FINAL-MANUSCRIPT

UNIT III. TEACHER AS A PERSON IN SOCIETY

Ablao, Princes Joy

Albano, Andrei Zai

Cabasaan, Nezia Shem

Castillo, Cassandra Keith

Dajugar, Rhonlei

Hernando, Ezra Eli

Mateo, Cedrick Jezrael

Parraba, Ronalyn

Tolibas, Alexander

Villanueva, Joshua

OBJECTIVES

At the end of the unit, the pre-service teachers are expected to have:

  1. Discussed morality and foundational moral principles;
  2. Explained the teacher as a person of good moral character; and
  3. Differentiated the different topics under value formation.

A. MORALITY AND THE FOUNDATIONAL MORAL PRINCIPLE

  1. Morality
  • Quality of human acts by which we can tell the right or wrong, good or evil. (Panizo, 1964)
  • Set of Standards that dictate what is right and wrong in terms of behavior and beliefs. (GeeksforGeeks, 2022)
  1. Foundational Moral Principle

The universal norm upon which all other principles on the lightness or wrongness of an action are based. It is a source of morality.

Principle - on which something is based, founded, originated, and initiated. It is likened to the foundation of a building upon which all other parts stand.

Where is this foundational moral principle?

  • It is contained in the natural law.

What is a natural law?

  • It is the law that says: “Do good and avoid evil.” The natural law is engraved in the heart of every man and woman.
  • Golden Rule: “Do not do unto others what you do not want others do unto you.” (Kung-fu- tsu)


  1. Conclusion

As a teacher, whatever you are feeling at the moment, once you step into the classroom you have to leave everything behind, because, in the eyes of your students, you are their best hope. In today's society, the nation has high hopes for teachers as they are one of the most influential people in a person's life. Aside from being a facilitator to 21st-century students, teachers serve as the role model, who can greatly affect a child's future. As what Henry Brooks Adams once said, "A teacher affects eternity; he can never tell where his influence stops." But to cope with such huge expectations from the society, a teacher must anchor itself on the foundation of moral and ethical principles which will be their guiding light in their teaching journey. And to find and install those principles, knowing what morality and how we understand it should be given attention. That’s the reason why we asked about your definition of the word morality, asked examples of good and bad behaviors, and asked your experiences about witnessing the teacher’s morality because as future teachers, it is important for us to identify what’s right and wrong. We need to act according to the standards because we will be the role model of our future students.

B. TEACHER AS A PERSON OF GOOD MORAL CHARACTER

  1. Good Moral Character
  • Moral character is formed by one’s action. The habits, actions, and emotional response of the good character all are united and directed toward the moral and the good. (Mitchell, 2015) 
  1. The Preamble of our Code of Ethics of a Professional Teachers 

Teachers are duly licensed professionals who possess dignity and reputation with high moral values as well as technical and professional competence in the practice of their noble profession, they strictly adhere to observe and practice this set of ethical and moral principles, standards and values. 

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 i premium upon self - discipline as the primary principles of personal behavior in all relationships with others and in all situations. 

Section 2. 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 3. A teacher shall always recognize the Almighty God as a guide of his own destiny and of the destinies of men and nations. 

  1. Teacher’s Values and Ethical Principles 

Dignity - means respect for humanity. The teachers must respect every person, regardless of gender, sexual orientation, gender diversity, appearance, age, religion, social standing, origin, opinions, abilities and achievements. 

Truthfulness - is one of the core values in a teacher's basic task, which involves steering learners in navigating life and their environment. Honesty with oneself and others and mutual respect in all communication is a basic aspect of a teacher's work. 

Fairness - is important both when encountering individual learners and groups but also in the work community. Fairness involves in particular promoting equality and non - discrimination and avoiding favoritism. 

