Sie sind auf Seite 1von 38

On Becoming A

Teacher
FIELD STUDY
------------------------------------------------------------------------------------------
Episode

THE TEACHER AS A PERSON


Introduction
Teachers are born an old saying goes. What attributes or qualities should
you possess to indicate that you would be an effective teacher in the future? If
you are born a teacher, you will find some of your qualities that are befitting of a
teacher. Let us find out in this episode.

My Target

Deeper understanding of a Teacher as a Person.


Knowledge of myself as a Person who will become a teacher.

1. Who am I as a person? Do I have personal qualities that would make me


better teacher someday?
2. With the use of the checklist find out your personal characteristics which
would help you make become a good teacher. The qualities listed are few
of the many attributes needed but the list given you would suffice.

Look into yourself very well and answer each item very honestly. All your
answer is correct, so you do need to worry.

AM I THIS PERSON?
Bilbao, 2010
Below are indicators of personal qualities which may describe you. Place a
mark on the blank before each item if the indicator fits you most of the time or an
X mark if the description does not fit you most of the time.

___/___ 1. I am mentally alert. ____/___ 17. I appreciate other people.

___/___ 2. I make correct decisions. ____X___ 18. I am tolerant of other


persons.
____/__ 3. I give attention to details
____/___ 19. I am kind and sympathetic.
____/___4. I analyze every situation.
____X___ 20. I help voluntarily.
___/___ 5. I am quick to make solutions.
____/___ 21. I adjust to different
___X___ 6. I maintain poise. situations.

___/___ 7. I remain undisturbed under ____/___ 22. I look at the brighter side of
pressure. life.

____/___ 8. I hold my anger. ____/___ 23. I enjoy the company of


others.
__/___ 9. I am calm in the midst of chaos.
____X___ 24. I laugh at my own
___/_ 10. I maintain dignity in all mistakes.
circumstances.
____X___ 25. I can adjust to any group
____/___ 11. I am very imaginative. as a member.

____/___ 12. I create new things. ____/__ 26. I think that my suggestions
are not always correct.
____/___ 13. I like to try out new things.
____/___ 27. I do not consider self as
____/___ 14. I accept responsibility and do better than others.
it well.
____/___ 28. I treat everybody fairly.
____/___ 15. I utilize to the maximum ____/___ 29. I see others opinion as
every material. different from mine.

___X___ 16. I have happy disposition. ___/____ 30. I give equal chance for
everybody to be heard.

___/____ 31. I work beyond the ____/___ 47. I behave appropriately in


objectives set. occasions.

____/___ 32. I do things without being ____/___ 48. I select social functions to
told. attend.

___/____ 33. I do not easily give up easily ___/____ 49. I use appropriate language.
on the task.
___X___ 50. I adjust comfortably in a
___/____ 34. I set high goals for one. crowd.

___/____ 35. I work with a sense of ____/___ 51. I have deep concern for
urgency. others.
____/___ 36. I feel sure of what I do. ____/___ 52. I am willing to share.

____/___ 37. I work for others. ____/___ 53. I volunteer to do task for
others.
____X___ 38. I initiate to the job for all.
___/___ 54. I give up personal time for
____X___ 39. I assume responsibility the group.
with confidence.
____/___ 55. I work for the group even
____/___ 40. I work to succeed. without assurance in return.

____X___ 41. I am pleasant in action, ___/____ 56. I am fair in giving judgment.


words and appearance.
____/___ 57. I am consistent in words
___/____ 42. I am clean and neat as a and actions.
person.
____X___ 58. I am punctual in
___/____ 43. I address up appropriately. attendance.

___/____ 44. I am simple, ___/____ 59. I am sincere in giving


beautiful/handsome. suggestions.
___/____ 60. I extend help to many
____X___ 45. I am appealing to others. others.

____/___ 46. I treat everybody with


courtesy.
Number of checks in each cluster (Min-1 to Max-5)

Personal Attributes Cluster of Items Number of Interpretation


Check Marks

1. Intelligence 1-5 5 Very High


2. Emotional Stability 6-10 4 High
3. Resourcefulness 11-15 5 Very High
4. Compassion 16-20 3 Average
5. Buoyancy 21-25 3 Average
6. Objectiveness 26-30 5 Very High
7. Self-motivation 31-35 5 Very High
8. Self-confidence 36-40 3 Average
9. Pleasantness 41-45 3 Average
10. Refinement 46-50 4 High
11. Cooperativeness 51-55 5 Very High
12. Reliability 56-60 4 High

Legend for Interpretation: 5- Very High; 4- High; 3- Average; 2- Low; 1- Very Low

My Observations
Your concrete experience, enabled you to describe, what you are as a
person. The qualities reflect who you are. Make a similar observation of ten
active teachers in school. Your observation will be done through a survey and will
produce empirical evidences. This observation method will enhance your skills to
collect data, like when you doing research.
You will be provided with a Survey Checklist for you to reproduce 10
copies for your 10 respondent teachers. (They are on the last page of this
Workbook). Make proper request from these teachers who will become your
respondents.

