Episode 2:

The Teacher
as a
Professional
 Episode 3:
The Global in
the School
Setting
Episode 4:
The Teacher
in the
Community
Episode 5:
The Global
Teacher
Documentations
 INTERVIEW WITH MR. JUDSON M. PASTRANO

The interview was conducted on January 27, 2016 in Cugman National High
School. The group interviewed the school’s principal about the qualifications
necessary to become a global teacher. He was born on October 7, 1980 and
currently residing at Zone 2, Agusan, Cagayan de Oro City. He is Mr. Judson M.
Pastrano.

In the interview, there were five (5) main questions asked to Mr. Pastrano. For the
first question: what are the qualifications necessary to become a global
teacher, Mr. Pastrano said that a global teacher must possess the 21st century
teaching skills. One of the skills of a global teacher is the critical thinking skills and
problem solving skills to enable the student also to develop the 21st learning skills.
Then, teacher as a global teacher must also an ICT competent. In the delivery of
the curriculum and classroom instruction, being a global teacher it means that a
teacher must relate his/her lesson to the global. For example, the teacher is
teaching the subject history, he/she must relate the subject to the current trends
and happenings in a global setting not only in our locality but also in abroad.
That’s a global teacher.

For the second question on whether he has faculty member who now
works/teach abroad, Mr. Pastrano said that, so far there are three teachers who
are now in abroad out of 40. Two permanently are in abroad or “wala na sa
DepEd or nag out na sa DepEd ug nag leave”. On the other hand, when asked
if there are teachers who desire and consider going abroad, he said that
actually there are many teachers who want to go abroad for work opportunities
or to study in abroad. They always ask if there is a scholarship or work
opportunities in abroad like the US teacher exchange that you may apply
through online. If you pass, you can work there and study for 1 year. Probably,
after expiration, you can go back there if you have a contact.

Furthermore, for the question on how did he feel about it that there are many
teachers want to go abroad, he said that “actually is there personal choice to
go abroad”. They want to get out for opportunity or to earn more. So they are
free to go. As a principal it’s not my part to deprive them because it’s their right.

Lastly, when asked on did he consider going abroad, he said that when he was
still younger he has the desire to go abroad and tempted to apply for
scholarship abroad specifically in US. But unfortunately, his scholarship was
denied, so at that time he was assigned to be a principal. He said in a
lightheartedly manner, the salary of a principal is high, “so wala nako nag
abroad kay dako man diay ang sweldo sa principal”.
Dexie Ann S. Muring EDUC 32-EDC

REFLECTION on The Teacher as a Professional

CONTEXT

Teachers have the very important responsibility of shaping the lives of young,
impressionable children. With this responsibility comes great pride and joy.
Teacher can be defined as someone who always pushes students to want to do
their best while at the same time trying to make learning interesting as well as
creative. A teacher has to improve and develop his/her skills through attending
seminars and workshops, in order for her/him to cater the needs of the learners.

EXPERIENCE

Last January 27, 2016 we went to Cugman National High School to interview a
teacher and also to find out what or who contributed to his/her professional
growth. After the interview, I realized that a teacher should have to improve
hi/her skills like attending seminars, workshops and even pursuing masteral and
doctorate degree.

REFLECTION

Being a successful teacher depends on many things, not a few of which derive
from personal characteristics, attitudes, and the proclivity—or appetite if you
will—for the teaching profession. Of course, a demonstrable aptitude for helping
students grasp new material, information and concepts goes without saying.
That said—there is no “one way” to become a successful teacher. There are
commonalities, however, and key attributes that most successful teachers bring
to their pedagogical practice.

ACTION

As a future teacher it is my responsibility to continue improving my skills and

capabilities in the teaching profession. Also, to look deeper to myself and
introspect if this is the right path I will take. Being able to know the results of the
survey will give me a reason to assess myself if my students or learners have
learned anything regarding my topic. In this way, I will be able to adjust towards
my behavior and attitude when conducting or even advising a class.

EVALUATION

Teachers are bridges who help people to reach their professions. Therefore,
good teachers should have special values, characteristics, and goals. Honesty,
equality, and punctuality are the most important values that teachers should
have. Honesty has a great impact on students’ behaviors. When the teachers
are honest, students will trust them. The more trust teachers give their students,
the more good work they will receive from those students. Because that will
make students like the classes more and more, so they will try to do their best as
much as they can.
Dexie Ann S. Muring EDUC 32-EDC

REFLECTION on The Teacher in the School Setting

CONTEXT

Instead of just lecturing in the classroom, teachers are facilitators of learning,

providing students with the information and tools they need to master a subject.
At times, teachers act like tutors, working with small groups of students or
individual students within the classroom or after class. Teachers also play the role
of evaluators, constantly assessing students' abilities through formal and informal
assessments, providing suggestions for improvement and assigning grades.

