ASSURE MODEL LESSON 3

The ASSURE model was developed by HEINICH, MOLENDA, RUSSELL, SMALDINO (1999) and is
an instructional model for planning a lesson and the technology that will enhance it.
A-Analyze Learners
▹ there should be a focus on those learner characteristics which are associated with the LEARNING
OUTCOMES DESIRED.
▹ the information gathered will help you in the decisions that you make with respect to the other
steps in the process.
▹ When you determine the character of the learners, it will guide you in choosing specific strategies
and resources to aid the learning process.
The ANALYSIS of your learners should include:
1. The general attributes of your learners, such as AGE, ACADEMIC ABILITIES, GENDER,
INTERESTS, etc.
2. Prior competencies
3. Learning styles, such as AUDITORY, VISUAL, AND TACTILE
S-State Standards and Objectives
▹ This statement consists of a specification of what the learners will be able to do as a result of the
instruction.
The ABCD’s of well-stated learning objectives:
▹ Audience – For whom is the objective intended?
▹ Behavior – What is the behavior or performance to be demonstrated?
▹ Conditions – What are the conditions under which the behavior or performance will be observed?
▹ Degree – To what degree will the knowledge or skill be mastered?
S-Select Strategies, Technology, Media, and Materials
▹ As a teacher, you should figure out what which delivery method will be best for your instruction.
▹ For instance, what proportion of your instruction will be INSTRUCTOR-CENTERED and what
proportion of will be STUDENT-CENTERED?
▹ The first of these are strategies such as LECTURE, DEMONSTRATION OR SHOWING A
VIDEO. The second are strategies such as GROUP DISCUSSION OR COOPERATIVE GROUP
WORK.
U-Utilize Technology, Media, and Materials
▹ As with all of the instructional steps, you must make sure that your plans contribute towards
producing the objectives that you have laid down.
FIVE p’s
PREVIEW the Technology, Media, and Materials
▹ This means that it’s important to PLAN AHEAD OF TIME just how you’re going to use them. It’s
good to do a dry run of your lesson before you actually teach it.
PREPARE the Technology, Media, and Materials
▹ You need to gather together all of the things that you will need to teach your lesson.
▹ For example, if you are making a power-point presentation, then you’ll need to create the text and
graphics for each screen.
PREPARE the Environment
▹ Make sure that you have enough desks are important. Also, if you have control over the situation,
you should make sure that there are NO SOURCES OF NOISE that will disturb the students.
PREPARE the Learners
▹ You need to clearly inform the learners as to what the learning objectives are. This will help the
learners create a mental map of what they need to absorb.
▹ it’s important to tell the students how they will be assessed. You need to tell them what their
assignments will be, how they will be graded, if there are tests, etc.
PROVIDE the Learning Experience
▹ You then actually carry out the lesson. This is where all of your planning takes effect. You should
be prepared to carry out the lesson with every prior step of the process in mind. This will insure
your success as a teacher.
R – Require Learner Participation
▹ The most basic step that you can take is requiring participatioan of the students in CLASS
DISCUSSIONS. A more sophisticated approach would require that students prepare questions and
comments at home to bring into the class. You might try even allowing individual students TO
LEAD CLASSES OR DISCUSSIONS in the style of a seminar.
E-Evaluate and Revise
▹ In this step, you evaluate the impact of your teaching on student learning. This includes an
evaluation of your teaching strategies and the technology, media, and materials that you used.
ASSURE MODEL
▹ The final step in your evaluation should focus on feedback from your students.
▹ “Was their experience positive overall? Do they feel that they have reached your objectives and
their own personal objectives? How will you determine whether or not your performance was
effective?
WHAT IS TPACK?
• stands for Technological Pedagogical Content Knowledge.
• It is a theory that was developed to explain the set of knowledge that teachers need to teach their
students a SUBJECT, TEACH EFFECTIVELY, AND USE TECHNOLOGY.
How the Concept Came About:
• The seminal piece on the TPACK model was written in 2006 by Punya Mishra and Matthew J.
Koehler in “Technological Pedagogical Content Knowledge: A Framework for Teacher
Knowledge.”
• They explain that their theory comes after five years of studying teachers at all different grade
levels with design experiments to see how their classrooms operated.
• They based their initial idea on Lee S. Shulman’s 1986 work “Those Who Understand: Knowledge
Growth in Teaching.”
• First, Shulman discusses the usual idea of knowledge in teaching which is that teachers have a set
of content knowledge – specific knowledge about the subject they are teaching – and a set of
pedagogical knowledge – knowledge about how to teach including specific teaching methods.
• Shulman counters this and says that effective teachers overlap these two knowledge sets, making a
set of knowledge about how to effectively teach their subject matter. He calls this pedagogical
content knowledge or PCK.
