6 on Becoming a Teacher

8/19/2019 6 on Becoming a Teacher

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Field

Study

6 On Becoming a Teacher

Episode 4: “THE GLOBAL TEACHER”

Name aso! O" Sal#ado$a %ate &a$'( )* +,-6Cou$se Ba'(elo$ i! Se'o!da$y Edu'atio! ma.o$ i! Biolo/i'al

S'ie!'e 0ea$ 1 Blo'2 T(i$d 0ea$ 3Coope$ati!/ S'(ool B 5!te/$ated La o$ato$y Hi/( S'(oolResou$'e Tea'(e$ 777777777777777777777777 Si/!atu$e

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OB ECT58E:• At the end of this episode, you will gain insights and describe

the characteristics of a global teacher

TAS9S 3ROCE% RES:The high speed advancement of technology has linked people ofdifferent nations ever closer. We have all become part of theglobal village. An effective teacher therefore should also beglobal. To reach your target, do

1. Interview teachers about their ideas about the knowledge,skills and values that a global teacher has.2. Analy e and synthesi e their responses.!. "eflect on how you can become a global teacher in the future.

&EANS TO EN%"ead the following carefully before you begin to interview.


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1. Interview ! or more teachers. The three teachers can be any ofthe following#

a. a cooperating teacherb. a master teacher

c. a teacher who has e$perienced a teacher e$changeprogram in another country

d. a teacher who studied in another countrye. a teacher who has taught in another countryf. a teacher awarded as %outstanding Teacher& of your school

or cityg. a 'etrobank (utstanding Teacher

2. Ask them about what makes a global teacher. )pecifically askabout the knowledge, skills and values that a teacher should haveto be considered a global teacher.

!. Ask them about e$periences and challenges they met and howthey managed the situations.

*. +se the lobal Teacher 'atri$ to present your interview data and your analysis and synthesis.

ASSESS&ENT1. -rom the response of the teachers, what conclusions can you

make about the knowledge that a global teacher should have A /lo al tea'(e$ is a 'ompete!t tea'(e$ ;(o is a$med ;it( e!ou/( s2ills* app$op$iate

attitude a!d u!i#e$sal #alues to tea'( stude!ts ;it( ot( time tested as ;ell asmode$! te'(!olo/ies i! edu'atio! i! a!y pla'e i! t(e ;o$ld" He o$ s(e is someo!e;(o t(i!2s a!d a'ts “/lo'ally” /eo/$ap(i'* e'o!omi'* politi'al* so'ial* a!d e!#i$o!me!tal2!o;led/e-," &i/$atio!

2. -rom the responses of the teachers, what conclusions can youmake about the skills that a global teacher should have

T(e s2ills t(at a /lo al tea'(e$ s(ould (a#e a$e t(e @ollo;i!/:


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Su .e't &atte$ %ept( 0ou must (a#e a measu$e o@ su .e't matte$ 2!o;led/e to e a! eJe'ti#e edu'ato$" 5!se'o!da$y a!d postse'o!da$y edu'atio!* ;(ile you (a#e a set o@ su .e'ts to tea'(*youKll also !eed s2ills i! ot(e$ dis'ipli!es to (elp you$ stude!ts apply t(e @a'ts"S'ie!'e tea'(e$s o@te! assist i! $eadi!/ 'omp$e(e!sio!" &at( tea'(e$s may assist i!s'ie!'e o$ te'(!olo/y" 5! p$es'(ool a!d p$ima$y edu'atio!* youKll li2ely tea'( all 'o$e

su .e'ts* sometimes ;it( t(e (elp o@ spe'ialists o$ aides" C$eati!/ e!/a/i!/ lesso!pla!s is '(alle!/i!/ i@ you (a#e !o i!te$est o$ 2!o;led/e i! t(e topi'"

