Teaching is both inborn talent
and learned skill
Drawings on the wall by Mackie R Sta Maria, 6 years old*
Dr Abe V Rotor
Former Professor, UST, DLSU-D, SPU-QC
Part 2 - Unveiling Teaching Expertise
A Self Evaluation as a kind of self-examination.
I invite the reader to go over these questions as a reference in search of Effective Teaching and Teaching Models.
2. The majority of the teacher-participants are experimentalists. They uphold the experimental educational philosophy. This means that these teachers are flexible and open to educational change. True
3. Twelve are advocates to perennialists, educational philosophy, which means that they do not subscribe to just one philosophy, and they shift their roles from being facilitators of learning to transmitters and interpreters of knowledge. (False, they are eclectic.)
4. Twelve are eclectic that is, they perceive themselves as authority figures in the classroom, transmitting and interpreting knowledge. (False, they are perennialists.)
6. Most of the expert teachers are idealists. They view education as a means of developing students’ intellectual abilities. Influenced by the Greek philosophers Socrates and Plato, these teachers stress the importance of logic and philosophy.
(False, there are very few – only 1 in the survey is an idealist.)
7. Of the two compositions used as basis in relating it to effectiveness in teaching. Essentials refer to requisites or “musts” for the attainment of teaching expertise. True
8. Enhancers are teaching practices and behaviors contributory to teaching expertise. True
9. The effective teacher draws inspiration from his or her family, school administration and his community. (True. Almost one-half of the expert teachers consider the supportive role of family members who understand the nature of teaching as having greatly contributed to their success. Twenty of the expert teachers mentioned of a family member as their mentor and source of inspiration. On the other hand the role of school administrators is very important, with almost 70% of the participants attributing the administration’s support to their success. The ambiance of teaching is equally important whereby the school is one large respectable family with a community atmosphere.)
10. Subject matter expertise – All of the experts demonstrates a very thorough knowledge of subject matter, which facilitates effective organization of content to promote learning. True
11. Being up-to-date with the latest developments in their fields – The experts are updated and very knowledgeable, explain new alternative ways of solving a problem – refers to effective classroom diagnostics. True
12. Knowledge of practical application and concrete, interesting examples to clarify abstract ideas/concepts – All of the expert teachers have readily available examples which are clear, simple, and interesting, to clarify issues or ideas – subject matter expertise. True
13. Instructional Expertise – The expert teachers demonstrate facility in the use of varied instructional strategies, demonstrate knowledge of different teaching strategies, adopt group dynamics, and are particular in instructional clarity. They have the ability to simplify and clearly present lessons. (True. Use of varied teaching strategies – 90% of the expert teachers use varied teaching strategies. They employ other than lecture and recitation, song and movement, role-playing, pantomime, choral; reading visual imagery, concept mapping, brainstorming, contest, simulation, oral debate, cooperative learning etc.)
7. Of the two compositions used as basis in relating it to effectiveness in teaching. Essentials refer to requisites or “musts” for the attainment of teaching expertise. True
8. Enhancers are teaching practices and behaviors contributory to teaching expertise. True
9. The effective teacher draws inspiration from his or her family, school administration and his community. (True. Almost one-half of the expert teachers consider the supportive role of family members who understand the nature of teaching as having greatly contributed to their success. Twenty of the expert teachers mentioned of a family member as their mentor and source of inspiration. On the other hand the role of school administrators is very important, with almost 70% of the participants attributing the administration’s support to their success. The ambiance of teaching is equally important whereby the school is one large respectable family with a community atmosphere.)
