1

APPLYING 5 PHASES OF PHILIPPINE ARMY TRAINING

SYSTEM (PATS) IN CURRICULUM DEVELOPMENT

Modernization of the Armed Forces of the Philippines was made
possible with the enactment of Republic Act 7898. As mandated, the
Philippine Army came up with a program on human resource development
in order to develop the individual soldier to become a potent force of the
Command. The Modernization or capability build-up of the Army is not
only limited to the acquisition and upgrade of equipment but also includes
the development of its manpower for them become efficient and capable
BACKGROUND members of the unit.

Based on this development, the PATS for the individual soldier
and the unit as a whole, was formulated to ensure the competency of both
the individual soldier and the unit and to ensure that the outcome of
winning is achieved. Basically, this is a product of intensive research and
evaluation and was founded on competency- based training and criterion
reference assessment.

This training system was designed to ensure that all training was
competency-based and driven by operational requirements. The system
sought to apply the proven results of educational research to ensure that
training in the Army was effective as well as efficient.



DEFINITION OF TERMS

PHILIPPINE ARMY TRAINING SYSTEM (PATS)
- is a system that was
designed to ensure that all training are competency- based and driven by
operational requirements.

CURRICULUM
- is the backbone of any kind of training, guiding
training institutions, trainers and instructors on what goals should be
achieved, what to train, who to train, how training should be supported,
properly implemented and evaluated. b. Training Analysis. A training analysis examines the
training solution that emerged as a product of the performance analysis.
CURRICULUM DEVELOPMENT
- is a process resulting to a The training analysis:
curriculum that meets the needs of the institution, stakeholders and
students. This process is necessary to make appropriate decisions 2. Design Phase. The design phase is concerned with the
regarding the four basic elements - Learning intent, Learning content, conversion of the data gathered during the analysis phase into a
Approaches/Methods and Evaluation. (AFP Curriculum Development specification for training. In this phase, an evaluation chart containing the
System Manual) learning outputs, assessment plan and the curriculum will be made in
accordance with the training design.
COMPETENCY
- Ability to perform activities within an occupation,
function, role, to the standard required in that employment. It is also the a) Two Major Sub-Phases of Design Phase:
consistent demonstration of required knowledge, skill and attitude on a
given task in the workplace. (1) Objectives and Tests

COMPETENCY-BASED TRAINING
- refers to training which (2) The Critical Role of Objectives and Tests. In
requires the attainment and demonstration of knowledge, specified skills this phase, the course developer uses the output of the analysis phase to
and attitudes. create measurable objectives. Then, using the objectives, the developer
creates criterion test questions, exercises, case studies, and so on. This is
COMPETENCY-BASED ASSESSMENT – refers to the criteria-based perhaps the most critical phase in the training development process. It is
assessment, given to candidate, to measure the consistency of the link between the identification of skills and knowledge that need to be
demonstration knowledge, skill, and attitude on a given task. addressed in the course and the means to measure whether or not those
skills and knowledge have been acquired upon completion of the course.
PHASES OF PATS How you develop your objectives and tests will determine the
effectiveness and validity of your course. A mistake here will have a major
1. Analysis Phase. The analysis phase is characterized by a impact on all training development activities that follow.
performance analysis followed by the training analysis. Its aim is to
determine precisely what training is required to a perceived problem on (3) Training Objectives. A training objective is a
performance and to redesign existing training programs to address statement of an intended learning outcome or what a trainee is expected
identified shortfalls and inadequacies or design new training programs for to be able to do after a period of training. The training objective will
the required performance output. include the necessary conditions or range of variables under which the
performance is to be conducted and the assessment criteria (standards)
a. Performance Analysis. The performance analysis that will be used to determine the level of achievement. Because a
identifies the reasons for a deficiency in performance. If the reasons are training objective is always derived from a competency, it must relate to
competency related, then a training solution to address the competency an aspect of job performance.
deficit may be recommended. If the deficiency in performance can be
attributed to other causes, then a non-training alternative may be (4) Developing Training Objectives. In
recommended. If a training solution is recommended, a training analysis is developing a training objective, course designers need to ensure that the
conducted. following factors are considered:
 (a) Performance Statement. The the related element of competency. The integrity of the process by which
performance statement is a clear statement of the performance required the learning oriented outcome is derived from the competency is critical to
of the trainee. The performance statement of a training objective is a the success of the PATS. The learning outcome has the following
simple statement of the actions to be performed by the student to indicate component parts:
that the skills, knowledge and attitudes have been acquired. The most
critical part of a performance statement is the verb that expresses the • Performance statement. A performance statement will generally
required action. Some terms, such as ‘know’, ‘understand’ and be the same as the elements of competency.
‘appreciate’, are too vague when defining certain skills, and may not be
assessable in an appropriate context. • Performance criteria. Performance criteria may be the same as
the elements of competency; however, sometimes modification is required
(b) Range of variables. The range of to redefine them for use in the training environment.
• Range of variables.
variables is a description of the situation under which the task is performed The range of variables is taken from the unit of competency. The variables
by the trainee. are then expanded and focused upon the learning environment.

(c) Assessment criteria. The assessment • Assessment criteria. The assessment criteria relate to the
criterion is a description of the level of competence or standards of evidence guide in the unit of competency, but are more specific and, like
performance required of the trainee. the range of variables, are expanded and focused for use in the learning
environment. Learning outcomes are statements of the skills, knowledge
(d) Teaching points. Teaching points are and attitudes that the students must acquire to enable them to perform
those points that the instructor must cover in the lesson, including any the required competency.
associated learning or references that are required.

(5) Sequencing objectives. Training objectives
should be sequenced in a manner that is consistent with their functional The following levels of learning outcome apply:
relationships.
• Level 1 is used for familiarization training and is designed to
(6) Confirm the learning environment. The provide the member with background knowledge only.
training manager (TM), in conjunction with the training establishment, is
responsible for selecting the training avenue and learning environment. • Level 2 indicates that the member may be employed on the
The confirmed learning environments are locations, or different ways of task, but only under supervision. The implication is that some other
implementing learning package; for example, determining which parts of training (for example, on-the-job) must be undertaken for the member to
the package will be covered within the training establishment, units, pre- become fully competent.
course activities or self-paced learning materials. Some requirements will
have been determined within the ANALYSIS or DESIGN phases. • Level 3 indicates that the member has achieved competence
and can be employed safely on the task. Levels of learning outcome
(a) Conducting learning analysis. The require approval from the Training Manager (TM) and can only be altered
learning analysis process takes a job-oriented unit of competency and on his advice.
produces a learning-oriented outcome. A learning outcome is derived from
 (7) A criterion test is written or non-written time frames within the course development process:
measurement tool used to determine how much learning has occurred as a
result of the course. 5. Validate Phase. The validate phase seeks to find the answers to
two critical questions:
(8) Terminal and enabling objectives. There are
two levels in the objectives hierarchy: a. Does it solve the initial performance problem?