Commu!i'atio!Commu!i'atio! s2ills a$e used @$om e@o$e t(e ?$st ell u!til ;ell a@te$ s'(ool is?!is(ed @o$ t(e day" 5! a te'(!olo/y>satu$ated ;o$ld* pa$e!ts may 'ommu!i'atet($ou/( email o$ so'ial media e@o$e a!d a@te$ (ou$s" T(e '(alle!/es o@ 'ommu!i'ati!/ ;it( pa$e!ts is o@te! 'ited as a $easo! ;(y some tea'(e$s lea#e t(eo''upatio!" Class$oom i!st$u'tio! $e ui$es you to 'ommu!i'ate ot( @a'ts a!dappli'atio!s to you$ stude!ts i! a ;ay t(at s(a$es i!@o$matio! a!d tea'(es t(em tolea$! o! t(ei$ o;!" Tea'(e$s s(a$e lesso! pla!s a!d p$ese!tatio!s ;it(i! a s'(ooldist$i't a!d at 'o!@e$e!'es o! a $e/ula$ asis" Tea'(e$s must also 'ommu!i'ateeJe'ti#ely ;it( admi!ist$atio! a out .o e pe'tatio!s a!d met(odolo/ies"

Fle i ilityFle i ility i! tea'(i!/ is sometimes o#e$loo2ed" Tea'(i!/ sta!da$ds a!dmet(odolo/ies '(a!/e @$e ue!tly" T(e$e a$e o@te! @ads i! tea'(i!/ led y su''ess@uledu'ato$s i! 'o!@e$e!'es o$ semi!a$s* ut t(ese 'a! e #e$y (a$d to dupli'ate i! you$u!i ue situatio!" T(e ma$2 o@ a e i le tea'(e$ is t(at s(e 'a! apply t(e /ood pa$tso@ t(ese @ads a!d dis'a$d t(e ad" Fle i ility is also impo$ta!t si!'e e#e$y stude!t isa! i!di#idual a!d $espo!ds diJe$e!tly to tea'(i!/ styles a!d met(ods" M(ile somestude!ts memo$i e* ot(e$s $e ui$e (a!ds>o!* pe$so!al atte!tio!" Sta!da$di ed testi!/(i/(li/(ts t(e !eed @o$ e i ility si!'e mate$ial a!d e pe'tatio!s '(a!/e @$e ue!tly"

Class$oom &a!a/eme!tA tea'(e$ ;(o 2!o;s t(e su .e't a!d (o; to tea'( a!d apply it* ut 'a!Kt mai!tai!o$de$ i! t(e 'lass$oom* ;ill !ot e a! eJe'ti#e tea'(e$" He must use dis'ipli!e ;(e!!e'essa$y* ;(ile !ot @o$/etti!/ to oJe$ p$aise ;(e! dese$#ed" He must set 'lea$e pe'tatio!s a!d $ules ea$ly i! t(e s'(ool yea$ a!d must e 'o!siste!t i! e e'uti!/t(e $ules to t(e e!d" He must /ai! t(e $espe't o@ stude!ts a!d add$ess dis$espe't@ulo!es ui'2ly"

Te'(!olo/y Te'(!olo/y satu$ates tea'(i!/" M(ile ma!y s'(ools oJe$ te'(!olo/y 'lasses*stude!ts i! most 'lass$ooms use te'(!olo/y to $esea$'(* o$/a!i e a!d p$ese!tmate$ial" 5!te$a'ti#e ;(ite oa$ds* laptops a!d p$o.e'to$s a$e esse!tial tools o@ t(et$ade @o$ ma!y tea'(e$s" &ost s'(ools $e ui$e tea'(e$s to update a! ele't$o!i'/$ade oo2 p$o/$am t(at allo;s pa$e!ts to see stude!t /$ades i! $eal time" Ap$o@essio!al tea'(e$ must suppo$t te'(!olo/y tea'(e$s a!d pa$e!ts i! tea'(i!/ t(e

e!e?ts a!d da!/e$s o@ usi!/ 'ompute$s to 'ommu!i'ate to t(e ;o$ld"!. -rom the responses of the teachers, what conclusions can you

make about the values that a global teacher should have

A /lo al tea'(e$ is #alue>o$ie!ted (e s(e s(ould e e$'ise sel@>maste$y a!d t(e'ulti#atio! o@ #i$tues" 8alues su'( as $espe't* 5!te/$ity* Ho!esty* 3assio!* %edi'atio!*Commitme!t* Compete!'e a!d %is'ipli!e"

*. /ollect articles0reading about lobal education the globalteacher. nrich your answers in 1 ! with these readings. 3lacethe additional learning0insights you got from your readings.


