Trinitas College

Pantoc, Meycauayan City

TEACHER’S PROFESSIONAL READING

(On Teaching Profession)
Article/Book(s):

 Syed Shafqat Ali Shah, PhD (2009). Impact of Teacher’s Behavior on the
Academic Achievement of University Students, Journal of College
Teaching & Learning, University Institute of Education and Research,
University of Arid Agriculture, Pakistan.
 Khan, Parveen (2017). An Analysis of Teachers’ Deviant Behavior and its
Impact on Students’ Academic Performance. FWU Journal of Social
Sciences, Vol.11, No.2, University of Peshawar, Pakistan.

Summary/ Reflection

In the first article, Shah (2009) verified in his research that the

relationship between the teachers’ behavior and corresponding academic

achievement (marks) revealed a highly positive significant correlation. It is for

the reason that the success of any organization depends upon the positive

environment of his/her workplace. Favorable academic achievement and

performance of students are the apparent evidences of such success in school –

whereupon teachers aren’t just working for themselves, and accordingly adhere

to rules just because the administration requires them to do so. Being beyond

a workplace for faculty and its personnel – academic institution as a whole

Prepared by Teacher Darhil I. Broniola – JHS/SHS Teacher S.Y. 2018-2019

might as well provide a positive atmosphere where students see their mentors

as exemplars of a good person in achieving goals. Slacking in these principles

generates negative influence among the students in all areas. A good tree bears

good fruits, bad tree bears bad.

In another study, Khan (2017) has made some suggestions such that:

“Head of institution may take initiatives or steps in order to deal with

such type of teachers’ [mis]behaviors. Effective monitoring and proper

check and balance mechanism should be implemented. They may use

positive techniques such as rewards, appreciations, shields, cash

prizes, et cetera for controlling such behavior of teachers. If the

situation is out of control, then the head may apply negative

techniques like explanation, transfer, show cause notice, by stopping

the promotion etc. There may be complete ban on political

intervention during the recruitment of teachers.”

As a teacher and an educator, I must become weary of my observable, as

well as the non-observable core of my actions – for it is the immediate reflection

that my students see in evaluating what is favorable and not, what is worthy to

be imitated, and what are the qualities they must possess in achieving their

goals – not just in academics, but in real life as well. I must also engage and be

initiative in the affairs of the institution in addressing conceivable delinquency

of my colleague to the teacher’s and institutional professional code of ethics –

in and out of school

Prepared by Teacher Darhil I. Broniola – JHS/SHS Teacher S.Y. 2018-2019

 Trinitas College
Pantoc, Meycauayan City

TEACHER’S PROFESSIONAL READING

(On Teaching and Learning World History)
Article/Book(s):

 Cristine L. Diaz (2016). World History: New Perspectives – Prehistoric-

Middle Ages. Anvil Publishing, Philippines
 Cristine L. Diaz (2016). World History: New Perspectives – Renaissance-
Global Wars. Anvil Publishing, Philippines
Summary/ Reflection
In all Araling Panlipunan class, debating is an all-time effective and
favorite classroom activity. Students find it satisfactory when they get to
explain their side, persuade the audience, and even argue in sustenance of
their correctness against the hostile side. Debating is just a strategy that
makes Araling Panlipunan fun. For me, the subject itself is fun. And I always
enjoy reading books that may enhance my pedagogical strategies to infect my
student to learn more from the matter.

These books are partitioned into two based on the main eras of world
history. I have read the fist volume when I was in college – only when I found
the second book in our rich library (TC Annex Library) this year that I got the
chance to read the second book.

The book used various and new approaches in tackling the chosen
significant events of man as it he fully realizes his humanness. Using vivid
imageries, it celebrates exceptional individualism even as he first used his
simple mind to be able to survive in the Paleolithic Period. Which makes us

Prepared by Teacher Darhil I. Broniola – JHS/SHS Teacher S.Y. 2018-2019

think in the present: Could be our simple days be better than what we
experience in a complex world we live in today?