(a) Terminal objectives (which cover b. Has the training been transferred to the workplace?
the entire course).
These questions will be answered through a confirmed
(b) Enabling objectives (which support validation plan and validation report. The final output of this phase is a
related terminal objectives and cover a large portion of a course, such as a revised report. It must be noted that each phase in the PATS has outputs.
unit). This was so designed in order to ensure continuous improvement in
training as well as for resourceful management. Validation or Evaluation is
3. Develop Phase. This phase determines the most efficient means the act of determining the degree of impact a person or product has had
of presenting instruction and completing a plan for the efficient on the change or modification of behavior. Evaluation takes place
management of training. To achieve this, learning environments are throughout the course development process. It is commonly divided into
confirmed and training programs are developed. Develop Phase involves two distinct types of activity:
the actual creation of the training materials to be used in delivering the
course. The major output of this phase is the production of the Training a. Formative evaluation is the process of assessing a
Management Package (TMP) to conduct the training. This means that the course’s potential effectiveness via analysis and testing of component
training developer/ designer will have to perform or obtain the services of parts prior to actual course delivery. This would include the field trial.
people who can perform the following:
b. Summative evaluation is the process of assessing a
a. Writing the course text (POI), including student guides, course’s actual effectiveness (that is, a measurable change in behavior or
workbooks, instructor/administrator guides, lesson plans, handouts, and results) via testing, observations, surveys, and other means of written and
other printed materials. b. Creating all media, including videotapes, non-written criterion tests.
transparencies, slides, audiocassettes, and so forth.
c. Editing and
proofreading activities. CHARACTERISTICS OF PATS

4. Conduct Phase. The conduct phase is concerned with the Performance Analysis. Performance analysis is conducted to
delivery of training which has been designed and developed in the determine the problem or issues of concern and whether such training is
previous phases. In this phase, individual personnel may be exempted from indeed required. In this respect, performance analysis will determine if
all or part of the training when assessments are completed and the training non-training solutions will work. One effective solution may be a change in
is completely evaluated. The major output in this stage is a competent procedure, a workplace, reorganization, or modification of equipment. In
personnel. Conduct Phase or Implementation is the act of delivering the addition, decisions about training may also affect the use of resources.
training program as designed to the target audience or to a select audience
for the purpose of review. Implementation takes place in two separate Checks and Balances. Another important feature of the system is
the opportunity it provides to the organization to learn and improve. The required competencies;
conduct of checks and balances gives feedback to decision-makers on the
appropriateness, validity and accuracy of their decisions. The decisions d. Built-in flexibility to identify the required response to change;
developed must work. The PATS when applied should satisfy the following
questions: e. Identification of the required agents within the system and
a. Is learning relevant to the soldier’s job performance? their roles, responsibilities and accountabilities if training outcomes are
b. Does training improve individual performance? not met;

Mutual Dependence of Phases of PATS. The phases of the PATS f. Systematic linking of training to resource management;
are mutually dependent. If a change is made in one phase, it is likely that
changes will be required in the others. PATS is not made to be employed as g. A factor to determine if the training conducted meets current
rigid, lock-step process, but rather as a set of procedures which may be operational needs, and whether the quality of training is adequate in order
employed selectively as required. The revision process indicates that to solve the performance problem;
training can be reviewed and amended at any point.
h. Examine all training activities when a training program is put
Emphasis on Outcomes. PATS is concerned with outcomes or into place.
results. Recognition of the importance of competencies reflects this. The
analysis phase is critical in an outcomes-oriented system. Determining at
the outset precisely what individual trainees are expected to achieve,
under what conditions, and to what standard, forms the basis of all
subsequent work.

Learner Orientation. PATS is learner-oriented. Throughout the
entire application, the user must be mindful of the performance required
of the trainee or unit, what standards they are to achieve under what
conditions, and the expected result of the training. PATS advocates the
practical application to the systems approach to training.


SPECIAL FEATURES ON HOW THE PATS FUNCTIONS.

a. Clear identification of inputs, processes and outputs for each
phase;

b. Continuous improvement of training, current best practice, the
resource management into the model;

c. Continuous application of the analysis phase to identify the


2 ARMY EDUCATION AND TRAINING PHILOSOPY, VALUES AND

PA Training Philosophy

The Philippine Army aligns with the training Philosophy of the

PRINCIPLES Armed Forces of the Philippines, that is “to develop its human resources to
become professional citizen-soldier imbued with proper values and
relevant expertise through purposive and progressive education and
Education- is defined as the totality of knowledge, competencies, training”. The Army puts a high premium on proper training which is the
skill and desirable character traits, values attitudes acquired through key to professionalism and force preparedness. Quality training programs
formal course of study which include the conditioning, strengthening or result into good, highly motivated , and dedicated officers, soldiers, sailors,
disciplining and all other human faculties. marines, airmen and civilian personnel. This in turn translates into quality
force.
Training- refers to development of a particular skill or group of
skill through the regimen of teaching, drills, exercise, practices and system The main concern of PA Training is the soldier. It is the duty of the
primarily designed to enhance precision and disciplined responses. The Army to strengthen training as a means for development the human
AFP organization in general, regards education and training as one series of potentials of its soldiers,
activities inherent in a particular course of study and not as two distinct
and separate activities. The term “training” has become a universally Training encourages “non-formal, informal and indigenous
accepted generic term for education and training that encompasses both learning system, as well as self-learning, independent and out-of-school
cognitive and the practical aspect of the subject matter under study. study programs, particularly those that respond to the needs of both of the
field and non-field units.
In view of this, the PA came up with a more objective definition of
training: Training philosophy, thus established by the Army organization, is
a distillation of the Army’ aspirations expressed in a variety of way in the
Training – encompasses all activities designed to help army soldier past. The philosophy is distinctly Filipino for having been conceptualized by
gain knowledge, skill, attitudes, or behavior needed to perform their the folding of the internal security operation since the foundation of the
present job well so that unit, command or office objectives can be force. It is an amalgam of ideals which have similar expression in other
achieved. Often the term training is accompanied by the word parts of the world. It is a product of the Filipino soldiers’ minds which may
development. As such, Training Development encompasses all activities have been influenced by philosophies extant and various times with other
that enable soldier to gain knowledge, skill, attitudes, or behavior needed countries of the world, but has claim to the uniqueness of its own wisdom.
for future job performance.
The underlying philosophy is that the Army Training is a tool of
With the merging of these concepts in the military sphere, peace and development. Its aim is to make training a tool for attaining
“training” is used to cover military education and training. peace and foster the goals of social justice, unity, freedom and prosperity.
Training should produce an Army soldier whose personal discipline is
guided by the Army core philosophy, spiritual and moral values, respects,
thinks critically and creatively, and exercises responsively and responsibly
his duties as a citizen-soldier. In a world coping with vast and rapid change in technology,
economics, and social organizational structures, the acquisition of new
Broad Goals of PA Training skills and knowledge remains a critical and constant need.

a. Attainment of general military education at all levels of Of all the human resource development functions, training is the only one
organization, operation and/ or command (tactical, operational and that addresses this need. Training’s role is a critical one in the success of
strategic) which will make every soldier functionally literate and numerate HRD goals and ultimately institutional or unit objectives. It is the only
in his own level. function that directly addresses improved job performance.

