FS 6

COURSE DESCRIPTION
Field Study 6 is a one-unit course which is anchored on the professional
subject, The Teaching Profession. The course includes individual half day
teaching, the transition from one lesson to another and involvement in co
and extra-curricular activities
At the end of the course, the pre-service teachers are expected to have
experience in
1. Managing the whole class, focusing on classroom discipline and
routines,
2. Preparing lesson guides for all required classes.
3. Transition teaching of one lesson to another.
4. Conducting micro-teaching with either enhancement, remedial or
tutorial focus.
5. Assisting with at least one co and extra-curricular activity as; Science
Fair, Speech or Communication Arts Fest, LinggongWika etc. (cocurricular activities), Scouting, Clean and Green Drive, Nutrition Month
etc. (extra-curricular activities)
6. Touring and observing the community around your cooperating school
and gather some information.
7. Describing the characteristics of becoming a global teacher.
8. Reflecting on how you can become a global teacher.
Course Objectives
Students can
1.
2.
3.
4.

Manage the whole class.

Make a smooth transition from one lesson to another.
Conduct a micro-teaching
Participate actively in at least one co/extra-curricular
activities.

Course Requirement
1. Attendance at field study 6 orientation.
2. Participation in the Cooperating Teachers classes during lesson
transition; actualize 2 classes in transition.
3. Facilitate 1 micro teaching activity in either enhancement, remedial
or tutorial teaching.
4. Be involved in 1 co-curricular and 1 extra-curricular activity.
5. Prepare 4 lesson guides distributed as:
3 lesson guides for regular classes
1 lesson guide for 1 micro teaching class

6. Interview a CT about his/her role in the community as professional

teacher.
7. Complete a Reflection Journal on becoming a Teacher, including
reflections about co-curricular and extra-curricular involvement.
Grading System
Rater

CT

Attendance

10%

Actual Teaching

30%

Community Involvement

20%

Total

10%

Journal Entries/Reflection 30%

Lesson Guides

Prac Supervisor

100%

Assessment Tools
1.
2.
3.
4.
5.
6.

Actual Teaching Checklist

Rubric for Micro-Teaching
Rubric for Lesson Guide
Interview Checklist for Community Involvement
Rubric for Reflection/Journal Entries
Schedule of Activities for Field Study

Sessions
1st Session
2nd
Session
3rd
Session

Activities

Site

Time Frame

4th
Session
5th
Session
6th
Session
7th
Session
8th
Session
9th
Session
TOTAL

17 hrs

The
Te a c h e r a s a P e r s o n

THE TEACHER AS A PERSON

Name:
Course:
Year and Section:
Resource Teacher:
Signature:____________
Cooperating Teacher:
Your Target
At the end of this episode, you will gain competence in clarifying your
values about teaching, and in articulating and demonstrating ones personal
philosophy of teraching. The end goal is to be positive role model for
students.
Your Map
For you to be effective teacher in the future it is important to first start
with an awareness of your values about teaching and then write your mission
statement or philosophy that yoy will uphold with conviction. To reach yoyr
target, do the following tasks:

Step 1. Interview 3-5 teachers about their beliefs on the why, what,
and how of teaching.
Step 2. Analyze the values and philosophy behind teachers beliefs.
Step 3. Reflect about your own values and philosophy about
teaching.
Step 4. Express these values and philosophy in your own mission
statement.

A Detailed Guide

Read the following carefully before you begin to observe. Then write
your observation report on the provided space.
1. As you interview each teacher, ask each one to answer the three
sentence completion items below:
a. My goal for my students is
to________________________________________. This statement reflects the
teachers values and philosophy about why one should teach
b. What I really want to teach to my students
are___________________________________________________. This statement
reflects the teachers values and philosophy about what one should
teach.
c. I will teach my students by________________________________________.
This statement reflects the teachers values and philosophy about how
one should teach.
2. Use the sentence completion form on the next page when you
interview the teachers.
3. Fil out the teachers values and philosophy Matrix to document the
teachers responses.

4. Analyze the teachers responses by identifying the values and

philosophies they reflect. You can use the book, The Teaching
Profession as a guide.
TEACHER INTERVIEW FORM
1. Teachers name:
Subject Taught:

Level:

a. My goal/s for my students is/are to develop students fullest

potentiality.
b. What I really want to teach to my students are the knowledge, skills
and most of all the good values and aspirations.
c. I will teach my students by applying different methodologies that
suit to the learning situation to cater their learning needs.