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CAREF L THO GHT

'ake your own game plan about how you can work towards becoming aglobal teacher. Write on the -uture lobal Teacher 4ife 4ine thethings you will work on to become a global teacher, starting 5(W6

-, yea$s@$om !o;* 5

;illP

e/$aduati!/;it( yi!/'olo$s ;it(my Ed" % o$

3(" %"de/$ee" 5 ;ill

e a /lo altea'(e$ y(elpi!/ toimp$o#e

'u$$i'ulumt($ou/(

'o!ti!ui!/p$o@essio!aledu'atio!"

D yea$s @$om

!o;* 5 ;illP+ yea$s @$om!o;* 5 ;ill""No;* 5 ;illP

e e!$olli!/ toa maste$Is Ed"

% o$ 3(" %de/$ee to@u$t(e$ my

t$ai!i!/ as pa$to@ t(e la; o!p$o@essio!al'o!ti!ui!/edu'atio!"

5 ;ill'olla o$ate

;it( 'i#ilso'iety /$oups

i!ide a!doutside o@ t(e

'ou!t$y @o$possi lep$o.e'ts*

$o $ams a!d

Be e uippi!/mysel@ mo$e;it( t(ete'(!i'al 2!o;>(o; o@ tea'(i!/a!d mo$eimpo$ta!tly o@

?!di!/ t(ei!t$i!si'moti#atio! @o$t(e #o'atio! 5em a$2ed o!"5 ;ill st$i#e @o$a'ademi'e 'elle!'e*p$o@essio!ale 'elle!'e a!dmo$al

e 'elle!'e !oto!ly i! ei!/ astude!t ut alsoi! p$epa$atio! to

e pose mysel@ to oppo$tu!itiest(at ;ould allo;me to p$a'ti'e/lo ali!te/$atio! asmu'( as doi!/my est i!p$omoti!/i!di/e!ousp$a'ti'es a!d(elp i!p$ese$#i!/t(em"5 ;ill etea'(i!/ i! alo'al'ommu!ity to

e a '(ampio!o@ i!di e!ous

GLOBAL TEACHER LIFE-LINE


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Mo$2s(eet Q4

T7 4(8A4 T A/7 " 'AT"I9A global teacher is someone who incorporates the global dimensioninto his0her school based activities as an integral part of his0herteaching practice. -urthermore, in my view, a global teacher is awareof the fact that we live in an increasingly globali ed andinterconnected, interdependent world and thus he0she makes a greateffort to get his0her students come to this reali ation. A globalteacher strives to create such a learning environment where studentscan get first hand e$perience in collaborating with their international

peers, and where they can e$press their perspective and views ondifferent issues. In such a multicultural conte$t, students can learnnot only to tolerate but to appreciate cultural differences and bygetting a wider perspective on things they can develop an attitudewhich can lead them to recogni e that they themselves can becomethe ambassadors of peace, tolerance, human values and human dignity,they themselves can become the agents of change.

Knowledge Values Skills Other SharedExperiencesTeacher 1

JanosBlasszauer , aHungarianteacher ofEnglish atBatthyany

a!os"i#na$iu#in%agykani$sa, Hungary&

'fro# a(log)

* glo(al teacher

should (esensiti+e to andknowledgea(le inthe fields ofsustaina(lede+elop#ent, thetopic ofinterdependence,cultural identityand di+ersity,hu#an rights,discri#ination,

racis#, pre!udice,e uality andsocial !ustice,peace, conflictresolution& -t goeswithout sayingthat he.sheshould possessinfor#ation a(outthe current stateof the world& This#eans ade uategeographic,econo#ic,political, social,anden+iron#entalknowledge& *glo(al teachershould also know

a glo(al teacher

is +alue/oriented0 he.she shouldexercise self/#astery and theculti+ation of+irtues&