b. Formation of those knowledge, skills and attitude in soldiers To get a better perspective on how training activities impact both
individually and collectively necessary to provide relevant, high-quality and unit objectives and job tasks of training or course developments, the Latter
efficient technical training and skills development for high quality need to know how training fits into the human resource development
manpower for all job position at all levels responsive to and in accordance function. When performed in a Philippine Army environment such as the
with Armies goals and priorities”. Army, the function of HRD is to create changes in soldier’s performance in
order to achieve unit goals.
c. Development of professional soldiers and leaders who will
search after new knowledge, train other soldiers and provide leadership in
the various fields or discipline required by the organization in the current
and future battlefields. The transformation process

Training goes through a process of thorough transformation to

insure that it will continue to produce soldiers whose philosophy is geared
Training Imperatives towards the transformation of the Army into a relevant, professional,
people- oriented and caring organization.
Continuing intellectual and capability growth. 

The most critical aspect of human resource transformation
Advancement of learning, research and doctrine development 
 through training is in the attitudes, habits and work ethics of the
instructors at all levels in all training units, school and workplace, so that
Development of responsive and responsible leadership 
 they increasingly become agents of desirable and constructive change in
this fast-changing world. They will have to replace the teacher-dominance
Education and professional soldiers at all levels of the with friendly facilitation, counseling and enlightened leadership. They are
organization adhering to the overarching 
principle of the “right training to be role models of what a good soldier and a dignified leader should be.
and education, right officer, right medium, and right time and place. e.
Enrichment of military customs, traditions, historical and culture heritage Students or trainee especially those in the middle and high levels
of the Army organization will have to ceasemere depositories of
knowledge. They must have all opportunities to think creatively, critically
and innovatively, and the courage to challenge even the most sacrosanct
The importance of training intellectual assumptions, doctrine and truths. Instructors will have to
transform the classroom and every learning situation under the fire of EDUCATION AND TRAINING PRINCIPLES
objective analysis and criticism with a view of refining theory and
generating new ideas. Education and training priorities and methodologies constantly
evolve in response to the various factors of change and the needs of the
organization. Certain tenets, however, remain true which stood the test of
time. They have become the guiding principles in the formulation of a
EDUCATION AND TRAINING VALUES relevant, progressive and purposive education and training program in the
PA.
1. Ethics-Centered Training – the AFP code of Ethics/Army core
Philosophy is the center of the military training. Behind highly valued Principles:
professions, respected and enduring organization, fraternities and
sororities is a sacred Code of Ethics that members ought to adhere to, a. Train for position. Any army personnel, whether officer, soldier
respect and uphold more their life and family for this is the one that or civilian employee, should be equipped with the appropriate knowledge,
distinguishes them from others and binds them together, Code of ethic is skills and attitudes needed to efficiently and successfully perform his
the ultimate guide that must govern Army’s individual thoughts, words and assigned tasks.
deeds on how he/she presents himself/herself before himself/herself,
his/her family, neighbors, comrades, workplace, performs tasks and b. Train for combat readiness, Multi-role functions and
accomplishes assigned mission. interoperability with other services and armies of allied countries. The
army’s reason for being is to win our nation’s wars. The army has to
2. Morally Upright Graduates – character building and principled continuously train to fight effectively in order to win its battles at any level,
leadership is the center of individual trainings. No matter how and anytime, anywhere. The global factors of change ushered a new dimension
individual training is technically and tactically proficient on his/her chosen in warfare. This revolution in military affairs demands that our forces be
field deep in his/her heart and mind he/she does not possess that able to undertake joint and combined operations as well as non-traditional
character live with no principle in life, his/her life is meaningless and military roles such as disaster response, nation building, counter-terrorism,
his/her work is eventually a waste. Hence, moral uprightness is the center police assistance and multinational peacekeeping operations.
of individual trainings.
c. Train to promote leadership development and skill proficiency.
3. Patriotic Army of the Filipino people – being members of the It has been said, “A unit is only as good as the man who leads it”. Officers
noble profession, the ultimate goal of military trainings is for each and and soldiers shall be equipped with the necessary knowledge and skills to
every soldier to possess that unflinching love for the country no matter effectively and efficiently lead in accomplishing the mission. Likewise, the
what will be the consequences. Love of country by defending the performance of a unit is largely dependent on the skill level of its
sovereignty, protecting the people and upholding the Constitution. This personnel, which requires comprehensive and progressive leadership
even means surrender of personal interest to the extent of self-sacrifice. It training.
is the ultimate task of any individual and mission of any Army Unit.
d. Application of Doctrine in Training. Our training shall be based
on validated and dynamic doctrines while it plays a vital role in the
evaluation and development of Army doctrines.

 e. Realistic Training. Realism shall characterize Army training experiences. Curriculum documentation contain the objective, structure,
wherein real-life scenarios, either in the classroom or in the field, are content, assessment process and sequencing of what has to be learned,
applied or simulated in order to develop the competence and confidence organized as a related combination or set of units/ module.
of personnel.
The development of the Army curriculum follows the cycle and
f. Continuous Training. Continuous training offers a two-fold provision as stipulated in PAM 8-00 and 8- 01. The review, study and
benefit. This ensures the development of individual and unit efficiency to revisions of the Army curriculum is based on the development of new
the highest standards and assures a ready pool of human resource. doctrines, arising exigencies in the ground, higher headquarters guidance
and results of training evaluations.

In consultation with the various training stakeholders, the training
PILLARS OF TRAINING Development Center (TDC) spearheads the conduct of study, review,
revision and development of the curriculum and the subsequent
1. CURRICULUM formulation of the POI for all individual trainings. During the review,
revision and development of the curriculum, the interest of the student
The term “curriculum” came from the Latin word “CURERE” and the end user unit commanders were given prime consideration. The
meaning “to run”. It is generally understood as the courses or programs of instructors serve as the subject matter expert and assist the TDC.
study offered by educational institution. It is the course that the students
have to run to finish the race. It is more than just a body of knowledge, a The result of the TDC review, development and revision is the
list of subjects to be studied, or a syllabus – it is all the planned recommended revised POI. The recommended revised POI passes through
experiences which learners may be exposed to in order to achieve the the TRADOC POI review and Revision Committee for review and
learning goals. subsequent recommendation to Commander, TRADOC for approval. Upon
approval by commander, TRADOC, the newly approved POI is immediately
Hence, it includes all academic and non-academic subjects and implemented in the succeeding training cycle. At parallel level, the Land
activities, more than that just the interaction between the instructor and Warfare Center (LWC), TRADOC spearheads the conduct of study, review
students but also activities designed to encourage interactions between revision and development of the curriculum and the subsequent
students and mediums found in a particular training institution that formulation of the POI for all Army units, joint and bilateral trainings and
facilitates knowledge, skill and behavioral learning and transfer of exercises.
knowledge.
2. INTRUCTORS -(See Annex A - Code of Ethics of Instructor)
The Army Curriculum is structured to address the career
progression of the individual military personnel. From pre-entry courses, These refer to all duly designated/appointed personnel who are
one’s education and training progresses in accordance to the application of tasked to deliver the training and possess dignity and reputation with high
the principle of STPP (select-train-place and promote) as planned and moral values as well as technical and professional competence. The Chief
programmed by the Army’s human resource’s developers. Instructor for a particular AFPOS or Common Module is directly responsible
in the conduct of all trainings that fall under his AFPOS or Common
Curriculum Development is a plan incorporating a structured Module. He supervises all instructors both organic and non-organic and
series of the intended learning outcomes and associated learning ensures that the teaching standard in forms and substance in all courses
under his AFPOS/Common Module. The instructors and Assistant Disqualifications
Instructors assist the Chief Instructor in the performance of his functions
and act as the class adviser of the course under his supervision. - Failure to meet the prescribed qualifications. 