EXPERIENCE

Last January 27, 2016 we went to Cugman National High School to interview a
teacher on her role and responsibilities in the school setting. Teachers serve as
not only educators, but also mentors and role models, especially in the modern
world, where values such as respect for elders, sharing, and cooperation among
peers are not always taught in the home. Young students look to their teachers
when determining how to interact as adults.

REFLECTION

The role of the teacher in a positive school-community relationship is extremely

important since it is the teacher who is the backbone of the educational system.
Although school boards create school policy and administrators interpret these
policies, teachers are the personnel who implement school policy. Teachers
must also be prepared to make the most favorable impression possible in even
the most innocent of circumstances in order to maintain public support. The
community's perceptions of the teacher affect their perceptions of the school
and subsequently student morale, school resources, and support for the school
in general.

ACTION

Throughout the school day and over the course of the school year, teachers
take on other roles, as well. They are chaperones at school functions and
coaches of school sports. They are monitors at lunch and recess and serve as
fundraisers for field trips and school supplies. Teachers also play the role of
interior designer, making sure their classrooms are set up to support learning and
act as artists when they update their bulletin boards and other displays.

EVALUATION

A teacher's role involves more than simply standing in front of a classroom and
lecturing. In fact, even though a teacher spends the majority of the day in the
classroom, the actual teaching component is only part of the job. An effective
teacher understands that teaching involves wearing multiple hats to ensure that
the school day runs smoothly and all students receive a quality education
Dexie Ann S. Muring EDUC 32-EDC

REFLECTION on The Teacher in the Community

CONTEXT

The role of the teacher in a positive school-community relationship is extremely

important since it is the teacher who is the backbone of the educational system.
Although school boards create school policy and administrators interpret these
policies, teachers are the personnel who implement school policy. Teachers
must also be prepared to make the most favorable impression possible in even
the most innocent of circumstances in order to maintain public support. The
community's perceptions of the teacher affect their perceptions of the school
and subsequently student morale, school resources, and support for the school
in general.

EXPERIENCE

Last February 17, 2016 we interviewed at least 3 people in the community like
parents, barangay officials, representatives from the community organizations.
They were asked on teacher’s involvement community activities and utilization
of community resources in teaching.

REFLECTION

Teachers interact with parents, students and other teachers regularly, affecting
the lives of their students daily. In addition to the classes they teach, instructors
often find themselves involved in many community projects and serving the
community at large as leaders. They also regularly take leadership positions
within their school districts, communities of teachers, parent-teacher
organizations, and professional teacher organizations and teachers unions.

ACTION

Teacher's role is that of a mother. As we know, a mother nurtures her child with
care and love and considers herself responsible for all virtues and vices of her
child. The teacher, also, is responsible for the virtues and vices prevailing among
the citizens of the society. Cultural growths of the society are due to good
teachers. Moreover no profession is learned and mastered without a good
teacher. Teacher is omnipresent. His role is also that of a Soldier. A soldier
protects the country from the external attaches while a teacher protects he
society from the ignorance - the internal attach. Teacher plays, undoubtedly, a
vital role.

EVALUATION

A teacher has a very diverse role within the educational environment. In the
classroom she must be an instructor, critic, disciplinarian, motivator, role model
and adviser. However, a teacher's job can expand to include other roles outside
the classroom. Many teachers assume roles outside of the classroom to facilitate
the development of a good rapport or for other reasons.
Dexie Ann S. Muring EDUC 32-EDC

REFLECTION on The Global Teacher

CONTEXT

EXPERIENCE

Last January 27, 2016 we went to Cugman National High School to interview a
principal on what qualifications are necessary to become a global teacher. We
interviewed Mr. Judson Pastrano and he said that a global teacher must possess
the 21st century teaching skills. One of the skills of a global teacher is the critical
thinking skills and problem solving skills to enable the student also to develop the
21st learning skills. Then, teacher as a global teacher must also an ICT
competent. In the delivery of the curriculum and classroom instruction, being a
global teacher it means that a teacher must relate his/her lesson to the global.

REFLECTION

ACTION

EVALUATION