10. Subject matter expertise – All of the experts demonstrates a very thorough knowledge of subject matter, which facilitates effective organization of content to promote learning. True
11. Being up-to-date with the latest developments in their fields – The experts are updated and very knowledgeable, explain new alternative ways of solving a problem – refers to effective classroom diagnostics. True
12. Knowledge of practical application and concrete, interesting examples to clarify abstract ideas/concepts – All of the expert teachers have readily available examples which are clear, simple, and interesting, to clarify issues or ideas – subject matter expertise. True
13. Instructional Expertise – The expert teachers demonstrate facility in the use of varied instructional strategies, demonstrate knowledge of different teaching strategies, adopt group dynamics, and are particular in instructional clarity. They have the ability to simplify and clearly present lessons. (True. Use of varied teaching strategies – 90% of the expert teachers use varied teaching strategies. They employ other than lecture and recitation, song and movement, role-playing, pantomime, choral; reading visual imagery, concept mapping, brainstorming, contest, simulation, oral debate, cooperative learning etc.)
14. The founders of the world’s greatest religions were teachers. True
15. Dr. Albert Schweitzer was great English explorer and teacher-missionary in Africa who became famous for his philosophy “reverence for life.” (True. He was one of the last great explorers to bring knowledge, peace and Christianity into the Dark Continent.}
16. Classroom Management Expertise – This is the ability of the teacher to prepare for and provide a physical learning environment. Students engage actively in class, time is properly managed, and students behave accordingly. A highly desirable study ethic prevails in class. True
17. Efficient handling of routine activities and time management – refers to effective diagnostics. (False. – All expert teachers manage classroom routine and time efficiently. The teacher is familiar with the names of his students, and knows who is absent, who is a fast or slow learner. More than half of the experts (58%) do not check attendance because the students are properly monitored and absenteeism does not pose a problem. Classes start and end on time. The teacher employs different ways of maximizing class time, such as the use of OHP, and other instructional devises, including handouts.)
18. Maintenance of students’ on-task behavior is a key enhancer. They use socialization techniques, encourage students to recite, motivate, and check their progress. There is never a dull moment in the classroom for an expert teacher. (True, 92% of the model teachers used this technique.)
19. Absence of class disruptions – The expert teachers make sure that the class does not suffer from unnecessary disruption. The experts are not reactive to disruptive situations; they are proactive, meaning they anticipate and prevent such situations to happen – or they can immediately remedy the situation from getting worse. True
20. Classroom Management Expertise – this is the ability of the teacher to prepare for and provide a physical learning environment. Students engage actively in class, time is properly managed, and students behave accordingly. True
21. Expert teachers have a range of teaching experience from 2 to 47 years, with a median of 25 years. (True, it takes 25 years to be a model teacher. There is a saying, “Experience does not only make a good teacher; experience is the best teacher.”)
22. The experts were honor graduates and campus leaders. (False. They were academic achievers in college. There were only 14 of the experts who were active in extracurricular activities in college, say in athletics and campus politics. Fifty-eight are academic achievers, with 33 as top performers but who did not make it in the dean’s list, and 25 who were consistent scholars and honor students. Only 11 were average academic performers.}
23. In general, the 69 outstanding teachers did not choose teaching as their first career.
(True. Only 26 actually set their minds to teaching as early as upon graduation in high school. For one reason or another, 43 set out for other careers. Others found teaching compatible with their present professions, while a good number opted to spend their retirement as teachers or professors.)
24. Women dominate the teaching profession. (True. Of the 69 outstanding teachers, women constitute 74% as compared with that of men which is 26 &, or a ratio of 4 to 1. The reason for this is that men place less priority to teaching than better paying jobs. This is manifested in the choice of careers. In the case of men, they prefer law, engineering, and applied courses in industry and technology that offer better professional growth opportunities and pay as compared to teaching.)
25. Honor graduates are the best teachers because they are highly knowledgeable and can adjust easily to situation. (False, however high intelligence is preferred.)~
Reference: Unveiling Teaching Expertise: A Showcase of 69 Outstanding Teachers in the Philippines, Flordeliza Clemente-Reyes 2002. Lesson on former Paaralang Bayan sa Himpapawid, DZRB 738 AM, 8 to 9 o’clock in the evening, Monday to Friday.