2. 1. Teachers name:
Subject Taught:

Level:

a. My goal/s for my students is/are to make my students to be

physically, emotionally, socially, mentally and spiritually prepared.
b. What I really want to teach to my students are the different
competencies or academic content for students to learn the basic skills
essential to the acquisition of higher or more complex skills needed in
the preparation for the future.
c. I will teach my students by applying the lecture method
different activity students drills because I believe that through these it
will enable them to cover as much academic content as possible.
3. Teachers name:
Subject Taught:

Level:

a. My goal/s for my students is/are to develop students into

becoming enlightened and intelligent citizens of a democratic society
so they may live life fully now and not to prepare them for adult life.
b. What I really want to teach to my students are those needbased and relevant curriculum. This is the curriculum that responds to
the students needs and that relates to students personal lives and
experiences.
c. I will teach my students by employing experiential methods
because I believe that one learns by doing. Book learning is no
substitute for actual experience and learning by their own makes the
information processing more meaningful and interactive.
4. Teachers name:

Subject Taught:
a. My goal/s for my students is/are to
b. What I really want to teach to my students
c. I will teach my students by
5. Teachers name:
Subject Taught:
a. My goal/s for my students is/are to.
b. What I really want to teach to my students.
c. I will teach my students by
Teachers
Your Analysis
Your Analysis
Responses
Values Reflected
Philosophy
Reflected
Teacher 1
Value of the
Philosophy of
A. Why Teach
totality as a
Progressivism
human-being.
Good values and
Philosophy of
B. What to Teach
aspirations.
Progressivism
Value of
Philosophy of
C. How to Teach
cooperation and
Progressivism
responsibility.
Teacher 2
Value of the
Philosophy of
A. Why Teach
totality as a
Progressivism
human-being.
Value of the
Philosophy of
B. What Teach
fundamental or
Essentialism
the basic skills.
Value of
Philosophy of
C. How to Teach
teamwork and
Progressivism
collaboration.
Teacher 3
Value of becoming
Philosophy of
A. Why Teach
enlightened and
Progressivism
intelligent citizens
of a democratic
society.
Value of needPhilosophy of
B. What Teach
based and
Essentialism
relevant
curriculum.
C. How to Teach
Teacher 4

Value of Learning
by doing.

Philosophy of
Progressivism

Level:

Level:

Your Reflection

A. Why Teach
B. What Teach

C. How to Teach

Moral values and

intellectual
Knowledge.
Value of new
scientific,
technological, and
social
developments.
Value of studentcentered
classroom.

Philosophy of
Essentialism
Philosophy of
Progressivism

Philosophy of
Progressivism

Teacher 5
Value of being a
A. Why Teach
rational individual.
Value of
B. What Teach
knowledge and
wisdom, a
tradition and
culture.
Value of
C. How to Teach
environmental
conditions.
Your Analysis

Philosophy of
Perennialism
Philosophy of
Perennialism

Philosophy of
Behaviorism

What values and philosophies are reflected in the teachers responses?

You can jot down your thoughts here, and then write your final answers on
the teachers Values and Philosophy Matrix on the preceding page.
Teacher 1
The values stressed by Teacher 1 are; the value of the totality as a
human-being, good values and aspirations and value of cooperation and
responsibility. The philosophies being reflected is the Philosophy of
Progressivism.
Teacher 2.
The values stressed by Teacher 2 are; Value of the totality as a humanbeing, value of the fundamental or the basic skills, value of teamwork and
collaboration. The philosophies being stressed are; Philosophy of
Progressivism and Philosophy of Essentialism.
Teacher 3.

The values stressed by Teacher 3 are; value of becoming enlightened

and intelligent citizens of a democratic society, value of need-based and
relevant curriculum, value of Learning by doing. The philosophies being
stressed are; Philosophy of Progressivism and Philosophy of Essentialism.
Teacher 4.
The values stressed by Teacher 3 are; moral values and intellectual
knowledge, value of new scientific, technological, and social developments,
value of student-centered classroom. The philosophies being stressed are;
Philosophy of Progressivism and Philosophy of Essentialism.
Teacher 5.
The values stressed by Teacher 3 are; value of being a rational
individual, value of knowledge and wisdom, a tradition and culture, value of
environmental conditions. The philosophies being stressed are; Philosophy of
Perennialism, Philosophy of Behaviorism.

Your Reflections
1. Which views do you agree with? Disagree with? Expound.
2. This time, its your turn to answer the three sentence
completion items.
a. My goal/s for my students is/are
b. What I really want to teach to my students is/
c. I will teach my students by
3. What philosophy do you adhere to? Why?
MY MISSION STATEMENT AS A FUTURE TEACHER
Additional Enjoyable Reflective Activities:
1. Answer the following questions and explain.
2. When you explain your answer, relate it to the kind of teacher you want
to be.
3. Draw or illustrate your answer.
a. If you were a school tool (ruler, pencil, paper, etc.), what would you be?
Why?
Drawing

Why?
.

b. If you were a subject ( Math, English, science, etc.) what would you be?
Why?