- Not a graduate of anybasic career course or accredited
Class adviser – refers to the designated officer who mentors and equivalent 

counsels all students of the class under him/her. He/she is responsible in - With standing record involving moral turpitude. 

organizing the class in to the group to be handled by him or other - Under investigation for an offense/incident committed while
instructors for small group instruction (SGI), extra instructions (EI) and assignment in the school. 

serves as the main link between the school and the class on administrative,
training related activities and other issues/areas affecting training. An
assistant class adviser (officer or NCO) maybe designated/appointed to
assist the class adviser. Duties and responsibilities

Qualifications and disqualifications Effectiveness and productivity of the instructors during the
conduct of instruction shall be his/her ultimate goals in the presentation,
Qualifications: the instructor shall see to it that the necessary training aids, equipment
and materials are readily available for distribution and utilization by the
a. Commandant – as prescribed by the higher headquarters, students. This will increase his/her confidence and ability to lead the
preferable GSC graduate and or former battalion commander or equivalent discussion and answer direct question or clarifications.
and no pending case.
Pre-instruction:
b. Instructor
- Prepares self mentally and physically 

- Graduate of the course or equivalent. 
 - Prepares personal appearance – grooming and uniforms 

- Graduate of instructor development training and was - Conduct research and seek personal academic improvement of
certified by TDC as qualified instructor for 
career and special subject matter 

courses. 
 - Reviews, corrects, completes and updates 

- Graduate of drill master course or candidate soldier - Instructional packages- advance sheet, lesson plan, handout,
trainers training for pre- entry courses. 
 test questionnaire/ 
evaluation materials, manuscript and training aids 

- Subject matter expert, trained or with actual experience - Pre-test test questionnaire/evaluation materials training aids/
on the subject. 
 materials, training equipment 
and materials 

- With good service and moral reputation. 
 - Prepare the training venue. 
During instruction 
-present self in
- No pending case.Personnel assigned to school prescribed appearance and manner.
- ensure the completeness of
Personnel assigned to school 
 instructional packages.
- deliver the instruction by meeting the state
-Graduate of career basic course. 
 training objectives, employing the most 
appropriate and effective
- Graduate of instructor of development training 
 methodology of instruction and complete the instruction within the
- No pending case. 
 prescribed time - deliver the instruction competently and professionally. 
-
motivate the student.
- ensure that the students learned 
Post instruction
document. to them. and competency to deliver the instructions or as the school Commandant
- Ensure that any outside post training exercise or travels are deemed necessary.
covered with prescribed 

- Ensure the safety of security of the student belongings and Invitation of Guest Lecturer shall be done two (2) weeks before
transport vehicles. 
 the schedule instructional period. The school can directly invite guest
- Orient the student on the local customs, tradition and beliefs. 
 lecturer through formal letter of invitation signed by the Commandant.
- Informed the students of the do’s and don’ts in the area and However, the school shall also furnish copy to HTRADOC through OG3,
ensure that students adhere 
 TRADOC, PA for proper monitoring and control.
- Ensure the cleanliness and orderliness of the training venue 

- Check the functionality of the training facilities, equipment, Active Military Lecturers may not receive any payment for the
training aids materials. 
Promptly report lost destruction 
 services done. The school/training unit, however, is encouraged to present
- Ensure that electrical appliances, light and water faucets are certificate of recognition as the token of gratitude.
turn off. 

- Promptly complete and submit the required documents after Civilian Non-organic Lecturers are entitled to receive cash
training packages. 
 remuneration as approved by CG/CO, TRADOC, PA, Commandant,
- Report and/ or correct/ update any discrepancy noted in the SESs/Commander, ATGs as the case maybe.
training packages. 
Outside post training exercises 

- Ensure students and support personnel to adhere in the Coordination pertaining to schedule, transportation, and training
different disciplinary policies and regulations prescribed by HHQs such as instructional packages shall be addressed by the Chief Instructor and they
but not limited to smoking in public while in uniform, drinking liquor, shall be assisted by the Assistant Instructor if necessary during the delivery
incomplete and improper uniform, etc. of the instruction.


Course Assistant Instructors (Course NCOs)
Commandant
The Assistant Instructors (Course NCOs) are responsible in the
preparation and daily maintenance of the class room. The Chief Instructors Commandant ensures that a complete TMP is in place prior to the
ensure that all the instructor’s requirements for teaching are available. start of the course. At the end of every training cycle, the school POI
However, it does not relieve the instructors from their personal Review and Revision Committee chaired by the Assistant Commandant
responsibilities of checking and finding out by themselves whether the revisits the curriculum and the recommended changes to TRADOC
classroom or other venue of instruction is ready/prepared for instruction. attention the TRADOC POI Review and Revision Committee through the
TDC.

Likewise, the instructor’s update enhanced the contents of the
Guest Lecturers training packages. Within the scope stipulated in the Command approved
POI, the updating of handouts, PowerPoint presentations, revision of the
Schools/Training Units shall invite guest lecturers on subjects training evaluation tools (test questionnaires) and improvement of the
wherein the school faculty or staff member have no technical proficiency training are prime responsibility of the school instructors.
 TDC, in coordination with the schools, serve as the depository of all types of trainings. The authority to conduct training evaluation is based
IPs in order to ensure that turn0over of personnel will not affect the on the existing Philippine Army Training System (PATS), PAM 8-00.
standard of training and only TRADOC approved POIs and IPs will be used Likewise, training evaluation is also one of the five (5) pillars of training.
as the prime training materials in all army training institutions. The TDC
review and study the existing IPs to ensure that its contents are standard a. The school commandants/ATG Commanders conduct training
based on the promulgated Army doctrines and reference materials. evaluation at their level. This is the school level training evaluation. The
Reviewed by TDC and approved by TRADOC, IP is standard for all Army principal purpose of the school’s training evaluation is to determine
trainings. whether the instructors have delivered effectively and efficiently what was
ought to learn from the instructions of the instructors. Also the training
The Doctrine Center provides and or prescribes the appropriate evaluation is for the Commandants/Commanders information to promptly
reference materials for each subject through TDC. All reference materials address issues affecting the student’s learning while on training. However,
or published documents should be Commander TRADOC accredited. this does not prohibit them to conduct training evaluation in order to
address other areas of training that came into their attention.