• Twenty years later, Mishra and Koehler saw that the biggest change happening in education is the
use of technology in the classroom. They noticed that technological knowledge was treated as a set
of knowledge outside of and unconnected to PCK.
 • After five years of research, Mishra and Koehler created a new framework, TPACK, which adds
technology to pedagogical content knowledge and emphasizes the connections, interactions, and
constraints that teachers work with in all three of these knowledge areas.
The Evolution of the TPACK Model
TPACK gives us three knowledge areas to consider: Technology, Pedagogy, and Content Knowledge.
• Arranging these three categories into a Venn diagram helps us to see the four areas that are created
in Mishra and Koehler’s framework.
The three components of TPACK:
1. Technological Knowledge. The technological knowledge helps teachers use and combine
technology with teaching. As a teacher technological knowledge is about knowledge and
understanding of tools that you can use to teach. Eg apps games devices. Technological knowledge
is about how teachers use technology.
2. Pedagogical Knowledge
Refers to the art and practice of teaching. Utilizing the knowledge and putting into the practice of
transmitting the knowledge in an interesting way for the students to learn. Pedagogy not only refers to the
accuracy of knowledge but the effectiveness of the teaching on the student’s learning. Teacher may know
everything but does not know how to teach.
3. Content Knowledge
Content knowledge is the teacher’s knowledge about the subject matter to be learnt or taught. This
knowledge would include knowledge of concepts, ideas, theories and frameworks. -(Koehler & Mishra,
2009).
Technological Content Knowledge (TCK)
• TCK is how the technology influences the content. The second overlap created.
• For an example, teachers used to teach penmanship and cursive to their students. But many school
districts have eliminated cursive handwriting from the curriculum. Without entering into the debate
on the merits of cursive, it is clear that technology has impacted the content knowledge that we
teach students.
Technological Pedagogical Knowledge (TPK)
• The third overlap is Technological Pedagogical Knowledge. TPK highlights the area where
technology and pedagogy influence each other.
• Incorporating technology into the classroom often causes a change in how the material is taught.
• A simple example might be when a teacher uses an instructional video clip for a topic that they
used to model on the board.
Technological Pedagogical Content Knowledge (TPCK)
• The center of our Venn diagram, which is Technological Pedagogical Content Knowledge. This
area acknowledges that all three of these sets of knowledge are influencing each other, that each is
important, and that to have an effective learning environment, we need to consider all three.
• Mishra and Koehler paraphrase Marks’ comment about PCK to apply the idea to TPACK, “TPACK
represents a class of knowledge that is central to teachers’ work with technology. This knowledge
would not typically be held by technologically proficient subject matter experts, or by technologists
who know little of the subject or of pedagogy, or by teachers who know little of that subject or
about technology.”
 • In addition to these new knowledge overlap areas, Mishra and Koehler are quick to point out that
all of this knowledge lies in specific contexts. You as the teacher form part of the context, while
your students and the environment also contribute to the context.
• With each situation, the context changes slightly and your set of knowledge shifts with it to create
the learning environment.
How Does It Impact Teaching and Learning with Technology?
• Currently, technology is treated as if it is separate from teaching and learning. We have Professional
Development workshops where we are instructed in the use of some particular software or app, and
how to fit it into our classroom is not discussed.
• Mishra and Koehler point to this as a current negative impact. They claim that the lack of awareness
of TPACK keeps technology separated and leads to four problems with using technology in the
classroom.
• First, there are such rapid changes in technology that it is extremely difficult to keep up with all
the latest advancements and apps.
• Second problem is that software is DESIGNED FOR BUSINESS, NOT FOR EDUCATION. This
often means that students are learning how to use the program and not learning the content of the
class.
• Third problem with keeping technology separate is the situational nature of the classroom. A
teacher can adjust a lesson to make sure it meets the needs of the specific group of students, BUT
THE INSTRUCTIONAL VIDEO CANNOT.
• It’s the same video every time it is played. Finally Mishra and Koehler say that keeping technology
separate places an emphasis on “what” not “how.” From the teacher’s perspective the lesson
becomes about what technology are we going to use today, what does it say, what skills does it
require, instead of how can I teach my students.
How Can TPACK Be Used in the Classroom?
• Keeping technology as a separate knowledge set causes problems, but when we understand the
framework of TPACK, we can integrate technology into the content and pedagogy of our
classrooms.
• The integration will help our students learn more effectively. Mishra and Koehler suggest that
TPACK should guide curriculum development and teacher education.
• To apply TPACK to our classrooms now, Judith B. Harris and Mark J. Hofer worked with
colleagues from universities around the United States to create Activity Types. Their article,
“‘Grounded’ Technology Integration: Instructional Planning Using Curriculum-Based Activity
Type Taxonomies,” explains how TPACK should change the way we plan our daily lessons.