Truth resists simplicity. The endless wants and needs of man in a limited
world he live in will compel him to dive in other ways to survive – to fight, to
acquiesce, to rule, to seek help, to organize – one way or another, a
combination of one, two or three, maybe all – neither is not an option, or isn’t?
Questions like these aren’t easy to answer. That is why studying history – even
if we think those are random events we chose to focus – must give a hindsight
on which may be better even for a moment. That at the end of the classroom
debate, students see that compromise wins. All are possible correct, what’s
important is we had agreed into something that will be the best for as many
heads as possible.

As the books reminds me that it is not an ordinary thing that commonly

focus on sheer content-level of analysis. It encourages readers – be it teacher or
student – to look beyond. Though we need the content as a guide in teaching
and learning world history, it’s a common sin to be blundered by just teaching
the content. The book prompted me to impart in a such deeper manner –
especially now I’m in the field of education – where we may have a stiff neck in
looking merely on the list of topics in the syllabus, leaving behind the values it
may bring to young learners – organizing themselves, teaching them that wars
aren’t the last resort when they value conflict resolution through compromise.

Prepared by Teacher Darhil I. Broniola – JHS/SHS Teacher S.Y. 2018-2019

 Trinitas College
Pantoc, Meycauayan City

TEACHER’S PROFESSIONAL READING

(On K-12 Curriculum)
Article/Book(s):
 Andin, Zoe (2016). ‘HUMSS KA LANG’. Philippine Daily Inquirer.
https://lifestyle.inquirer.net/240630/humss-ka-lang/. Retrieved April
30, 2019.
 Baloja, Paul (2018). Is there future in HUMSS?. Vibalgroup.
http://vibalgroup.com/?p=2000. Retrieved April 30, 2019.
 Official Gazette of the Philippines. “The K-12 Basic Education Program
https://www.officialgazette.gov.ph/k-12/. Retrieved April 30, 2019.

Summary/Reflection
Stereotyping among college courses and careers in our society is a long-
time issue – and it is incessantly prevailing today among different SHS strands.

Senior High School strands are curricula which provide basic subjects
that they will need whether they choose a baccalaureate footstep or/hence
choose a career path in the future. HUMSS – which stands for Humanities and
Social Sciences is one of the strands in the K-12 program.

In our school, only two Grade 11 students and three in Grade 12 are
currently enrolled in HUMSS. Lack of confidence will be their problem if those
small number will be affected by prejudice – that: (a) it does not involve hard
Science because less/absence of Mathematics (b) limiting mentality such as
destiny of only becoming a politician, and (c) there is now no point of studying
Liberal Arts, and for another, knowledge thereof cannot make money.

Our ill-information about the HUMSS gave preposterous prejudice to the

students and teachers themselves. Undergoing the curriculum of HUMSS

Prepared by Teacher Darhil I. Broniola – JHS/SHS Teacher S.Y. 2018-2019

molds the students to become an individual person, to understand the
humanity he/she belongs – whereas he may be able to care, not just survive on
his/her own. Deep study of empathy through histories, demography, and how
they organize themselves makes the program meaningful. This is not to
downgrade other strands and subjects – in fact, the study therein requires
integration to quantitative and qualitative methods to make the understanding
reliable. Yes, Mathematics is more than useful in HUMSS – and it takes
recurrent updating of information to prevent obsoleteness of understanding.

When it comes to the student’s baccalaureate/career path, there is a

wide variety of choice. He/she may become a/an: Educator, Lawyer,
Psychologist, Author/writer/editor, Politician, Criminologist, Journalist,
Cultural anthropologist, Historian, Linguistic anthropologist, Museum curator,
Physical anthropologist, Sociologist, Political scientist, and others.

Truly, HUMSS is not just a strand. It leads learners to noble path just
like us teachers – and it is our duty to motivate those aspiring HUMSS
students to have confidence on their chosen journey.

Prepared by Teacher Darhil I. Broniola – JHS/SHS Teacher S.Y. 2018-2019