If I were a school furniture, What would you be? Why?

B. The Teacher in the Classroom

The Teacher in the Classroom

Name of FS Student:
4th year
Resource Teacher:
Cooperating School:

Course:

Year & Section:

Signature:

Your Target
At the end of this episode, you will gain competence in
establishing routines and procedures, to make the physical
environment conducive to learning.
Your Map
Among the various roles of a teacher is that of a classroom
manager. For you to be an effective teacher in the future it is important
to have the necessary skills in having a well-managed learning
environment.

To reach your target, do the following tasks:

Step 1.Observe the class. Describe
the supportive measures that the
teacher uses to manage the learning
environment.

Step 2. Analyze the effectiveness of

the supportive measures in the
different classroom management
areas.

Step 3. Reflect on how you can

achieve a well-managed classroom.
Your tools
Use an activity form provided for you to document your observations.

Read the following carefully before you begin to observe. Then write your
observation report on the provided space.
AN OBSERVATION GUIDE FOR CLASSROOM MANAGEMENT
1. Observe the class at least twice. Focus on how the teacher manages the
classroom by using supportive measures in the following areas:
a. Organizational Plan. Is the classroom structured or flexible? Is
instruction carried individually or by group?or both?
b. Schedule. How are activities scheduled. Is time allocated properly for
each activity? What activities planned or fillers?

c. Record Keeping. How is attendance monitored? Does the teacher

have a record book? Do the students have individual portfolio to file actual
records of scored tests, assignments, artwork, etc.
d. Physical Environment. How is cleanliness maintained? Is there proper
ventilation? Lighting? Is the noise level appropriate? How are the bulletin
boards and displays arranged? How is seating arranged? Do the classroom
furniture match the size of the students?
e. Discipline. How is discipline established? What procedures are in
place? Describe these procedures.
2. Fill out the classroom management matrix to document the salient
points of your observation.
3. Likewise, use the Classroom Management matrix for your analysis.

OBSERVATION REPORT
Name of the School Observed: Tagum National Comprehensive High School
School Address: Mankilam, Tagum City
Date of Visit: October 17,
2011
Organizational Plan
Schedule
Record Keeping
Physical Environment
Discipline
Routines
CLASSROOM MANAGEMENT MATRIX
Observation

Your Analysis

Your Analysis

Classroom
Management Area

1.Organizational
Plan

2. Schedule

3. Record Keeping

4. Physical
Environment

5. Discipline

Description of the Comments on the

supportive
Effectiveness of
Measures
the Supportive
Observed
Measures
Refers to the
approaches used
by teacher in
facilitating the
learning process.
There are 2 types
or organizational
plan; structured
and flexible.
Refers to the
good time
management of
the teacher to a
smooth flow of
planned
activities.
This is one of the
crucial
responsibilities of
the teacher in
which constitutes
keeping of school
and classroom
records such as
daily attendance
and students
progress.
This refers to the
physical objects
found in the
classroom such
as tables, chairs,
books, ceiling and
the like.
Discipline is a
controlled
behavior,
constitutes the
next important
concern of
teachers as part
of good
management.

Recommendations

6. Routines

It is a regular
procedure or a
normal practice
that is to be
followed. It is a
schedule of
activities that is
mostly timepaced and is
attuned to the
objectives.

Your Analysis
In what area of classroom management was the teacher more
effective? Which of supportive measures were effective? Why?
In what area of classroom management was the teacher least
effective? Which supportive measures were not effective?

Suggest more effective ways for your answer in number 2.

Your Reflections
1. Describe at least 3-5 characteristics of a teacher who can
established a well managed classroom.
2. What characteristics do you have at present that can make
you an effective classroom manager? Elaborate how these
characteristics can help you.
3. What characteristic do you have at present that can hamper
you from becoming an effective classroom manager. How can
you overcome these characteristics?
Appendix B. Classroom Management of the Learning
Environment
Name: Anecelle M. Bagasbas
October 17, 2011
Course/Major/Field: BSED-IV major in English

Date:
Cooperating Teacher:

1. How does your CT promote students self-esteem and

positive classroom climate? In what way does he/she recognize
and value their interest and achievements? How does he/she
reinforce constructive behaviors?
2. How does the CT manage to attract the attention of the
learner to the lesson? How does the CT ensure that everyone
will listen, will pay attention and will work well?
3. What happened when your CT practiced class routines and
tasks? To what extent has the CT been resourceful and creative
in managing the learning environment? Provide two examples.
4. Provide 3 examples of effective classroom management
skills that your CT demonstrated.
5. How does your CT ensure the classroom environment is
conducive for learning? Provide 3 examples.
Our cooperating teacher:
6. Comments/ other learning insights
management.
TEI Practicum Supervisors Feedback

about

classroom

Strengths:
Areas of Improvement:
Signature of the TEI Practicum Supervisor ________________
Guidelines in Preparing a Lesson
Name: Anecelle M. Bagasbas
2011
Subject Area: English

Date: October 21,

Sem/SY: 2011-2012

Direction:
Make an evaluation of the prepared lesson guide against this
checklist. Answer with Yes or No by checking it. Then give a reflective
answer on the question given below.
YES

NO

1. Do your lesson guides have the basic

component parts like?
a. Objectives
b. Subject Matter/Topics
c. Materials/References
d. Teaching Strategies/Activities
e. Assessment Tools for Authentic Assessment
and Evaluation
2. Are your objectives stated in behavioral terms
which include the three learning domains?
3. Are your objectives learner-centered and
interactive?
4. Are the materials needed written down and
appropriate to the lesson objectives?
5. Is the procedure presented in orderly manner?
6. Does the procedure begin with goal setting?
7. Does the development of the lesson connect
the broader aspects of the topic and other
subjects?
8. Is there values integration?
9. Does the lesson end with a synthesis?
10.
Is there an opportunity for a learning
outcome evaluation?
11.
Does it include a relevant workable
assignment?
For Pre-Service Teacher Only
What learning insights have you gained in evaluating your self-made
lesson plan?
I learned that in preparing a lesson guides, it should begin with
setting objectives which are stated in behavioral terms followed by
writing down materials needed appropriate to the lesson objectives, then
it should be followed by the teaching strategies/activities and lastly the
assessment tools for authentic assessment and evaluation.
D. Participation and Actual Transition Teaching
The pre-service teachers are expected to observe the cooperating teachers
teaching as they transition from one lesson to the next lesson. When the
PSTs participate in lesson transition, the pre-service teachers will use a SelfAppraisal form which includes the cooperating teachers feedback.
Activity:

1. Observe how your CT changes from one lesson to another

(transition).
2. Conduct a lesson, or activity, whereby you have to transition
smoothly from one to another. (This might be in tandem with
your CT)
Participation Teaching in Transition Self-Appraisal Form
for PST
Name: Anecelle M. Bagasbas
18, 2011
Subject Area: English
2012

Date: October
Sem/SY: 2011-

1. After you observed the Cooperating Teachers lesson

transition, what were your realizations?
It is very important that before introducing the new topic,
teachers should have first a recall or review so that students will be able
to connect the sequence of the lesson.

2. What strategies do you think worked well in changing

(transitioning) the lesson? Give details.
3. What would you like to improve in your transitioning from
one lesson to another?
Cooperating Teachers Feedback
Area(s) of Strength:
Area(s) of Improvement:
Name & signature of Cooperating Teacher:
Date:
E. Co-Curricular and Extra-Curricular Involvements.
Co-curricular and Extra-curricular
Involvement Form
Name: Anecelle Bagasbas
A. List some of the co-curricular and extra-curricular activities that
takes place in your cooperating school.
1.Buwan ng Wika Festival
2. Science and Math Quiz Fair
3. Boy Scout
4. United Nation Celebration

5. Still and Motion Pictures Exhibit

B. Reflective Questions:
1. Which particular activity will you be involved? Why?
.
2. How often you involve yourself to this kind of activity? Why?
3. How does this activity help student learning?
4. As a teacher, Which co-curricular or extra-curricular activities
would you like to be involved in? Why?

On Actual Team Teaching

Name

Date :

Course/Major Field: BSED ( English)

Mrs. Gulles

Cooperating Teacher:

1. After conducting your team teaching lesson, what have

you learned?
Did you and your partner share the teaching of the
lesson equally? Why/why not?
2. What do you think went well in the lesson? Give details.
4. What would you like to improve and focus on during future
planning and delivery?
Individual Teaching
Name
: Anecelle Bagasbas
:October 22, 2011

Date

Course/Major Field: BSED-IV major in English Cooperating Teacher: Mrs.

Gulles
1. How have you maintained the pupils enthusiasm while
you were teaching? Give 2 examples.

What practices have you observed and tried out in providing

for the varying needs of the learners or individual differences?
How often have you done it?
3. Describe 2 changes you made during the lesson. Why did
you make these changes?