b. The TDC conducts training evaluation on all individual trainings
Student Training Materials and Support conducted by TRADOC schools/ATGs and Service Extension Schools (SES)
under its supervision. These are the Pre-entry, career courses,
The students are entitled to receive all the training materials and specialization and selected trainings. It may conduct training evaluation on
support stipulated in the existing training rules, regulations and policies of individual trainings conducted outside TRADOC as directed by HHQs.
the Army. At the start of the classes, schools prepare and distribute the
following: school bags, basic school supplies, training subsidies/incentives The main purpose of TDC training evaluation is to validate the
and reading materials. The reading materials maybe consisted of the standard of the individual trainings catered by the school, training
following: compiled training handouts, reference materials and suggested readiness of the schools to deliver its mission and functions based on the
readings. For Pre-entries and specialization courses, additional supplies competency of the instructors, completeness and functionality of the
might be given such as individual combat clothing and equipment and training facilities, equipment and materials, responsiveness of the
other necessary training equipment and materials. individual trainings to the demand on the ground and find out areas that
need further enhancement.
5. TRAINING EVALUATION
c. The LWC conducts training evaluation on all Unit Trainings
For plain and simple understanding, training evaluation is the conducted by TRADOC. Also on all joint and bilateral/multilateral trainings
employment of appropriate tools based on preset criteria with the and exercises participated in by TRADOC/Army. Its main purpose is to
objective that the process will yield information regarding the worthiness, validate the standard of the unit trainings catered by the Army training
appropriateness, goodness, validity, legality, etc., of something for which a institutions, training readiness of the training institution to deliver its
reliable measurement or assessment has been made. mission and functions based on the competency of the instructors,
completeness and functionality of the training facilities, equipment and
For TRADOC, the training evaluation is an essential component of materials, responsiveness of the individual trainings to the demand on the
the whole training process. This process is the main tool of the ground and find out areas that need further enhancement.
Commander to ensure that the school only gives the standard training for
 Training Evaluation Design – the school Commandants/TDC and
LWC have the flexibility to formulate the most appropriate design in their
training evaluation and select the most suitable tools that can yield the
best desired results.
Frequency of the Training Evaluation - the school
3 PHILOSOPHY OF EDUCATION

Commandants/Commanders are encourage to closely monitor and Overview

evaluate the standard of training.
This session allows the student to assess his own personal
TDC may at any time perform evaluation on trainings conducted by inside philosophy of education in relation to the school/institution s/he is in
post and adjacent schools. Those outside post evaluation will be subjected
Objectives
to the means and resources available. LWC conducts evaluation based on
- Explain the objectives of the course and the mode of delivery 

the authority as directed and supported by the Command and HHQs.
- Determine the expectations from each participant 

- Describe the characteristics of a military instructor 

TDC and LWC shall periodically submit to the Command through
OG5, TRADOC the training evaluation design they will employ prior to the - Describe the characteristics of an effective instructor 

conduct of any training evaluation. Submit After Evaluation Report (ATER) - Formulate one’s own philosophy of education 

ten (10) days after termination of activity. - Differentiate the 5 major Philosophies of Education 

- Explain the contributions of philosophy of education to
coordination. instruction 
Activities

HHQs may conduct their own training evaluation anytime they Getting to know the participants. The class is to be divided into
wish, with or without prior groups of 4 to 5 participants. Each participant looks into his/her bag and
picks an item that is significant to him/her and tells the other members
References: why this item is important. Then each group introduces their members to
other groups. (20 minutes) 

1. TRADOC Faculty Regulations Handbook Series 2011 ST
Orientation on the Course. The participants are given a copy of
2. PATS Supplemental Publication the schedule of the course for three weeks. Discussion focuses on the
expectations and possible concerns of the members of the class. (30
3. AFP Instructor Training Course, Student Hand Guide Date minutes) 

Updated: 21 August 2013
Drawing my favorite teacher. Each participant draws or describes
his/her favorite teacher. What characteristics make him/her his/her
favorite? Group of four students shares their ideas to one another. Then,
they come up with one list of common characteristics of their favorite
teacher. The lists of all the groups are posted and the entire class agrees on
a common list. 


This list is compared with the list of characteristics of good

teachers and great teachers which are identified by several studies. Which Background Information Philosophy of Education
among the characteristics in the class list are the same with the list from
studies? How are these characteristics developed? Discussion is done to This is a summary of what we believe education should be. Our
process the activity to reach a consensus of what an effective instructor is. philosophy affects the way we see our role as teachers and how we see
our students and how we teach the subjects.
Based on the participants’ experiences on teaching, they are
asked to enumerate the different tasks that instructors do. Beside each Just as we have our own personal educational philosophy, the
task, they are to place the knowledge which the instructors should have to school or college also has its own philosophy. It is best that one teaches in
be able to do each task. 
 a school with a philosophy of education that is similar with his/her
personal philosophy.
The participants are referred to the syllabus and look at the major
areas covered in the training. There are five major philosophies of education, namely,
perennialism, idealism, realism, experimentalism and existentialism.
Activity on personal philosophy of education is conducted. Each Attachment 1 presents the differences among these philosophies. The
participant is requested 
to write down their own philosophy of education most traditional is the perennialism and the progressive ones are
with a sample and a suggestion guide to inspire them. After writing their experimentalism and existentialism. A teacher who is perennialist does not
personal philosophy of education, they are asked to accomplish the welcome changes and sees his role as transmitter of knowledge. In the
philosophy preference assessment, which helps identify their philosophy other one, an existentialist teacher considers the students first and
preference. They are then to compare their sample philosophy of considers himself as just facilitator of the learning process.
education with the result of the philosophy preference assessment. 

School’s Philosophy
Discussion is done on the 5 major philosophies of education,
focusing on the role of schools, teachers and students; how each The school’s philosophy of education is embodied in its vision
philosophy perceives truth, reality and good. The participants write down mission. Read carefully and reflect on the vision-mission of a military T/E
their idea on how philosophy of education influences an instructor’s way of institution. Try to answer the following questions:
teaching. 

1. How does school think about how students learn?
After looking at the personal philosophy, the school’s philosophy
is then looked into. The participants examine their school’s philosophy of What does the vision-mission of the school tell about the role of
education (through the vision-mission) to identify important aspects of the following in the teaching-learning process? The school? 
The teacher?
teaching that should be reflected in the instruction. 
 The student? What is the best learning environment? How should the
teaching-learning process proceed? What should be taught in the school? 

Each group is asked to write 3 statements representing the things
they learned after 6 hours of learning experiences. 
 The answers to these questions are important when you plan and
decide on the elements of the syllabus, particularly the design of your
instruction. It should be designed to reflect what the school believes to be
the best learning environment.

