligns assessment to curricular goals, objectives and standards, uses assessment
results to improve teaching-learning, and report assessment results to those
concerned;
 links with communities to help attain curricular goals; and
 demonstrates a high regard for the teaching profession and embarks in a
continuing professional development.
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The Code of Ethics for Professional Teachers comprising of a Preamble and 13 Articles
spells out how the teacher should relate to the state, the community, the teaching
profession itself, the teaching community, higher authorities in the Philippines, school
officials, fellow teachers and other personnel, the learners, and the parents. It also states
how the teacher should conduct himself/herself as a person at all places at all times
including his/her business and financial matters.
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Summary of the NCBTS..
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The NCBTS are the standards of good teaching in the Philippines. It consists of 7
domains, 21 strands and 80 performance indicators.
The ideal teacher functions well in the classroom as well as in the community.
He/she does the following:
 serves as a positive and powerful model of learning and living;
 provides a social, psychological, and physical environment that is conducive for
learning because students from varied backgrounds are treated with respect,
engaged in different learning activities and are motivated to work towards high
standards of learning;
facilitates the learning process by considering diversity of learners;
 implements curriculum effectively by making students understand curriculum goals
and standards, by his/her mastery of subject matter and skillful use of teachinglearning strategies and activities and learning resources;
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Thank you!
Do you have any questions?
ronnel.corpuz@deped.gov.ph
0947-102-8910
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