• They describe a planning process where we first choose the learning outcomes that we will be
working on that day or during that class session. The learning outcomes are the content. The second
step they propose is choosing an activity type. The activity type is the pedagogy or how are the
students going to learn the content. Finally, we can choose technologies that will support the
activity type and aid the students in learning.
• Harris, Hofer, and their colleagues show us with example after example of how our instructional
planning should include each part of the TPACK framework and allow us to create and develop the
overlapping knowledge to make the best learning environment for our students.
• The simplest idea at play in TPACK is that a person who is a world-renowned expert in a subject
might not be a great teacher because they lack the pedagogical knowledge to make the subject
 accessible and understandable. To be a great teacher, we have to combine our knowledge of the
subject with our knowledge of how to teach. With the increasing focus on technology, we need to
also learn how to combine technology with our content and pedagogy to create an effective learning
environment.
The importance of TPACK:
• TPACK is an essential part of the education system today as it incorporates the growing demand
on the use of technology in the classroom as well as continuing the focus on the content and how
we teach it. Therefore it sets up education for the future as well as setting up the students for their
future.
Impacts of TPACK:
• Impact on the Teacher: It is important for the teacher to be completely up to date and
knowledgeable with the curriculum and the components of TPCK to effectively incorporate it into
their lessons.
• Impacts on the Students: Students of the millennium work better through technology and quite
often find the content and direct teaching quite stale. Therefore by adding the technology
component to the already existing PCK model the students become more engaged in their learning.
Traditional Educational Technology
Magic Lantern 1870
○ Laterna Magica is an early type of image projector developed in the 17th century.
○ It has a concave mirror in front of a light source that gathers light and projects it through a slide
with an image scanned onto it.
School Slate 1890
○ A writing slate is a piece of flat material used as a medium for writing.
Chalkboard 1890
○ A chalkboard or blackboard is a reusable writing surface on which text or drawings are made with
sticks of calcium sulfate known as chalk.
STEREOSCOPE 1905
○ Refers to a technique for creating or enhancing the illusion of depth in an image by presenting two
offset images separately to the left and right eye of the viewer.
PENCIL 1900
○ Made of graphite mixed with clay binder, used for both writing and drawing
Film Projector 1925
○ Is an opto-mechanical device to view photographic slides.
Radio 1925
○ A technology of using radio waves by systematically modulating properties of electromagnetic
energy waves transmitted through space, such as amplitude, frequency, phase or pulse width.
Overhead Projector (1930)
○ Is a variant of slide projector that is used to display images to an audience
Ballpoint Pens 1940
○ Is a writing instrument with an internal ink reservoir and a sphere for a point.
Mimeograph 1940
○ Is a low cost duplicating machine that works by forcing ink through a stencil onto paper
Headphones 1950
 ○ Used to describe a combination of headphone and microphone used for two-way communication,
for example with a telephone.
Slide Rule 1950
○ Also known as a slipstick, is a mechanical analog computer, used for multiplication and division.
Videotapes 1951
○ Is a recording of images and sounds on to magnetic tape as opposed to film stock or random access
digital media.
○ Used for storing scientific or medical data, such as the data produced by an electrocardiogram.
Reading Accelerator 1957
○ Is a mechanical invention to automate the task of programmed instruction
Educational TV 1958
○ Is the use of television programs in the field of distance education.
Photocopier Machine 1959
○ Is a machine that makes paper copies of documents and other visual images quickly and cheaply.
Liquid Paper 1960
○ Correction fluid, is an opaque, white fluid applied to paper to mask errors in text.
Filmstrip Viewer 1965
○ Is a simple way to allow individual students watch filmstrips at their own pace.
Handheld Calculators 1970
○ First handheld calculator used to calculate grades.
Scantron 1972
○ This was introduced by Michael Sokolski which allowed teachers to check and grade tests more
quickly and efficiently
Plato Computer 1980
○ Programmed Logic for Automated Teaching Operations
○ Was the first generalized computer assisted instruction system.
Direct Purposeful Experiences
• Concrete and first hand experiences
• Rich experiences that our senses bring (construct ideas, concepts, generalize) that give meaning
and order
• Sensory experiences
• Learning by doing
Indirect Experiences
• Experiences of other people
• Shared ideas from others that you learned
Contrived Experiences
• “edited” copies of reality
• Used to substitute for real things
• Designed to simulate to real-life situations
• Make use of representative models or mock-ups of reality for practical reasons
• Make real-life accessible to the students’ perception and understanding.