-n order to

#eet thatend, one#ust ha+eproper -T

skills,foreign

languageskills and of

courseproper

attitude, anopen

#indset andade uatesensiti+ity&olla(orati+

e skills

* glo(al teacher

also knows thatglo(al education,interculturaleducation,hu#an rightseducation andglo(al citi$enshipeducation are allintertwinedter#s, and noneof whichcan.should (e

dealt with inisolation&2irst of all, -co#e fro# a#ulticultural(ackground& 3y#other is fro#4ana#a, actuallyshe has !ustrecently got theHungarianciti$enship& 3ysister was (ornin *#erica soshe has a dualciti$enship& Sheis *#erican andHungarian& 3yfather and - were(orn in Hungary&


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how to get his.her students in+ol+edin internationaltele/colla(orati+epro!ects&

3y parents li+edin the States foral#ost a decade(efore - was(orn so at ho#e- often heard of#any stories thatshaped the wayof #y thinkingand perceptionof the world&Besides thesefactors, - canalso #ention thatsince #y dadwas aninternationallyacknowledged#edical ethicslecturer at the5ni+ersity of4ecs, we oftenhad foreignguests at ourplace& - think allthese things led#e to (eco#einterested ininterculturalissues& *s an

English teacher -soon reali$ed thepotential of the-nternet inlanguageeducation and -knew that - hadto harness it forthe (enefit of #ystudents& So -got #y classesand school

in+ol+ed indifferentinternationalpro!ects& 3any of the# were E5/related ones,such as the

o#eniusschool/partnershippro!ect, or thepro!ects which -

ran under theauspices of theEuropeanSchoolnet, e&g&Spring 6ay forEurope,2uturEnergia,3yEurope& -


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ha+e also takenpart in a5%ES Opro!ect, such asthe 3ura/6ra+across/(ordernetwork forinterculturallearning pro!ectin 7889/788:& -n788; -esta(lished a


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these thingsha+e contri(utedto #y presentcos#opolitanoutlook on theworld&

Teacher 7Mrs. Nancy

C. AguilaSan

2rancisco,-riga ity,a#arines

Sur 3aster

Teacher,San

2ranciscoEle#entary

School

>orld *c uaintanceThe teacher #ustunderstand andac uire worldac uaintance(ecause s.he isuseless if s.hecould not (e a(le toac uaint withhis.her studentsconsidering theircultural andlinguistic di+ersity&3astery of the4lace, Ha(it and

*ttitudeThe teacher #ustStudy andfa#iliari$ethe culture andtraditionof the place you willwork on so as toeducate (etter yourstudentsconsidering their#ulticulturaldi+ersity&

Ha(it of "lo(al *ttitude * teacher #usttake intoconsideration the+alues practiced(y the students of different cultural.traditional(ackground&"uidance and.or

4arentingTeachers areconsidered as the7nd teacher or theso/called “loco

parentis.” Thus,acting as theirparentwill encouragethe# to studywell andparticipate.engage inthe classroo#undertakings&

3astery of the Su(!ect

3atter En+iron#ental *ttitude

lassroo#3anage#en

t

6ifferent studentha(it

earning style of the students *(undance

utili$ationof - T tool for

learning=espectstudent?s

indi+idualitytaking

intoconsiderationtheir culture,

race,(elief,

socioecono#icstatus, a(ilities

and #ultipleintelligences

Teacher @ *ntonioBel#onte

High SchoolTeacher 5%E4

Knowledge in thedifferent

strategies andapproaches for

the differingindi+idualities and

#ultipleintelligences of

the students&Knowledge

ac uired fro#continuingeducation

Knowledge of the#odern

technologies

Values thehu#an

persona as agifted learner

-ntegrityHonesty4assion

o#petence

6iscipline

-nno+ati+eskills

olla(orati+e skills

o##unication skills

2indingalternati+es for#aterials whichare not a+aila(lein schoolOrgani$ationplanning solutionfor a school

where (ooks andchair aren?tenough for allthe studentsOrgani$ed theschool culturalguild&4articipating onthe differentgo+ern#ent andnon /go+ern#entacti+ities to

showcase thetalent and skillsof the students&


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10/19

Becoming a global teacher: Ten stepsto an international classroom3osted Fe $ua$y - t(* +,-- y ;e admi!