Part 3 - Attributes of the Expert Teacher
In celebration of World Teachers' Day and Month, October 5, 2024
Dr Abe V Rotor
1. Women dominate the teaching profession. Of the 69 outstanding teachers, women constitute 74% as compared with that of men which is 26 &, or a ratio of 4 to 1. The reason for this is that men place less priority to teaching than better paying jobs. This is manifested in the choice of careers. In the case of men, they prefer law, engineering, and applied courses in industry and technology that offer better professional growth opportunities and pay as compared to teaching.
3. Forty-five of the 69 expert teachers are married. The remaining 24 are single with two of them a nun and a priest. Again at this point, contrary to common belief, being married and having a family is not a deterrent to being a good teacher. On the contrary there are many cases where teaching career is enhanced by an understanding and cooperative family.
4. In general, the 69 outstanding teachers did not choose teaching as their first career. Only 26 actually set their minds to teaching as early as upon graduation in high school. For one reason or another the 43 set out for other careers. Others found teaching compatible with their present professions, while a good number opted to spend their retirement as teachers or professors. Among the outstanding teachers are practicing agriculturists, journalists, scientists, lawyers, doctors, engineers, TV hosts, and the like. This shows that a good teacher may not have started out early in his career as teacher but ended up becoming a good teacher. Professions and experiences outside of teaching greatly contribute to teaching effectiveness.
5. The experts were academic achievers in college. There were only 14 of the experts who were active in extracurricular activities in college, say in athletics and campus politics. Fifty-eight are academic achievers, with 33 as top performers but who did not make it in the dean’s list, and 25 who were consistent scholars and honor students. Only 11 were average academic performers. Dr. Reyes explains the relationship of academic performance and expertise in teaching this way. “Academic achievers generally have good self-esteem and exude high self-confidence – personal attributes that are helpful to teachers, cognitive intelligence as a facilitative factor to subject mastery and instructional skills, notwithstanding.” An intelligent teacher is therefore highly desirable so long as he demonstrates humility patience and understanding. On the other hand, “magtitser ka na lang,” is an insult to the teaching profession.
6. On the educational attainment of the expert teachers, 35 of them have doctoral degrees while 26 have master’s degrees. The remaining ones were at the time of the survey still pursuing their graduate studies. This means that 88.4% of the expert teachers have at least a master’s degree, which points out to the importance of graduate education as a factor in effective teaching. Graduate education is characterized by “extensive professional reading and research, as well as personal discipline, perseverance, diligence, and a strong motivation to succeed,” in the words of Dr. Reyes. The pursuit of graduate studies confirms the strong conviction of the teacher towards excellence and dedication in his profession. Graduate studies confer the imprimatur of a teacher’s professional status, and his place among his peers.
7. The expert teachers do not only possess high educational attainment; they also excel in specific disciplines or fields of study. Here is a breakdown of the findings:
Education and related fields 36 %
Applied and natural sciences 26
Languages, literature, communication art 15
Medicine, nursing and public health 6
Political, social science, economics 6
Psychology, guidance and counseling 5
Philosophy 3
Agriculture 3
It is interesting to note that 55 of the experts have either completed or enrolled in programs that offer rich opportunities for sharing research, information, and work experiences in the school setting.
8. On teaching experience, the range is wide – 2 to 47 years, with a median of 25 years. Yes, it takes 25 years to be a model teacher. There is a saying, “Experience does not only make a good teacher; experience is the best teacher.”
9. Which hemisphere of the brain is more useful to the expert teacher? The different specializations of expert teachers attest to a left-right brain combination or mix-brain, which means that the use of both hemisphere in proper balance and harmony is needed in teaching - the left for language, mathematics and logic, and the right which is dominantly for creativity is for intuition, inspiration and imagination. Majority of the expert teachers are mix-brained (43 women and 11 men). The rest are left-brained who are experts in the fields of science, mathematics, language, philosophy, research, nursing and agriculture. The survey came up with a negative right-brained among the experts.10. The effective teacher draws inspiration from his or her family. Almost one-half of the expert teachers consider the supportive role of family members who understand the nature of teaching as having greatly contributed to their success. Twenty of the expert teachers mentioned of a family member as their mentor and source of inspiration. On the other hand the role of school administrators is very important, with almost 70% of the participants attributing the administration’s support to their success. The ambiance of teaching is equally important whereby the school is one large respectable family with a community atmosphere.