Dramatic Entrance
• Something that catches and holds our attention and has an emotional impact
• Students get attracted, interest and affected
Demonstrations in teaching
 A public showing and emphasizing of the salient merits, utility, efficiency of an article or product
 Showing how a thing is done
STUDY TRIPS
• Also called as “Field Trips” or “Educational Trips”
• It offers an excellent bridge between the work of the school and the work of the world outside.
Visual Symbols
• These are representations of direct reality, which comes in the form of signs and symbols
Verbal Symbols
• Among all instructional equipment, the chalkboard is most available.
• The overhead projector is another versatile equipment that is quite common today.
Educational Television (TV)
• It is also called as “Learning show”
• It is the use of television programs in the field of distance education.
• It is said to be a very powerful and effective learning tool for children if used wisely.
Motion Pictures
• It can reconstruct reality for the past.
• Unique value of messages lies in their feeling of realism, personality and persons, ability to select,
dramatize, highlight and clarify.
Recordings Radio Still Pictures
• The process of capturing data or translating information to a recording format stored on some
storage medium, which is often referred to as a record or, especially if an auditory or visual medium.
Exhibits
• Displays to be seen by spectators
• “for your eyes only”
• Some exhibits includes Sensory experiences
PREAMBLE: “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 profession, they
strictly adhere to, observe and practices this set of ethical and moral principles standard and values”.
Lesson 1. ARTICLE 1: SCOPE & LIMITATIONS
• Section 1-The Philippine Constitution provides that all educational institutions shall offer
QUALITY EDUCATION for all Filipino citizens, a vision that requires professionally competent
teachers committed to is full realization. The provisions of this Code shall apply, therefore, to ALL
TEACHERS in ALL 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 art or
vocational teachers and all other persons schools at the aforesaid levels, whether on full-time or
part-time basis.
A review of the Preamble and Article I tells that teachers who have NO LICENSE are NOT INCLUDED
in the group of professional teachers
All teachers both public and private in all levels from preschool to secondary whether they are academic,
vocational, special, technical or non-formal –are INCUDED in the definition of professional teachers and
are there REQUIRED of a professional license and are subject to the Code of Ethics for Professional
Teachers.
LESSON 2: Relationship with the secondary and tertiary
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 as well as to elevate national
morality, promote national pride, cultivate love of country, instill allegiance to the Constitution and
respect to 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 any political, religious and 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 identity for such purpose.
• Section 6- Every teacher shall vote and shall exercise other constitutional rights and responsibilities.
• 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 the privilege of
expounding the product of his researches and investigations, provided that, if the result are
INIMICAL to the declared policies of the State, they shall be drawn 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 and growth
 • Section 2-Every teacher shall provide leadership and initiative to actively participate in
communicate movements for moral, social, education, 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 a sympathetic attitude, therefore, refrain
from disparaging the community.
• Section 5-Every teacher shall help the school to keep the people in the community informed about
the school’s work and accomplishment as well as its needs and problems.
• Section 6-Every teacher is an 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 possess freedom to attend church and worship as appropriate, but shall not use
his positions and influence to proselyte others.
As a Professional Teacher
 He/she is a FACILITATOR of learning by ensuring that he/she provides a favorable environment
for learning. He/she acts as a leader by initiating and participating in community activities for the
benefit of community as a whole.
As a Community Leader
 He/she deals with other professionals and community officials HARMONIOUSLY and
PROFESSIONALLY. Be he/she wants to work with the community, he/she keeps people informed
of developments in school. He/she does not take advantage of his/her position as professional
teacher to PROSELYTE. Neither does he/she criticize community customs and traditions. Instead,
he/she exerts effort to understand them with a sympathetic attitude.
Article IX. The Teacher and the Parents
Parents are secondary stakeholders while their children (learners) are primary stakeholders. How should
teachers relate with parents is the concern of this third part of Lesson 2.
• 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 fact in pointing out learners
deficiencies and in seeking parent’s co-operations for the proper guidance and improvement of the
learners.
• Section 3-A teacher shall hear parent’s complaints with sympathy and understanding and shall
discourage unfair criticism.
Lesson 3: Relationship with the internal stakeholders
Article 8: THE TEACHER AND THE 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 learner’s 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 learner’s
problems and difficulties.
ARTICLE 6: The Teacher and Higher Authorities in the Profession
 Section 1-Every teacher shall make it his duties 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 who’s 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 5: Teacher AND THE TEACHING COMMUNITY
• The Professional Teacher is not an island. He/she works with other professional teachers, some
more or less experienced than he/she is.
• Colleagues are teachers, partners and collaborators.
• 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.
Lesson 4: The teacher as a person, the teaching profession, and in business
ARTICLE 4: The Teacher and the Profession
PROFESSION -Way of rendering service to humanity
• 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 decent living.
Article 10: 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 11: 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.