Issue: T(e La!/ua/e Tea'(e$ > 5ssue +)" uly +,,4Page No.:

-Da e: T(u* +,,4>, >,-!ri er"s#:9ip Cates

O!e o@ t(e most impo$ta!t tas2s @o$ edu'ato$s i! t(e ;o$ld today is to (elp stude!ts lea$!

a out t(e $i'( #a$iety o@ people i! ou$ multi'ultu$al ;o$ld a!d t(e impo$ta!t ;o$ld p$o lemst(at @a'e ou$ pla!et" E!/lis( la!/ua/e tea'(e$s (a#e a spe'ial $ole to play i! t(is impo$ta!t

tas2" 5! t(is a$ti'le* 5Kd li2e to outli!e te! steps t(at 'lass$oom i!st$u'to$s 'a! ta2e to e'ome

/lo al tea'(e$s a!d to add a! i!te$!atio!al dime!sio! to t(ei$ la!/ua/e 'lass$ooms"

Step 1: Rethink the Role of English

T(e ?$st step i! e'omi!/ a /lo al tea'(e$ is to $et(i!2 you$ de?!itio! o@ E!/lis(" %e?!itio!s

a$e impo$ta!t e'ause t(ey limit ;(at ;e do" Ho; do you de?!e life * @o$ e ample As a pa$ty

A pil/$ima/e A to>do list A #ale o@ tea$s Ea'( o@ t(ese de?!itio!s ;ill lead you oJ i! a

diJe$e!t di$e'tio!" 5! t(e same ;ay* (o; you de?!e E!/lis( dete$mi!es ;(at you do i! you$

'lass$oom" M(at is E!/lis( t(e! T$aditio!ally* E!/lis( (as ee! de?!ed as:

-" a li!/uisti' system o@ p$o!u!'iatio!* #o'a ula$y a!d /$amma$

+" a s'(ool su .e't a!d a topi' o! u!i#e$sity e!t$a!'e e ams

" a la!/ua/e o@ daily 'o!#e$satio! a out @amily* spo$ts a!d (o ies

4" t(e mot(e$ to!/ue o@ E!/lis(>spea2i!/ 'ou!t$ies su'( as t(e SA a!d B$itai!

T(ese @ou$ t$aditio!al #ie;s (a#e lo!/ @o$med t(e asis o@ mu'( E!/lis( tea'(i!/ ;o$ld;ide" A

/lo al edu'atio! #ie; o@ E!/lis(* (o;e#e$* i!#ol#es t;o @u$t(e$ dime!sio!s" 5t sees t(e E!/lis(

'lass$oom as a pla'e @o$ tea'(i!/:

D" E!/lis( as a! i!te$!atio!al la!/ua/e @o$ 'ommu!i'atio! ;it( people @$om a$ou!d t(e;o$ld

6" E!/lis( as a su .e't @o$ lea$!i!/ a out t(e ;o$ldKs peoples* 'ou!t$ies a!d p$o lems

http://jalt-publications.org/tlt/issues/2004-07_28.7http://jalt-publications.org/tlt/issues/2004-07_28.7


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A /lo al app$oa'( to EFL* t(e$e@o$e* mea!s s(o;i!/ (o; E!/lis( 'a! e a la!/ua/e o@ ;o$ld

'iti e!s(ip @o$ lea$!i!/ a out ou$ /lo al #illa/e* @o$ 'ommu!i'ati!/ ;it( people @$om ot(e$

'ultu$es a!d @o$ ;o$2i!/ to sol#e p$o lems @a'i!/ 3la!et Ea$t("

Step 2: Reconsider Your Role as Teacher

Ho; ;e de?!e ou$sel#es is .ust as impo$ta!t as (o; ;e de?!e ou$ ?eld" A 2ey uestio!

tea'(e$s 'a! as2 t(emsel#es is M(o am 5 Ho; you a!s;e$ t(is dete$mi!es ;(at you do i!