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Acknowledgement: Internet cartoon; reference: Unveiling Teaching expertise: A Showcase of 69 Outstanding Teachers in the Philippines by Flordeliza Clemente-Reyes
AI Overview
Some believe that teaching is an inborn talent, while others believe that teaching is a skill that can be learned
Some believe that teaching is an inborn talent, while others believe that teaching is a skill that can be learned
Inborn talent
Some believe that some people are naturally gifted to teach, and that their genetic sequence gives them certain characteristics that make them good teachers. These characteristics include being caring, patient, encouraging, and joyous.Learned skill
Others believe that teaching is a skill that can be learned through training and education. They argue that even if some people have a personality that is suitable for teaching, they still need to go through the training and learn the goals and standards.Intrinsic Personality
Some say that great teachers are passionate, have a sense of humor, and are committed to finding new ways to deliver content. They also say that teachers should use their unique personality to inspire and motivate their students. Other qualities
- Communication skills,
- Listening skills,
- Collaboration skills,
- Adaptability, Empathy,
- An engaging classroom presence,
- A value in real-world learning,
- A lifelong love of learning
Acknowledgement with gratitude: Internet
Inborn faculty refers to a natural ability or aptitude that a person is born with. For example, the idea that children are born with an inborn faculty for language acquisition is a central tenet of Noam Chomsky's theory of language acquisition. Internet
“One child, one teacher, one book, one pen can change the world.” – Malala Yousafzai
ANNEX B -
Prayer for Teachers as Good Shepherds
On many occasions Christ found nature as the perfect setting of his prayers, sermons and parables. Among them are The Sower, Sermon on the Mount, Mustard Seed, Prodigal Son, and The Good Shepherd. The Sea of Galilee, River Jordan, Plain of Judea, Garden of Gethsemane (oasis) were part of his wanderings to reach out for the faithful.
We are teachers in our own rights - as parents, community leaders, elders, scholars, etc.
Father Almighty, teach us to become good teachers in the way of the Good Shepherd
Father Almighty, source of light, of life and everything in this world, as we observe Teachers' Day, we beg you to be with us, to be our “unseen Guest.” Light our way; touch our heart as we touch the hearts of others, especially the young ones, the youth, whom You have placed under our care. Bless us with joy and enthusiasm, with zeal and obedience, with understanding and compassion as we take their hands and walk with them to make this world a better place to live in.
Teach us then to become good teachers and educators in the way of the Good Shepherd.
- Make us unifying element that we may live peacefully in one community;
- Make us catalysts of change, and an anchor of undefined destiny as well;
- Make us conveyors of knowledge, skill and values rolled into a holistic well-being;
- Make us healers by bringing enlightenment to human misery;
- Make us agents of rational thoughts and decisions;
- Make us sentries that we may fend off evil intentions that undermine true education;
- Make us custodians of tradition amid modernism;
- Make us guardians in the way of the Parable of the Sower, and the Prodigal Son;
- Make us the Good Samaritan, as well.
You have chosen us teachers to be the intellect and heart of the academe - because You want us to examine education in the way we examine our calling.
- to reach out for one another;- to listen;
- to care;- to comfort;
- to encourage one another when we fail;
- to pray for one another when we falter;
- to be strong together;
- to share the joy of teaching; and
- to convey the Sermon on the Mount
With you, Father Almighty, we can do many things; without you, we can do nothing. We ask You these through your Son Jesus Christ, who reigns forever and ever. Amen ~
Sermon on the Mount: the Greatest Teacher who ever lived and preached among the people is Christ. Even with the computer and other means of modern education today, the philosophy and methodology of teaching laid down by Christ remains as relevant and forceful as ever. Like passing on the torch of knowledge and wisdom, Christ has influenced teachers, leaders, people of all walks of life, particularly at the grassroots, more than any teacher the world has known.
* Mackie is grand daughter of the author.