 In addition, the way you deal with your students should also be Lesson 1 Annex 1
aligned with the philosophy of the school.
My Favorite Teacher
The school’s Philosophy of Education should be reflected in
everything that is happening in the school grounds and in the classroom. My favorite teacher is..... _______________; because….
When one enters the school, one experiences what the philosophy is all
about. Everyone should give life to this philosophy. _____________________________________________________________
_____________________________________________________________
o Individual Philosophy _____________________________________________________________
_____________________________________________________________
Individual philosophy of education is the personal belief and _____________________________________________________________
perception about the entire learning process and how one sees _____________________________________________________________
himself/herself as the teacher. Below is a sample philosophy statement on
education. Lesson 1 Annex 2

Attributes of an Effective Teacher

Master of his/her subject, competent 


Lectures well prepared, orderly 


Subject related to life, practical 


Students’ questions and opinions encouraged 


Enthusiastic about his/her subject 


Approachable, friendly, available 


Concerned for students’ progress, etc 


Has a sense of humor, amusing 


Warm, kind, sympathetic 


Teaching aids used effectively 


Lesson 1 Annex 3 Lesson 1 Annex 4

Attributes of a Great Teacher Sample “My Philosophy Statement on Education”*

Gets right down to business 
 I believe that each child is a unique individual who needs a secure,
caring, and stimulating atmosphere in which to grow and mature
Teaches at a fast pace 
 emotionally, intellectually, physically, and socially. It is my desire as a
educator to help students meet their fullest potential in these areas by
Uses a variety of instructional strategies 
 providing an environment that is safe, supports risk-taking, and invites a
sharing of ideas. There are three elements that I believe are conducive to
Stays with their subjects 
 establishing such an environment, (1) the teacher acting as a guide, (2)
allowing the child's natural curiosity to direct his/her learning, and (3)
Uses humor 
 promoting respect for all things and all people.

Has command of their classes 
 When the teacher's role is to guide, providing access to
information rather than acting as the primary source of information, the
Interacts with the students 
 students' search for knowledge is met as they learn to find answers to their
questions. For students to construct knowledge, they need the opportunity
Provides a “warm classroom climate” 
 to discover for themselves and practice skills in authentic situations.
Providing students access to hands-on activities and allowing adequate
Uses non-verbal behavior (like gestures, walking around while time and space to use materials that reinforce the lesson being studied
talking, use of eye-contact) 
 creates an opportunity for individual discovery and construction of
knowledge to occur.

Equally important to self-discovery is having the opportunity to
study things that are meaningful and relevant to one's life and interests.
Developing a curriculum around student interests fosters intrinsic
motivation and stimulates the passion to learn. One way to take learning in
a direction relevant to student interest is to invite student dialogue about
the lessons and units of study. Given the opportunity for input, students
generate ideas and set goals that make for much richer activities than I
could have created or imagined myself. When students have ownership in
the curriculum, they are motivated to work hard and master the skills
necessary to reach their goals.

Helping students to develop a deep love and respect for

themselves, others, and their environment occurs through an open sharing
of ideas and a judicious approach to discipline. When the voice of each
student is heard, and environment evolves where students feel free to Lesson 1 Annex 5
Write down your own philosophy of education.
express themselves. Class meetings are one way to encourage such
dialogue. I believe children have greater respect for their teachers, their Suggestions for Writing an Educational Philosophy Statement
peers, and the lessons presented when they feel safe and sure of what is
expected of them. In setting fair and consistent rules initially and stating (Below are guide questions that can help you think about what you believe
the importance of every activity, students are shown respect for their regarding education. You can start your statement with “I believe that...”
presence and time. In turn they learn to respect themselves, others, and Don’t think of the right answers because there are none. FOCUS ON WHAT
their environment. YOU BELIEVE IN.)

For myself, teaching provides an opportunity for continual 1. Why You Teach
learning and growth. One of my hopes as an educator is to instill a love of
learning in my students, as I share my own passion for learning with them. - What is the purpose of education? 

I feel there is a need for compassionate, strong, and dedicated individuals
who are excited about working with children. In our competitive society it - What is your role as an educator? 

is important for students to not only receive a solid education, but to work
with someone who is aware of and sensitive to their individual needs. I am
such a person and will always strive to be the best educator that I can be.

(*Higgins, Karen & Cohen, LeoNora. (1996). Capstone Project: Writing a

Philosophy Statement. School of Education:OSU)

 Perennialism Idealism Realism Experimentalism Existentialism
2. Whom You Teach
A world of
Reality/Ontol A world of the A world of A world of A world of
reason and - How will you reach the diverse learners in your
ogy mind things experience existing
God
classroom? 

Corresponde
Truth nce and Personal, - How do you define your community of learners 

Reason and Consistency of What works
(knowledge)/ sensation subjective
revelation ideas What is
Epistemology (as we see choice
it)
3. How and What You Teach

Imitation of - What are your beliefs about how students learn? 


Goodness/
Rationality
ideal self, Laws of
The public test Freedom - How will your beliefs affect your teaching? 

Axiology person to be nature
o management

emulated
o instructional strategies
Subject of the Subjects of o curriculum design

Subject matter Subject matter
Teaching
Disciplinary mind – physical
of social of choice – art,
o assessment

subjects and literary, world – o etc.
Reality experiences – ethics,
doctrine philosophical, math,
religious science
social studies philosophy - How do you balance the needs of the individual learner with
the needs of the classroom community? 

Teaching for - What are your goals for students? 

mastery, of Arousing
Teaching information Problem-solving, personal
Truth Discipline of Teaching ideas – project method responses – 4. Where You Teach
§ How will you bring a global awareness into
the mind via via lecture,
drill discussion
demonstrate questioning your classroom?
§ What will be your relationship with the community,
, recite
parents, teaching colleagues, administration?

(Adapted from Higgins, Karen & Cohen, LeoNora. (1996). Capstone Project:
Training in Making group Awakening
Teaching Imitating rules of decisions in light self to
Writing a Philosophy Statement. School of Education:OSU)
Goodness Disciplining
heroes and conduct of consequences responsibility
behavior (to
other
reason)
exemplars
Do you believe in what the school believes in? Do you share the
same philosophy as the school?
To aid children
To discover and
To reveal to knowing How will you classify your own philosophy preference? Which
expand the
Why schools To sharpen the the order of themselves among the five major philosophies of education do you prefer? To find
To reveal society we live in
exists mind and the world and their
reason and and universe
to share
place in your philosophy preference, use the philosophy preference assessment
intellectual experiences
God’s will society instrument.
processes

 It is best that you believe in what the school believes what Lesson 1 Annex 6
education should be. You are the key person to give life and to achieve
what the school aims for FIVE MAJOR EDUCATIONAL PHILOSOPHIES*

Group * Wiles, Jon and Joseph Bondi. (1979). Curriculum Development: A Guide to
inquiry into Practice, 2nd. Columbus:Charles E. Merrill Publishing Co.
social
Laws of problems Unregimen
What should Eternal Wisdom of
physical and social ted topic
be taught truths the ages
reality sciences, areas
methods

and subject
together

Questions,
Reports,
Displays, assists
Role of the Interprets, person to Aids,
imparts student in
teacher tells be consultant
knowledge personal
emulated
journey

Manipulat Active
Role of the Passive Receives, es, passive participatio Determine
student reception memorizes participati n, s own

on contributes

Truth is

Always
School’s eternal, no Truth to be coming Change is
Change is
attitude real preserved, toward ever-
necessary
toward change anti- perfection, present, a
at all times
change change orderly process
change









Lesson 1 Annex 7 14. School programs should focus on social problems and issues.