'lass" %o you de?!e you$sel@ as .ust a! E!/lis( tea'(e$ O$ do you see you$sel@ as a!

edu'ato$ i! t(e ;ide$ se!se 5 p$e@e$ to de?!e mysel@ as a /lo al edu'ato$ ;(o tea'(es

E!/lis( as a @o$ei/! la!/ua/e" T(is mea!s t(at 5Km dedi'ated to /ood E!/lis( tea'(i!/ ut t(at

5Km also 'ommitted to (elpi!/ my stude!ts e'ome $espo!si le /lo al 'iti e!s ;(o ;ill ;o$2

@o$ a ette$ ;o$ld"

T(is missio! ;e (a#e as /lo al edu'ato$s is outli!ed i! NESCOKs ope$atio!• $eadi!ess o! t(e pa$t o@ t(e i!di#idual to pa$ti'ipate i! sol#i!/ t(e p$o lems o@ (is (e$

'ommu!ity* 'ou!t$y a!d t(e ;o$ld at la$/e

Ho; ;e tea'( E!/lis( i! ou$ EFL 'lass$ooms 'a! eit(e$ p$omote o$ (i!de$ t(ese impo$ta!t

/oals"

Step 3: Rethink Your Classroom tmosphere

A t(i$d step i! i!te$!atio!ali i!/ you$ tea'(i!/ is to $et(i!2 you$ 'lass atmosp(e$e a!d t(e

impa't it (as o! stude!ts" M(at do stude!ts see ;(e! t(ey e!te$ you$ 'lass$oom Ba$e

'o!'$ete ;alls 3i'tu$es a!d p(otos o@ t(e SA 5@ ;e $eally ;a!t to tea'( E!/lis( as a /lo al

la!/ua/e* ;e !eed to t(i!2 'a$e@ully a out ou$ 'lass$oom atmosp(e$e a!d ;(at it says to

stude!ts"

M(at is a /lo al 'lass$oom A /lo al EFL 'lass$oom is a $oom de'o$ated ;it( /lo al poste$s*

;o$ld maps a!d i!te$!atio!al 'ale!da$s all i! E!/lis(" 5tKs a dy!ami'* 'olo$@ul pla'e ;(i'(

stimulates i!te$!atio!al a;a$e!ess a!d 'u$iosity a out ou$ multi'ultu$al ;o$ld" 5t @eatu$es

/lo es* i!te$!atio!al displays* a!d ;alls de'o$ated ;it( poste$s o@ ;o$ld a/s* 'u$$e!t e#e!ts*

a!d No el 3ea'e 3$i e ;i!!e$s" A /lo al 'lass$oom is also a! e!#i$o!me!tally>@$ie!dly

'lass$oom ;(e$e tea'(e$s a!d stude!ts use $e'y'led pape$* sa#e e!e$/y* a!d use ot( sides o@

t(e pape$ @o$ (a!douts a!d (ome;o$2"

Step !: "ntegrate #lobal Topics "nto Your Teaching


12/19


13/19

8ideo allo;s tea'(e$s to $i!/ t(e ;o$ld i!to 'lass i! a #e$y $eal ;ay" T($ou/( t(e ma/i' o@

#ideo* ;e 'a! ta2e ou$ stude!ts a'2 i! time to meet Ga!d(i* o$ oJ to #isit N (ead ua$te$s i!

Ne; 0o$2 > all at t(e tou'( o@ a utto!" Fo$ EFL lesso!s o! t(e e!#i$o!me!t* 5Kd lo#e to y my

stude!ts to B$a il* ut my sala$y does!Kt uite allo; t(at" Si!'e 5 'a!Kt ta2e my 'lass to t(e

Ama o!* t(e !e t est t(i!/ is to $i!/ t(e Ama o! to my 'lass$oom" T(is 5 'a! do ;it( /lo al

edu'atio! #ideos su'( as Spa'es(ip Ea$t(


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S'(ool t$ips a$e a @u$t(e$ ;ay to p$omote i!te$!atio!al u!de$sta!di!/" La!/ua/e study tou$s to

t(e "S" a!d Aust$alia 'a! i!'lude p$o.e'ts o! so'ial issues to $oade! stude!tsK e pe$ie!'e

eyo!d (omestays* si/(tseei!/* a!d s(oppi!/" Ta2i!/ stude!ts to desti!atio!s su'( as 5!dia*

t(e 3(ilippi!es* o$ 9o$ea 'a! imp$o#e t(ei$ E!/lis( as t(ey lea$! a out li@e i! de#elopi!/