TEI Practicum Supervisors Feedback

Strengths: Well modulated voice and effective and energetic facial
expression.
Areas of Improvement: Disciplining misbehave students.
Signature of the TEI Practicum Supervisor: _____________________
Assessment and Evaluation
Name
22, 2011

: Anecelle Bagasbas

Date

: October

Course/Major Field: BSED-IV major in English Cooperating Teacher: Mrs.

Gulles
A. Evaluation of the Learners
1. How did you evaluate the performance of your learners? Dou
you reflect on their response and review their achievement?
How?
Do you varied forms of assessment for the lessons? What
are these forms of assessments? Provide 3 examples.
3. How do you use assessment results as important in further
planning your lessons?
TEI Practicum Supervisors Feedback
Strengths ______________________________________________________
Areas of Improvement ____________________________________________
Signature of the TEI Practicum Supervisor ____________________________
Test Preparation
Name
: Anecelle M. Bagasbas
October 24, 2011
Course/Major Field:

Date

Cooperating Teacher: Mrs. Gulles

1. What measures have you taken to assure yourself that your

test items were clear and simple?

2. What problems have you encountered in preparing your test?

How can you respond to them?
So far, my problem that I had encountered in assessing students
performance is checking their essays. Since it is very subjective in
nature, it is really inevitable to be biased sometimes. So to make the
subjective one objective in nature, on the second time around, I let the
students make an essay with corresponding limiting words, task words
and content words, With this strategy, checking and detecting of errors
will be made easier. I will also use rubric to make the scoring more
precise and specific.
3. Do your test items provide for a wide range of differences in
ability? How?
Yes because the test items that I have made cover the various level of
BLOOMS TAXONOMY. Each objective of the item consists of a
statement of what is to be achieved and, preferably, by how many
percent of the students. This is being catered through table of
specification construction or the TOS. The purpose of TOS construction
is to determine the item characteristics through the item analysis and
characteristics of the test itself: validity, reliability and practicality.
TEI Practicum Supervisors Feedback
Strengths ______________________________________________________
Areas of Improvement ____________________________________________
Signature of the TEI Practicum Supervisor ____________________________

On Test Preparation
Name

: _____________________ Date

: ____________

Course/Major Field: _____________________ Cooperating Teacher: ____________

1. What types of information about pupils/students progress can

be obtained by making the test?
Diagnostic and achievement information. Because correcting
students test is done for diagnostic purposes. In this case we could be
able to determine the gaps in learning or learning process, hopefully to
be able to bridge these gaps. With this it will provide tool for
determining the extent to which an educational process or program is
effective and at the same time indicates directions for remediating

process of the discussion of the subject. Improving student

performance is inextricably linked to improvement in the inputs and
processes that shape the effectiveness of teaching and learning.
2. If the test result shows that 50% of the learners get low marks,
what does this tell you?
It would probably mean that there is a problem regarding with
my selection and use of teaching of instructional materials and
strategies. That is why with the use of assessment process it
determines the extent to what area does student have defects and at
the same time indicates directions for remediating processes of
teaching that do not contribute to successful student performance. To
this end, assessment enhances teaching efficiency by providing focus
for teacher and administrator effort as well as allows resources to be
directed to areas of greatest need.
3. What will you do about this?
Give those students who do poorly in subject area a remedial class or
talk one on one to those students about their problems or difficulties in
understanding the lesson.

TEI Practicum Supervisors Feedback

Strengths ______________________________________________________
Areas of Improvement ____________________________________________
Signature of the TEI Practicum Supervisor ____________________________

The Teacher and the Community

THE TEACHER AND THE COMMUNITY

______________________________________________________________________________
Name of FS Student: Anecelle M. Bagasbas
English
Resource Teacher: Mrs. Gulles

Course: BSED major in

Signature: _________________

Cooperating School: Tagum Comprehensive National High School

Yo u r Ta rg e t
At the end of this episode, you will gain competence in
identifying possible linkages between the school and the community,
particularly those that will help attain curricular goals.
Yo u r M a p
The teacher lives in isolation. For you to be an effective teacher
in the future it is vital to forge genuine win-win relationship between
the school and the community.
To reach your target, do the following tasks:
Step 1.Tour the community around your cooperating school.

Step 2. Gather information about the issues/concerns/problems of

the community that affect the school and where the teacher and
students can help. Also, gather information about the resources of
community.

Step 3. Analyze the possible linkages that the school and the
community can have.

Step 4. Reflect on the vital role of the teacher as a member of the

community.