PHILOSOPHY PREFERENCE ASSESSMENT 15. Institutions exist to preserve and strengthen spiritual and
social values.

Directions: For each item below, respond according to the
strength of your belief, scoring the item on a scale of 1-5. A one (1) 16. Subjective opinion reveals truth.

indicates strong disagreement, a five (5) strong agreement. Use a separate
sheet of paper. 17. Teachers are seen as facilitators of learning.


1. Ideal teachers are constant questioners.
 18. Schools should be educational “smorgasbords.”


2. Schools exist for societal improvement.
 19. Memorization is the key to process skills.


3. Teaching should center around the inquiry technique.
 20. Reality consists of objects.


4. Demonstration and recitation are essential components for 21. Schools exist to foster the intellectual process.

learning.

22. Schools foster an orderly means for change.

5. Students should always be permitted to determine their own
rules in the educational process.
 23. There are essential skills everyone must learn.
 24. Teaching
by subject area is the most effective approach.

6. Reality is spiritual and rational.

25. Students should play an active part in program design and
7. Curriculum should be based on the laws of natural science.
 evaluation.


8. The teacher should be a strong authority figure in the 26. A functioning member of society follows rules of conduct.

classroom.

27. Reality is rational.

9. The student is a receiver of knowledge.

28. Schools should reflect the society they serve.

10. Ideal teachers interpret knowledge.

29. The teacher should set an example for the students.

11. Lecture-discussion is the most effective teaching technique.

30. The most effective learning does not take place in a highly
12. Institutions should seek avenues towards self-improvement structured, strictly disciplined environment.
through an orderly process.

31. The curriculum should be based on unchanging spiritual
13. Schools are obligated to teach moral truths.
 truths.

 32. The most effective learning is unstructured.
 8

33. Truth is a constant expressed through ideas.
 7

34. Drill and factual knowledge are important components of any 6

learning environment.

5
35. Societal consensus determines morality.

4
36. Knowledge is gained primarily through the senses.

3
37. There are essential pieces of knowledge that everyone should
know.
 2

38. The school exists to facilitate self-awareness.
 1

39. Change is an ever-present process.

Perennialist Idealist Realist Experimentalist Existentialist
40. Truths are best taught through the inquiry process.


1 Wiles, Jon and Joseph C. Bondi. (1984). Curriculum Development
: A guide to Practice, 2nd ed. Columbus, Ohio: Charles E. Merrill Publishing
House)

PHILOSOPHY ASSESSMENT SCORING
The following sets of test

questions relate to the five standard philosophies of education.
Perennialist - 6, 8, 10, 13, 15, 31, 34, 37
Idealist - 9, 11, 19, 21, 24, 27, 29,
33
Realist - 4, 7, 12, 20 , 22, 23, 26, 28
Experimentalist - 2, 3, 14, 17, 25,
35, 39, 40
Existentialist - 1, 5, 16, 18, 30, 32, 36, 38
Scoring Steps:

Taking these questions by set (e.g., the eight perennialist

questions), multiple each question by the value of the answer given (i.e.,
strongly disagree = 1). Total the numerical value of each set. In a single set
of numbers, the total should fall between 8 (all 1s) and 40 (all 5s). 


Divide the total score for each set by five (Example: 40/5 = 8). 


Plot the scores on the graph 


 students.
4 PROFESSIONAL QUALITIES OF AN EFFECTIVE TEACHER
Efficient teachers know and follow all the rules and techniques of
teaching. However, effective teachers are often those who seize every
The mediocre teacher tells. The good teacher explains. The opportunity to enhance the learning experience by being more creative in
superior teacher demonstrates. The great teacher inspires. - William Arthur their use of the rules and techniques. Before you can do that, though, you
Ward must know the rules and when you may appropriate deviate from them.

Teaching is both an art and a science. The science of teaching Have you ever wondered what makes a great teacher? What
helps to explain what must be done. It is concerned with the why and how separates a mediocre teacher from a terrific teacher? If you were to
teaching. The science of teaching helps the new teacher understand the observe efficient and effective teachers, you would see that they certain
techniques and acquire the knowledge required to do the job. That is why qualities in common. These qualities serve as a set of ideals that you may
teacher training includes subjects on the principles of learning, motivation, work toward as you continue to develop as a teacher. Examining these
communication, teaching methods, learning objectives, and testing among traits also provide you with the basis for self- evaluation and self-help.
other topics. That is also why teacher training includes a lot of practice
teaching and teaching-performance examinations. These specific parts of Each of these traits belong in one three broad categories:
the training are designed to help the beginning teacher grasp the basic knowledge, ability, or personality. Together, these three categories contain
techniques of instructions. the professional qualities of an effective and efficient teacher.

Once beginning teachers learn to use these techniques, they can

start to discover the art of teaching. The art of teaching really cannot be
taught-you develop it through experience and finding out what works and KNOWLEDGE
what doesn’t. Although almost anyone can become a competent teacher,
some people will develop into truly superior teachers. The starting place, Effective teachers have a thorough understanding of they can
however, is the same for all of us with the basics. The more you know and teach and appreciate how knowledge in their subject is created, organized,
understand about the science of teaching, the better equipped you will be linked to other and applied to real-world settings. While faithfully
develop the art and achieving teaching excellence. representing the collective wisdom of our culture upholding the value of
disciplinary knowledge,
can also develop the critical and
Efficiency is concerned with what with doing things right while analytical
capacities of their students. This latter area
will perhaps bring
effectiveness is doing the right things. An efficient teacher is one who you your greatest
challenges and rewards as a teacher.
knows what they are doing and does the right thing consistently. An
effective teacher is one who does things right. They plan their lesson,
prepare the learning environment, conduct proper lesson introductions,
ask questions, and use instructional media material. That, however, does
not ensure they are effective. Effectiveness in teaching is much more than
just doing things right; it is a measure of the outcome of learning. It is what
students can do, because of teaching, to demonstrate they have met the
objectives of the course. The effective teacher touches the lives of
 ABILITY

You should have two basic types of ability: leadership and

instructional. Some individuals are said to possess ‘natural ability’; that is,
they are born teachers’ or born leaders’. While certain traits may set those
people apart from others, they have probably worked very hard at being
‘born teachers and leaders’.