'ou!t$ies* o$ !ei/( o$i!/ Asia! !atio!s" O!e o@ my 'u$$e!t p$o.e'ts is a! Asian Youth

Forum Roms* poste$s* a!d tea'(i!/

pa'2s 'a! e o tai!ed t($ou/( o!>li!e $esou$'e 'e!te$s su'( as $ocial $tudies $chool $er%ice "

E!/lis( tea'(e$s ;(o e plo$e t(ese ?elds soo! dis'o#e$ a !e; e 'iteme!t i! t(ei$ 'lasses a!d

a !e; missio! i! t(ei$ tea'(i!/" T(ey a$e a le to app$oa'( /lo al issues a!d ;o$ld topi's mo$e

'o!?de!tly* a!d 'a! d$a; @$om a ;ide$ #a$iety o@ tea'(i!/ a'ti#ities* te'(!i ues* a!d

$esou$'es @o$ t(ei$ 'o!te!t> ased 'lasses" T(e $esult is usually /$eate$ stude!t moti#atio!*

i!'$eased /lo al a;a$e!ess* a!d e!(a!'ed la!/ua/e lea$!i!/"


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Step : oin a #lobal "ssue Special "nterest #roup

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Field

Study

6 On Becoming a Teacher

Episode D: “THE TEACHER AS A 3ROFESS5ONAL”

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OB ECT58E:• At the end of this episode, you will demonstrate a deeper

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

TAS9S 3ROCE% RES:“Ignorance of the 4aw, e$cuse no one.& This is true foreveryone. A true professional always knows both rights andduties. These are two e:ual sides of the coin. -or you toachieve your target, do the following tasks#

1. ather information about the policies and guidelinesconcerning teachers, implemented by your cooperatingschool.

2. Interview the principal0head teacher0your resource

teacher about implementation of these policies andguidelines.!. Analy e the policies and guidelines in the light of values

and pertinent laws.*. "eflect on the impact of all these to your future life as a

full fledged professional teacher.

&EANS TO EN%"ead the following carefully before you begin to interview. Then fill

out worksheet ;1.

1. -ind out about the policies and procedures concerningteachers by reading the school or teacher


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b. >uties0obligationsc. conomic and social benefitsd. "eward0incentive systeme. >isciplinary procedures

!. Interview uidea. Interview a teacher0head teacher0principal.b. The purpose of the interview is for you to know about the

actual implementation of the policies and guidelines.c. +se the :uestions you wrote down earlier for this

interview.d. ?ou may first state a policy or guideline @:uoting from the

manual , and then ask how this is implemented. "e:uest theinterviewee to cite e$amples.

*. -ocus on at least 2 policies0guidelines for each of the fiveareas in number 2.

B. +se the table0matri$ that follow to document yourobservation0interview and to put your analysis on the valuesand legal provisions e$emplified by the policies and guidelines.

ASSESS&ENT1. What values are reflected by the policies and guidelines found in

the school or teacher manual.

2. /ite legal provisions0laws that are e$emplified by each of thepolicies0guidelines that you included in worksheet ;1. To help you,focus on the provisions of the following#a. 'agna /arta for 3ublic )chool Teachersb. /ode of thics for 3rofessional Teachersc. 'anual of "egulations for private )choold. /ertain parts of the 4abor /odee. 3hilippine Teachers 3rofessional Act of 1CC*

CAREF L THO GHT

7ow do you feel about the policies and guidelines concerning teacher 7ow will yourespond to them in the future

What insights0reali ations did you have about the %demands& of being aprofessional teacher 7ow will you meet these challenging %demands& in thefuture


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

Mo$2s(eet Q-

Policies/Guidelines

Comment/sharing of the

Interview

Values

shown

PertinentLaws/Provisionsthat served as

legal basis of thepolicy/guidelineRight of Teachers

uties/!bligationsof Teachers

"conomic and #ocial$enefits


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6 on Becoming a Teacher

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Transcript of 6 on Becoming a Teacher