Yo u r A n a l y s i s
Suggest new what ways by which the school can creatively use
the resources of the community.
Every school should have an extension community services by
participating the green brigade program of the local government such
as tree-planting activities and pulot basura program. Of course the
main participants in these activities are the students. With this the
community will benefit to the cleanliness and orderliness of the
resources made by the students. Vice versa, students will be able to
benefit also because the activities harness and the sense of
responsibility within the students and develops the resourcefulness,
value of helping the community, sense of belongingness and strong
citizenship. Furthermore, the school can also benefit to the help and
financial support of community as well as to the local government unit
because of the schools active participation to their programs.
How can the school address the issues/concerns and problems
of the community?
By making students aware about the important events happened
in the community specially to those societal problems such as crimes.
The responsibility of the teacher in this situation inform students on
what are the good and bad ones and teach them how to avoid these
unethical things and helping them to follow the right direction.
What possible linkages can the community and the school
have?
The very concrete linkages of the school to the community are:
Collaborative relationships between the school and the
municipal or city officials are likewise ready to provide help in
improving the physical facilities of the school.
Organizing associations such as Parent-Teacher and Community
Associations with the officers coming from both their members.
Undertaking projects and activities with the public conveyances
aimed at promoting a harmonious and enjoyable relationship
among themselves intended to improve/ assist conditions
prevailing in both.

Yo u r Re fl e c t i o n s
1. How did you feel while you were going around the
community? What things did you learn that you might have
taken for granted before?
I realized that if there would be celebrations of both the school
and the community, participation by each should be elicited with such
positive and civic-consciousness so that there will be a strong feeling of
togetherness. Another one is, there should be a strong spirit of
cooperation as well as sharing of expertise and material resources.
Both should represent during town or school affairs that will create
strong ties among the members, thus helping hands are volunteered in
times of needs.

2. As a future teacher, what do you think will be your role in

the community?
As a future teacher, a future facilitator of learning and
development of the youth, I should render the best services by
providing an environment conducive to such learning and growth. I
should provide leadership and initiative to actively participate in the
community movements for moral, social, educational, economic and
civic betterment. Lastly, I should be an intellectual leader of the
community, especially in the baranggay and shall welcome the
opportunity to provide social leadership when needed to extend
counseling services and involved in matters affecting the welfare of the
people.
3. How will you encourage more community
among teachers and students?
I will encourage them through:

participation

Calm and friendly face to face exchange of observations that

could strengthen some disturbing interactions.
Positive attitudes of kindheartedness and patience through
modeling.

Letters and praises to parents for outstanding performance

build confidence and strengthen determination to continue the
good work.
Regularity in

attendance

and

doing

daily

assignments

developing strong motivation and encouragement from both

sides.

The Teacher
as a
Professional

THE TEACHER AS A PROFESSIONAL

Name of FS Student ___________________________________________________
Course _______________________________ Year & Section _________________
Resource Teacher______________________ Signature ______________________
Cooperating School ___________________________________________________
Yo u r Ta rg e t
At the end of this episode, you will demonstrate a deeper
understanding of the rights, duties and responsibilities of a professional
teacher and their impact on you as a future teacher.
Yo u r M a p
Ignorance of the law, excuses no one. This is true for everyone. A
true professional always knows both his rights and duties. These are two
equal sides of the coin.
For you to achieve your target, do the following tasks:

Step 1.Gather information about the policies and guidelines

concerning teachers, implemented by your cooperating school.

Step 2. Interview the principal/head teacher/your resource teacher

about the implementation of these policies and guidelines.

Step 3. Analyze the policies and guidelines in the light of values and
pertinent laws.

Step 4. Reflect on the impact of all these to your future life as a fullfledged professional teacher.

Yo u r A n a l y s i s
1. What values are reflected by the policies and guidelines found in the
school or teacher manual. Put your answers in the matrix above. You may
choose to put some additional comments here.
The values reflected in the policies and guidelines found in the school or
teacher manual are the following:
The value of enjoying the rights and privileges of every teacher
justifiable to the services they render.
The value of respecting each others rights accorded by the
government.
The value of being a responsible teacher to your students.
The value of keeping the students in the path of morality,
effectiveness and success of students.
The value of strengthening the skill and knowledge in teaching so
that students will grow globally competitive and effective.
The value of ensuring the conducive-learning environment for the
teachers.
The value of following the disciplinary rules and procedures.
2. Cite the legal provisions/laws that are exemplified by each of the
policies/guidelines that you included in your matrix. To help you, focus on
the provisions of the following:
a. Magna Carta for Public School teachers
b. Code of Ethics for Professional Teachers
c. Manual of Regulations for Private Schools
d. Certain parts of the Labor Code
e. Philippine teachers Professionalization Act of 1994
Write your additional comments here.