Research has defined a number of leadership skills, knowledge,

and behaviors that distinguish superior leaders from average performers.
Efficient and effective teachers have leadership skills such as planning and
organizing, optimizing the use of resources, delegating authority,
monitoring progress and results, disciplining, and rewarding. Their skillful
use of influence helps them to persuade others, build teamwork, develop
students’ needs, and they both have and create in others positive and
You will need to know far more about the subjects than what you
realistic expectations.
actually teach your students. Only through practice, study, research and
keeping up with new developments can you attain the vast store of
As a teacher, you will find that leadership by example takes on a
knowledge required in you role as a teacher. Avail yourself of every
particularly important significance. Everything you do is under scrutiny.
opportunity to observe other teachers. Not only will that benefit you in
Not only must you instruct in an efficient and defective manner, you must
learning more about the subject matter, it will also expand your knowledge
serve as a role model in your conduct, attitude, appearance, and bearing.
of teaching techniques.
You should exemplify the teaching profession’s core values of integrity,
professionalism and tradition.
To help students learn you need to know something about their
previous education and experience. Student’s records will provide some of
Instructional ability, along with leadership ability, is essential to
the information you need. Previous teachers of students can also provide
your efficiency and effectiveness as a teacher. You must not only know the
you with valuable information. However, your interaction with the
principles, methods, and techniques of teaching, you must also able to
students in the learning environment is your greatest source of
apply them effectively. Your ability as a teacher should grow with
information.
experience. However, your ability will grow only if you make a conscious
effort to improve.
Finally, you need to know basic teaching strategies and
techniques. That brings us back once again discussing the science and art
As stated earlier in this chapter, almost anyone can become a
of teaching. The art of teaching you will gain through your experience and
competent teacher. You ate mistaken, however, if you assume that job
interaction with students, other teachers, and school administrators. You
experience and formal training alone will prepare you to teach others.
should continually strive to expand your knowledge in both the science
and art of teaching.
You must have a great amount of knowledge – but knowledge is
not enough. You must have excellent leadership ability - but leadership

ability is not enough. You must care about the students you instruct – but
dedication is not enough. Your ability to be efficient as well as effective Committed. Demonstrates commitment to students and the
requires you to have all of these qualities and to work at continually profession and is self-confident, poised and personally in control of
improving them. situations. Has a healthy self- image. Encourages students to look at
themselves in a positive manner, careful to honor the selg0respect of the
students, while encouraging them to develop a positive self-concept.

Personality Motivational. Enthusiastic with standards and expectations for

students and self. Understands the intrinsic motivations of individuals, and
For our purposes, the definition of personality is the pattern of knows what it is that motivates students. Takes action in constructive
collective character, behavioral, temperamental, emotional, and mental ways.
traits of an individual. The following personal qualities set an effective
teacher apart from the mediocre one: Compassionate. Caring, empathetic, and able to respond to
people at a feeling level. Open with personal thought and feelings,
Positive. Thinks positively and enthusiastically about people and encouraging others to do likewise. Knows and understands the feelings of
what they are capable of becoming. Sees the good in any situation and can students.
move forward to make the most of difficult situation when confronted
with obstacles. Encourages others to also be positive. Flexible Willing to alter plans and directions in a manner that
assist p0eople in moving toward their goals. Seeks to reason out situations
Communicative. Shares with others in a manner that encourages with students and staff in a manner that allows all people to move forward
effective two-way communication. Communicates personal thoughts and in a positive direction.
feelings on a wide spectrum of issues and can listen to students in an
empathetic manner, assuring each that conversations will be held in Individual Perceptive. Sees each student as a unique and valuable
confidence. individual. Looks for the differences among students. Quickly diagnoses
student difficulties and assists in the management of individual situations.
Dependable. Honest and authentic in working with others.
Consistently lives up to commitments to students and others. Works with Value Based. Focuses upon the worth and dignity of human
them in a open, honest, and forthright manner. beings. Is sensitive to community values. Strives to work in an environment
consistent with his or her belief system. Recognizes the importance and
Personable. Establishes and maintains positive mutual working power of modeling constructive behavior.
relationships. Likes to be with others. Has many ways of getting to know
student as persons while building trust and appreciation through personal Creative. Versatile, innovative, and open to new ideas. Strives to
interaction and involvement. incorporate techniques and activities that enable students to have unique
and meaningful new growth experiences.
Organized. Makes efficient use of time and moves in a planned
and systematic direction. Knows where he or she is heading and is able to Patient. Is deliberate in coming to conclusions. Strives to look at
help students in their own organization and planning. Can think in terms of all aspects of the situation and remains highly fair and objective under
how organization can be beneficial to those served. most difficult circumstances. Believes that problems can be resolved if
enough input and attention is given by people who are affected.
 Sense of Humor. Knows how to take the tension out of tight Ten (10) INDICATORS OF AN EFFECTIVE TEACHER
situations. Uses humor spontaneously, in a tasteful manner. Builds
togetherness in the classroom, through the use of humor. An effective teacher loves to teach.

An effective teacher demonstrates a caring attitude.


SUMMARY An effective teacher can relate to his/her students.


Most of us are able to remove great teachers but when we try to talk An effective teacher is willing to think outside the box.
about what great teaching is, we have difficulty finding the right words.
Teachers can be popular just because they are friendly and helpful, but to An effective teacher is an excellent communicator.

be truly effective they need other qualities. Some of these qualities have
been listed above. Take a good look at these admirable traits. Which ones An effective teacher is pro-active rather than reactive.
have you mastered? On which ones do you fall short? What do you need to
do to improve? Prioritize and take the next step for becoming more An effective teacher strives to be better.
effective in a profession that depends on you.
An effective teacher uses variety of media in their lesson.
Am I task-oriented and able to plan my lesson well? 

An effective teacher challenge their students.
Am I able to encourage my students to ask questions and display
real interest in my 
lessons? 
 An effective teacher understand the content that they teach and
know how to explain that content in a manner that their students
Effective teachers know that the learning process is not one-way. understand.
Do I continuously communicate and exchange ideas with my students,
their parents, and my co-teachers?


The adage “learning is a continuous process” does not apply only to

students but to me as well. Do I continuously strive to acquire new
information and expertise?

 Teacher Self-Assessment

- Am I able to impart significant knowledge and skills to my students?

- Am I able to motivate my students to participate and contribute
more to the class discussion?
- Do I possess excellent class management skill? 

- As teachers, am I able to create and maintain a positive environment
conducive to participation and interaction? 

- Do I know where to draw the line between encouraging your
students to perform well and overwhelming them with too much
work or pressure?
- Am I able to maintain the discipline of my class? 

- Am I able to instill in my students the ability to think for themselves
and show initiative? 


- Am I effective at multitasking? 

- Am I able to think ahead and foresee possible problems in order to

limit, if not totally 
eliminate, disruptions to the learning process?
- Am I able to use effectively teaching tools? 

- Do I have the ability move around freely in the classroom and
monitor everything that is 
happening within its four walls? 

- Do I promote self-regulation among students?
- Am I enthusiastic about my work and the subject I am are teaching as
this would influence and encourage my students to participate in
class?
- Am I open to the ideas and suggestions of my students? 

- Am I able to encourage attention from my students? 

- Do I clearly and effectively convey the message, concepts and ideas
I’m trying to