1.
The Teacher as a PERSON
The ESS Faculty should:
a.
strive to keep himself spiritually, mentally and physically fit
b.
avoid undesirable habits and mannerisms, offensive language, immoral and
questionable entanglements unbecoming of a member of the teaching profession
c.
be emotionally sound, stable and mature
d.
be a cooperative follower as well as a good leader
e.
possess a sense of humor and a spirit of goodwill necessary for effective
teaching and professional relations
As a whole the general conduct of a teacher should be in accordance with
Christian morality and the ethics of profession and society.
2.
The Teacher as a PROFESSIONAL
The faculty should understand and believe in the mission statement and
objectives of the school, which must be in consonance with the educational
objectives of the Catholic Church, the Philippine Constitution and the
Department of Education, Culture and Sports.
In their formulation and implementation, the faculty is duty bound to
cooperate with management. In this
connection, the faculty will appreciate being consulted by the school
administration before the final and abrupt adoption and promulgation of
policies, which will affect the faculty.
In this regard, the faculty member should:
a.
continuously strive to master his subjects and possess a working knowledge in
all related fields
b.
constantly study in order to keep up with latest developments in his chosen
field
c.
act as a parent and guide to his students
d.
be fair and impartial in his dealings with everyone particularly with his
students whose work he has to evaluate
e.
understand the nature and needs of the learner, the school, and the community
f.
remain true to the ideals of the profession and strive to grow continuously in
the service professionally, culturally, and socially
g.
react positively to suggestions and constructive criticisms of the management,
fellow teachers, students and parents
h.
maintain sound professional and public relations in and out of the school and
shall observe proper etiquette and protocol
i.
be conscientious and systematic in his work
j.
cooperate and participate in co-curricular activities
k.
cooperate with the school administration in effecting economy through the proper
use of facilities, equipment and supplies in order that savings may be realized
for the improvement of the institution and for the faculty benefits
l.
refrain from organizing and / or joining “cliques” for selfish destructive ends
m.
be loyal to the educational ideas for which Elizabeth Seton stands for
3.
Professional RELATIONS with Others on the Job
The faculty will have many contacts with students, school personnel and the
public in performing the tasks of a teacher.
This requires skills in human relationship in order to insure maximum
effectiveness in developing and maintaining good human relations, which is just
essential to the teacher as good technique.
Faculty and Students Relationship
The teacher’s relationship with students is the most vital human
relations because this determines teaching success or failure in large measures.
The teacher must therefore establish rapport with students early in the
school year in order to succeed.
Burr, Harding and Jacobs (1978) suggested some methods whereby good human
or interpersonal relations can be established between the teacher and students:
a.
Be friendly but not familiar. Your
child-like behavior should be outgrown.
Students prefer one who can EMPATHIZE, is SYMPATHETIC, and KIND
b.
Know not only the student’s names but also much about their personal background
which affects their relationships in the classroom
c.
Recognize sensitively student’s individual differences.
Build constructively upon these differences rather than expect every
student to fit into an identical pattern
d.
Take into account the maturation levels of the group and proceed to get better
acquainted and establish rapport in the light of these observable growths
e.
Be consistent in dealing with students.
Do not be too strict one day and too lax the next day
f.
Face each day’s work realistically and cheerfully with the students.
Even when you do not feel cheerful, you must remember the negative effect
upon students if you reflect your problems and anxieties
g.
Create an atmosphere in which every student is first of all, free to be himself
and free to let you see him be himself
h.
Plan with and in consideration for students in such democratic ways that the
other members of the group prize your guidance
i.
Participate actively and naturally with students in what they enjoy doing in
their work and their day
j.
Take time to listen to the student’s questions, problems, joys, and dilemmas,
and treat their confidence clinically and confidentially
k.
Demonstrate to the children that you believe in them and their potentialities
j.
Encourage in every child the cultivation of self-confidence, self-expression,
independence, and social effectiveness
The teacher should deal with every student JUSTLY and IMPARTIALLY.
Exhibition of prejudice or discriminations because of the students’
intellectual ability and/or social and financial standing should have no place
in the relationship between the teacher and his students.
The teacher should not be influenced by any consideration other than
merit in the evaluation of student’s work.
It is improper to ask or accept directly or indirectly personal services,
gifts or other forms of favor from any students or parents that would tend to
influence professional relations with them.
Inflicting any cruel corporal punishment or offending students violate
modern principles of teaching and therefore not allowed.
Deductions in the scholastic ratings for acts that are clearly not
manifestations of poor scholarships are not allowed.
Ridicule or “name calling” sarcasm, and the use of derogatory remarks are
out of place and should not be used as disciplinary measures.