The Philippine Constitution should continue to provide all educational

institutions quality education for all Filipino citizen. I guess this can be realized
by making all teachers to be professionally competent in their field. The
provision of these laws shall apply, therefore to all teachers in the Philippines.
Every teacher shall help the school keep the people in the community informed
about the schools work and accomplishments as well as its needs and
problems. Aside from that, it is teachers task to merit reasonable social
recognition for which purpose is with honor and dignity at all times and refrain
from such activities as gambling, smoking, drunkenness and others. Another
policy that the teacher should always remember is he/she should not engage in
the promotion of any political, religious or other partisan interest, and shall not
directly or indirectly, solicit, require, collect, or receive any money, service, and
other valuable material from any person or entity for such purposes.

Yo u r R e fl e c t i o n s
1. How do you feel about the policies and guidelines
concerning teachers? How will you respond to them in the
future?
The policies and guidelines concerning teachers are presented
and stated clearly and comprehensively. As a future educator, I will
actively help ensure that teaching is the noblest profession by
manifesting genuine enthusiasm and pride in teaching as a noble
calling. I will never put shame to the image of teachers and promised
to God and to everybody that I will sincerely follow the policies and
guidelines of being a professional teacher. Lastly, when I will become a
teacher in the near future, I will display the paragon of ideal behaviors,
serves as exemplar to my students so that as they follow me as their
model, they will grow with good values and aspirations.
2. What insights/realizations did you have about the demands
of being a professional teacher? How will you meet these
challenging demands in the future?
Being a professional teacher is multi-tasking. Teaching demands
the highest possible standards of quality education and teacher should
make the best preparation for the career of teaching and shall be at his/
her best at all times in the practice of his/her profession. And, as a future
teacher, the only powerful way to meet these challenging demands is to
render true SERVICE and DEVOTION in teaching.
3. What are your values and strengths that can help you
become a true professional?
Being a God-fearing person who live in accordance to the law of
God and with dignity in all places at all times. A person who placed
premium self-respect and self-discipline as the principle of personal
behavior in all relationships with others and in all situations. These are
the values and strengths that I have possessed that make up the vital
feature of a true-blooded teacher.

The Global Teacher

THE GLOBAL TEACHER

Name of FS Student: Anecelle M. Bagasbas

Course :BSED IV
English
Resource Teacher: Mrs. Gulles

Year & Section : 4 th year major in

Signature: ______________________

Cooperating School : Tagum City National Comprehensive High School

Step 1.Interview teachers about their ideas about the knowledge, skills and
values that a global teacher has.
Yo u r Ta rg e t
At the end of this episode, you will gain insights and describe the
characteristics of a global teacher.

Yo u r M a p
Step 2. Analyze and synthesis their responses.
The high speed advancement of technology has linked peoples of
different nations ever closer. We have all become part of the global village.
An effective teacher therefore should also be global.
To reach your target, do the following tasks:

Step 3. Reflect on how you can become a global teacher in the future.

Knowledge

Skills

Values

Other Shared
Experiences

A global teacher is
skillful in using the
modern
technology in the
classroom to meet
the global
standards.

A global
teacher
knows how
to value the
individual
differences
of the
students.

When I was in Australia,

I realized how important
the culture of reading to
become a globally
competitive teacher. I
need to read 4 thick
books just to answer the
written discussion.

To become a global
teacher you have
to
master
the
strategies
&
techniques
in
employing
the
lesson in lined with
the global trends.
You must in with
the new and out
with the old to
meet the global
standards.

You have to
possess
attitudes
and values
that
are
acceptable
to
multicultural
communitie
s such as
being
an
open
minded
teacher.

When I was studying in

Australia for 1 year I had
experienced there a
cyber learning. We are
only 20 in a mini
auditorium room. Each
of us uses laptop. Our
master teacher had only
gave us the websites
and it is our task to read
the 350 pages PDF file.

Teacher 1
A global teacher is
knowledgeable
about the
background of the
peoples of the world
to resolutions of
global problems.
Teacher 2
To become a global
teacher you should
be knowledgeable of
the
various
educational system
outside the country
such as; USA, China,
UK, Japan, Australia
and
other
big
countries.

Teacher 3

In order to be a
global teacher, you
need to know how
to
modify
the
curriculum and the
instructional
processes
that
answer
the
demands
of
the
global community.

You must master

the necessary skill
in
manipulating
the latest media in
teaching such as
computers
and
projectors.

You have to
be sensitive
and aware
of
racial,
ethnic,
cultural and
gender
groups
other than
your own.

A global teacher doesnt

have to go abroad and
study just to be called as
global teacher. I dont
experience
to
study
abroad but I attended
seminars and workshops
about
different
techniques
and
strategies to become a
global teacher.