  1. Characteristics of a Good Teacher 
  2. Patient and approachable - They say that ‘patience is a virtue’, and this couldn't be more true for teachers. Dealing with youngsters can be a tricky task so being approachable is a must. Students should feel comfortable talking to their teacher openly and honestly - especially if they are struggling with school work. It's also vital that a teacher is patient enough to listen and understand what the student is going through, as often is the case that a specific tactic is required for each issue. 
  3. Enthusiastic - There's no point in doing anything if you plan on doing it half- heartedly. A great teacher loves their job and everything about it. This is especially important for students, as feeling a sense of enthusiasm from their teacher will inspire them to learn and apply themselves better. Positivity breeds positivity, so it's crucial to create a happy environment for young people to thrive in. 
  4. Strong communication skills - The ability to articulate thoughts and ideas is an absolute must if you're looking to become an educator. But this isn't reserved just for teaching coursework. Possessing this quality is also necessary when speaking to parents about their children. 
  5. Strong knowledge and a solid education- If you're thinking of becoming a teacher you really need to know your stuff. It doesn't matter if you're a math teacher or a primary teacher, it's essential that you have a certain level of education. Possessing knowledge on a topic means being equipped, at all times, to answer any questions that come your way - and as a teacher there will be questions, you can be sure of that. 
  6. Disciplined and professional - Believing in discipline is important in all professions. But for teaching, it's vital. As a teacher, your responsibilities are quite diverse - from curriculum and teaching methods to managing classrooms and colleagues.

V. Conclusion

In conclusion, the preamble of the Code of Ethics for Professional Teachers emphasizes the vital role teachers play in society. The ethical principles outlined in Article XI highlight the teacher's responsibility not only as an educator but as a human being with a commitment to dignity, self-discipline, and maintaining a dignified personality. The teacher's values and ethical principles, including dignity, truthfulness, and fairness, underscore the importance of respect, honesty, and impartiality in their interactions with students and colleagues.

Moreover, the characteristics of a good teacher, such as patience, enthusiasm, strong communication skills, and a solid education, emphasize the multifaceted nature of the teaching profession. A disciplined and professional approach is highlighted as essential for managing the diverse responsibilities teachers face.

In essence, these principles and characteristics collectively contribute to shaping teachers who not only impart knowledge but also serve as role models, creating positive and conducive learning environments for students to thrive.

C. VALUE FORMATION

1. COGNITIVE, AFFECTIVE AND PSYCHOMOTOR DIMENSIONS

I. The Learning Domains

According to Dr. Benjamin Bloom who created a series of learning objectives, there are 3 categories of education, and each has specific features and objectives designed to engage students who learn to solve problems, process information and build their skills using different perspectives. This helps make learning easier and more enjoyable.

These 3 learning domains are:

  • Cognitive
  • Affective 
  • Psychomotor 

II. The Cognitive Domain

The cognitive domain focuses on six intellectual skills. For each skill, Bloom refers to active verbs that describe how students apply what they've learned.

  • Knowledge: Recalling or recognizing information previously learned. Instructional verbs that represent this foundational level of the cognitive domain include write, list, label, name and state.
  • Comprehension: Comprehending or interpreting information based on material previously learned. Instructional verbs include explain, summarize, describe and illustrate.
  • Application: Selecting and using data principles to fix a problem independently. Instructional verbs include use, solve, demonstrate and apply.
  • Analysis: Understanding or breaking down assumptions made by a statement or question to make conclusions. Instructional verbs include compare, contrast and analyze.
  • Synthesis: Combining ideas to build a new concept or plan. Instructional verbs include create, design, invent and develop.
  • Evaluation: Making assessments based on established criteria. Instructional verbs include judge, critique and justify.

In 2001, one of Bloom’s former students and colleagues revised the taxonomy to reflect its use in modern school settings. Most elements remained the same but received new names. They also swapped the position of the last two components. This is the newest version of the cognitive domain:

  • Remembering (formerly knowledge)
  • Understanding (formerly comprehension)
  • Applying (formerly application)
  • Analyzing (formerly analysis)
  • Evaluating (formerly evaluation)
  • Creating (formerly synthesis)

III. The Affective Domain

  • The affective domain of learning represents skills that foster appropriate emotional responses.
  • In this domain students understand and develop their feelings, attitudes and values.