Yo u r A n a l y s i s
Form the responses of the teachers, what conclusions can you make
about the knowledge that a global teacher should have?
Global education embraces todays challenges as national boarders are
opened. It paves the way for borderless education to respond to the needs of
educating children of the world they are entering and, offers new curricular
dimensions and possibilities,
current scientific and technological
breakthroughs. From the responses of the teacher above, I had came up to
the conclusion that to be a global teacher you should be equipped with a
wider range of knowledge of the various educational systems outside the
country; master skills and competencies which can address the global
demands; and possess attitudes and values that are acceptable to multicultural communities.
Form the responses of the teachers, what conclusions can you make
about the skills that a global teacher should have?
I had come up to the conclusion that to be a global teacher you should
be skillful in using the modern technology in the classroom to meet the
global standards. You must master the necessary skill in manipulating the
latest media in teaching such as computers and projectors. The modern
curricula recommended that the concept of global village is the increase use
of technology in the classroom, current scientific and technological
breakthroughs for competitively and completely new frontiers in education.
With this, there is an incorporation of the changing realities of our worlds
society and ease of mobility of peoples of the world become a challenge to
the teachers and to the future educators.
Form the responses of the teachers, what conclusions can you make
about the Values that a global teacher should have?
Form the responses of the teachers, I conclude that the a global
teacher should know how to value the individual differences of the students,
possess attitudes and values that are acceptable to multi-cultural

communities such as being an open minded teacher. Lastly, a global teacher

should be sensitive and aware of racial, ethnic, cultural and gender groups
other than your own.
Collect articles/reading about Global education the global teacher.
Enrich your answers in 1-3 with these readings. Place the additional
learning/insights you got from your reading.
Global education possess variety of goals ranging from increased
knowledge about the people of the world to resolutions of global problems,
from increased fluency in foreign languages to the development of more
tolerant attitudes towards other cultures and peoples. Global education
embraces todays challenges as national boarders are opened. It paves the
way for borderless education to respond to the needs of educating children
of the world they are entering and, offers new curricular dimensions and
possibilities, current scientific and technological breakthroughs.
Yo u r Re fl e c t i o n s
1. Write a song about your insights as to the knowledge, skills and values
that make up a global teacher. Make it to the tune of Its a Small World
or create your own tune too.
My Global Teacher Song
Title of my song: Conquer the Global Arena
Hmmm.ohhhhh..hmmmm. yeahhhhh.
Our World has been called a Global village,
Current scientific and technological breakthroughs
And new curricular dimensions and possibilities
Chorus:
To become a global teacher,
Equipped yourself with a wider knowledge of the various trends in
teaching
To meet the global standards.
10 years from
To become a global teacher,
now, I will
5 years from
Be teaching
master the skills and competencies
which can address
now, I will
2 years from
in
UK,
I will
Become
a
the
community
now,demands
I will of global
Now , I will
save
my
Doctor of
Be teaching
Prepare
(Repeat
first stanza
then chorus)
salaries there
Education
a prestigious
myself
forown
the gameinplan
and go back
to
2. Make
your
about how major
you can
work
towards
becoming
a
in
school with
teacher
the
Philippines
applied
global teacher. Write challenging
on the Future Global
Teacher Life-Line the things you
Education preand build my
linguistic
andNOW!
a
will board,
work study
on to become
a
global
teacher,
starting
students like
own technicalhard so that I
will achieve
one of my
goals in life, to
graduate with
flying colors

here in UM.

fortunate
recipient of the
teacher
Exchange
program who
will study in
Australia.

vocational
school.

GLOBAL TEACHER LIFE-LINE

3. Below is a clip art essay on what a global teacher is. Examine each part of
the clip art essay. Think of a title for it. What message does it convey to you?
Write a reflection on this.

Title: On Becoming a World-class Teacher

Its Message:
The clip-art shows that our world has been called as a Global Village.
Satellite communications make possible television, telephone and
documents transmitted through fax and electronic mails across thousands of
miles in thousandths of a second. If we equate this in the educational
standpoint, global education possess variety of goals ranging from increased
knowledge about the people of the world to resolutions of global problem.
The clip-art implies that the TEACHER in a borderless frontiers of education
should respond to the needs of educating CHILDREN of the world they are
entering. The teacher should know the curricular dimensions and
possibilities, current scientific and technological breakthroughs to answer the
demand of the global community.
My Reflection:
To become a global teacher, you need to broaden your teaching
perspectives. Expand your experiences beyond the confines of your
classroom to the wider environment of the world. From the clip-art essay
above, I had came up to the realization that to be a global teacher you
should be equipped with a wider range of knowledge of the various
educational systems outside the country; master skills and competencies
which can address the global demands; and possess attitudes and values
that are acceptable to multi-cultural communities.