Like the cognitive domain, the five areas of emotional response from simple to complex include:

  • Receiving: Receiving involves a passive awareness of emotions and feelings and a student must succeed at this level to learn at later stages. For example, a student at this stage waits to speak until someone else finishes speaking. Instructional verbs include ask, choose, identify and use.
  • Responding: A student actively engages in the learning process by receiving it and reacting to it. For example, a student participates in a class discussion of a book they read. Instructional verbs include assist, discuss, read and write.
  • Valuing: A student values a concept when they express its worth or what it means to them. For example, a student may write an opinion article about a social topic they feel strongly about, discussing and defending their stance. Instructional verbs include complete, explain, propose and study.
  • Organizing: A student develops a value system by arranging their values or beliefs in order of priority. For example, a student trying to make an honor roll realizes they should prioritize studying for an upcoming test over going to the movies with friends. Instructional verbs include arrange, complete, modify and prepare.
  • Characterizing: A student acts according to the values they have developed and internalized as a personal philosophy. For example, a student accepts that cheating is unethical and completes a difficult assignment independently even though a friend offers to let them copy their answers. Instructional verbs include display, perform, question and solve.

IV. The Psychomotor Domain

  • The psychomotor domain focuses on physical skills such as the development of hand-eye coordination and the use of motor skills.
  • Psychomotor skills help people perform physical tasks in daily life and at work. 

The areas of this domain include:

  • Perception: Students use sensory cues to guide their motor activities. For example, a student may listen to a teacher's lesson and write down corresponding notes. Instructional verbs include distinguish, identify and select.
  • Set: Students feel ready to act upon challenges and resolve them. For example, a student who wants to improve their grade is motivated to study for their next test. Instructional verbs include assume a position, demonstrate and show.
  • Guided response: Students begin learning complex skills often through trial and error or following instructions. For example, a student learns how to build a simple circuit by watching an instructional video. Instructional verbs include attempt, imitate and try.
  • Mechanism: Students develop basic proficiency when performing particular tasks often through practice. For example, a piano student feels confident playing a song assigned by their teacher after weeks of practicing. Instructional verbs include perform, complete and duplicate.
  • Complex overt response: Students learn to perform a task with advanced proficiency. For example, a piano student knows how to play a song without needing to look at the keys. Instructional verbs include carry out, operate and perform.
  • Adaptation: Students have developed their skills and can change them to meet specific requirements. For example, a culinary student knows how to adjust their recipe to meet particular dietary restrictions. Instructional verbs include adapt, change, modify and revise.
  • Origination: Students learn how to develop a new skill using principles learned while gaining the original skill. For example, a student who has taken ballet classes choreographs a dance for a recital. Instructional verbs include create, design and originate.

2. TRAINING THE INTELLECT AND WILL

Intellect and will are two different things especially when choosing things.

MIND/INTELLECT

  • Recognizes a value and submits it to the will to choose what is right or bad.

DESIRES/WILL

  • Take action the correct value and desires to stay away from the incorrect value that your intellect has supplied.

That is why, intellect and will proves that they are different from each other but are both related to one thing, which is the choosing of right and bad.

“The intellect proposes, and the will disposes” – St. Thomas Aquinas

The quotation above means that, the intellect is the one who thinks the ideas that you want to do that are right and the will is the desire to do and avoiding the bad thing happened to that idea.

THREE WAYS TO TRAIN THE INTELLECT AND WILL

According to William Kelly in 1965, he said that it is necessary to train our intellect and will in 3 ways namely these are:

- Formation of the ideas

- Judgement

- Reasoning

STRONG WILL

  • The ability to govern one's will in the face of all opposing urges.
  • The will must be trained mostly through self-training. Self-control becomes weakened as a result of the practice of caving into impulse.
  • Disuse causes a form of atrophy in the ability to suppress urgent impulses, focus attention on farther-off things, and reinforce higher but less urgent motives.
  • A person's capacity to resist temptation is weakened when they consistently give in to any vice, even though this does not absolve them of guilt.
  • Similarly, man gets more self-control and, consequently, freedom the more he suppresses impulse, checks inclination, resists temptation, and consistently strives for a good life.

3. MAX SCHELER’S HIERARCHY OF VALUES

HIERARCHY

- A system in which people or things are arranged and put at various levels or ranks according to their importance.

VALUES

- The beliefs and principles that people have, that will help them in deciding what is right and wrong, will control their behavior on how to act in various situations.

MAX SCHELER (August 22, 1874 – May 19, 1928)

- German philosopher known for his work in phenomenology, ethics, and philosophical anthropology.

- Demonstrated that the ego, reason, and consciousness were all attributes of the human person.

- The human “heart,” or seat of love, accounted for the essence of human existence, rather than ego, reason, will, or the ability to receive sensory data.

- Values could only be felt, just as color can only be seen.

- A particular value could be experienced with a variety of objects.

- Values were objective, unchanging, a priori, and non-formal, and ranked them, and their opposites (“disvalues”), in a hierarchy of 4 levels.

I. FIVE PRINCIPLES

1. Timeless – the longer the value lasts, the higher it is.

2. Indivisibility -the harder it is to reduce the quality of value as its carrier divides or the harder it is to increase the quality of the value as its carrier enlarges, the higher the value is.

3. Independence – the higher value becomes the base for the lower value.

4. Depth of satisfaction - the deeper the satisfaction connected to the value is, the higher the value is.

5. Absoluteness - the less the sense of the value is related to the existence of its carrier, the higher the value is.

II. LEVELS

1. Pleasure Values

- The pleasant against the unpleasant.

- The agreeable against the disagreeable

• Sensual feelings

• Experiences of pleasure or pain

2. Vital Values

- values pertaining to the well-being either of the individual or of the community.

• Health

• Vitality

- Values of vital feeling

• Capability

• Excellence

3. Spiritual Values

- Values independent of the whole sphere of the body and of the environment.

- Grasped in spiritual acts of preferring, loving, and hating

• Aesthetic values: beauty against ugliness

• Values of right and wrong

• Values of pure knowledge

4. Values of the Holy

- Appear only in regard to objects intentionally given as “absolute objects”.

• Belief

• Adoration

• Bliss

4. VALUES HIERARCHY

HIERARCHY OF VALUES

  • Can vary between individuals and cultures, but generally, values can be organized into a hierarchical structure based on their perceived importance or priority.

Here's a generic outline of a values hierarchy, with more foundational values at the base and higher-level values towards the top:

Basic or Fundamental Values:

These are core values that serve as the foundation for one's belief system.

Examples: honesty, integrity, authenticity.

Biological and Physiological Values:

Values related to the basic needs for survival and physical well-being.

Examples: health, safety, sustenance.

Personal Development Values:

Values associated with self-improvement, learning, and personal growth.

Examples: continuous learning, self-expression, creativity.

Interpersonal Values:

Values centered around relationships and social connections.

Examples: love, friendship, family, community.

Achievement and Success Values:

Values related to accomplishing goals, success, and recognition.

Examples: ambition, competence, accomplishment.

Well-being Values:

Values associated with physical and mental well-being.

Examples: balance, mindfulness, happiness.

Altruism and Service Values:

Values that emphasize helping others and contributing to the greater good.

Examples: compassion, generosity, service.

Ethical and Moral Values:

Values related to principles of right and wrong.

Examples: fairness, justice, responsibility.

Cultural and Spiritual Values:

Values connected to cultural identity, spirituality, or religious beliefs.

Examples: faith, cultural heritage, respect for diversity.

Environmental Values:

Values related to environmental sustainability and ecological consciousness.

Examples: environmental stewardship, sustainability, ecological responsibility.

Freedom and Autonomy Values:

Values associated with personal freedom, autonomy, and independence.

Examples: freedom, autonomy, self-determination.

It's important to note that the importance of values can vary between individuals and cultures, and this hierarchy is not fixed or universal. Additionally, an individual's values may shift in priority over time based on experiences, personal growth, and changing life circumstances. Understanding one's values hierarchy can provide insights into decision-making processes and guide individuals toward a more fulfilling and purposeful life.

PROBLEM AND INTERVENTION:

Problem: Students Lack Interest and Motivation

Intervention: Games and Pamphlets

“DORA THE EXPLORER”

This game is composed of 3 stations. In each station, there is a game waiting for you. You need to earn points as much as you can because there is a prize for the group with the highest point. In each station, a time of 15 minutes will be given to complete the tasks and after that, you will move to the next station. There’s a pamphlet that will be given for every group. The pamphlet contains a map and the topics. On the front page, there is a map and it will be your guide. In the map, there are clues on where stations you will go. In each group, there are different maps so you will not bump with each other. The topics will be your guide on winning the games. In each group, there must be a representative which will be the “Dora” of the group. All the remaining members will be boots. Of course, it will not be complete if Swiper will be missing, so be careful of Swiper because he will stick papers on you that have a question on it. If you answer the questions that Swiper gave to you correctly, you will gain extra points. To differentiate the groups, a flag with different colors will be given. While traveling to your destinations, you need to sing the Dora Song. The lyrics can be seen on the back of your pamphlets. So today, you will all be explorers. Keep your maps with you to avoid getting lost and be careful of Swiper. Let’s start our journey and have fun exploring! The exploration starts now!

DAY 1 (WEDNESDAY)

STATION 1: GUESS THE ACT

Mechanics: In this station, you will play charades. The representative pick a word he/she will act and the rest of the members need to guess it. All the words can be seen in the pamphlet. You can pass if you don’t know the answer and I will pick another word. You have 5 minutes to play. After the game, the topics will be discussed and explained why it is connected to the game.

STATION 2: SPILL THE TEACHER

Mechanics: In this station, you will play spill the teacher. In this activity, the students will randomly pick up a piece of paper that contains the name of a Teacher and the players will try to tell 5 good characteristics about the Teacher and try to act the way they act their movements or quirks when they are teaching inside the classroom. The name of the Teacher will be spilled at the end of the game and the students that will participate in this activity will be given points for their engagement during this interactive activity. You have 5 minutes to play. After the game, the topics will be discussed and explained why it is connected to the game.

STATION 3: SYNONAME

Mechanics: In this station, you will play synoname. The students will give similar terms to the given topics. Each person will pick a corresponding word and will give similar or related terms to the given word. You have 5 minutes to play. After the game, the topics will be discussed and explained why it is connected to the game.

DAY 2 (FRIDAY): DORA THE EXPLORER

Just like last Wednesday, there will be three stations. Each station, you need to play a game and listen to the discussion which will be held for 15 minutes, in order to move to your next destination. A map will be provided as your guide and an infographic containing the remaining three topics under Unit 3. The Dora of your group will lead, and all the members should sing the Dora Song while travelling to your next destinations. You should also have your flags that were distributed last Wednesday because it is your group’s label. Please follow your maps because if you don’t, you will get deduction points. In the last part of the game, all groups must arrive ang gather at the final destination (location of the treasure) wherein all of you will compete to answer various questions about the topics under Unit 3. After that, all scores will be computed and the group with the highest score will be the winner.

Station 4: YOU BELONG WITH ME

Mechanics: The game mechanics for this station is that within 5 minutes players must sort the words by moving them from a box to another box until they’ve reached the certain box that they belong to. Every box is labelled with a topic that the corresponding words are associated with.

Station 5: FIGHT OR KEEP

Mechanics: Each member will answer the general knowledge questions and if they answer it correctly, they get a card or Joker. The current person answering will be asked if he/she will want to keep the card and stop answering or if he/she still wants to fight and continue answering the questions. Hidden plot twist, if the person who chooses to fight and fails to answer a question, the cards that he/she has will be taken back he/she will not be able to answer anymore. The next member will then answer the next questions (Note, this will be said during the game). Answer the questions as many as they can in 5 minutes. On how many cards in total they keep will be their final points.

Example:

Me: How many planets are in the Solar System?

G2 member: 8

Me; Correct, you get a card, will you fight or keep the card?

G2 member: Keep/Fight

Me: gives another question/ keep the card and next member will answer a question

Station 6: FIND MY PAIR

Mechanics: In this station, before starting the game all the infographics will be collected. You need to work together with your groupmates in order to find the pair of the WORDS that will be given to you. The pair of each word corresponds with its MEANING. The game will last for 5 minutes, and a discussion will happen after which will be held for 10 minutes.