Personal Scores of Checklist for each cluster Ave Desc.


Attributes T1 T2 T3 T4 T5 T6 T7 T8 T9 T10
1. Intelligence 4 5 5 4 4 5 4 4 4 5 4.4 Very
High
2. Emotional 5 3 4 4 3 5 4 4 3 4 3.9 Average
Stability
3. Resourcefulness 3 4 5 3 5 4 5 5 3 4 4.1 High

4. Compassion 5 4 4 4 4 5 4 4 4 4 4.2 High

5. Buoyancy 3 5 5 5 5 3 3 5 3 4 4.1 High

6. Objectiveness 3 5 3 5 3 4 5 3 5 3 3.9 Average

7. Self-motivation 4 3 4 5 4 3 4 4 5 5 4.1 High

8. Self-confidence 5 3 5 4 5 3 4 4 4 5 4.2 High


9. Pleasantness 4 4 5 3 5 4 5 5 5 4 4.4 Very
High
10. Refinement 5 3 4 4 4 4 5 4 5 5 4.3 High
11.Cooperativeness 5 5 4 5 5 4 5 5 4 3 4.5 Very
High
12.Reliability 5 3 5 4 5 5 5 4 3 4 4.3 High
Tabulate the results in the matrix found below:

The Observed Information


Procedure:
1. To get the average, add the scores of the ten teachers and divide by 10.
2. Look at the legend in your own checklist, and determine the description of
the average.
3. Study the results.

Questions:
1. Which of the twelve attributes in the highest among the teachers?
Answer: The highest attributes are intelligence, pleasantness and
cooperativeness.
2. Which of the twelve attributes in the lowest among the teachers?
Answer: The lowest attributes are resourcefulness, buoyancy and self-
motivation.
3. How many teachers are low in emotional stability?
Answer: There are 3 teachers who are low in emotional stability.
4. How many teachers are high in compassion?
Answer: All of them are high in compassion.
5. What six attributes are found to be strong among the teachers?
Answer: The six attributes that are strong among the teachers are
intelligence, pleasantness, cooperativeness, reliability, compassion
and self-confidence.
6. What six attributes are found to be weak among the teachers?
Answer: Emotional stability and objectiveness are their only weakness.
7. What interesting observations can you spot from the other data not
asked?
Answer: Every teacher is unique in their own ways of dealing their
pupils and co-teachers.
Use the information from your personal results and those of the ten
teachers in making your reflections that follow.

My Reflections
After studying the results of your teacher survey, write down your
reflections on the following situations reported to have happened in the school
setting.
1. Why are some teachers reported to have bumped a learners head on the
wall or made a child swallow scratch paper or pencil filings? What attribute
do you think is low for this teacher?
Some teachers who are like that are doing it for punishing the pupils.
Teachers who are not emotionally stable tend to harm and be violent to
pupils instead of understanding them and be calm. As educators, teachers
should be calm and good in handling pupils misbehavior.
2. Why do you think some teachers are better loved by students than others?
Some teachers are better loved by students is because of their happy
disposition. Teachers who are friendly and compassionate tend to attract
pupils because teachers are considered as the second parents of the
pupils. Marcellin Champagnat said that, in order to teach children, you
must love them.
3. If you were to choose, which personal attributes should all teachers
possess? Why?
For me, the attributes that all teachers should possess are emotional
stability, compassion, intelligence and cooperativeness because in
teaching you are not only dealing with your pupils everyday but also with
your colleagues. In order to have a conducive environment, one must be
sensitive with people. People by your side are the hardest to earn.

My Affirmed Concepts
After reflecting on this episode and recalling my previous subjects, I have
realized that there are several concepts in the teaching profession about
personal attributes I learned that has been affirmed and confirmed, examples of
which are given below:

THE 21ST CENTURY SKILLS OF AN EDUCATOR

My Future Application
When I became a teacher, I should love and accept my pupils whoever they are
for them to belong in the class and actively participate in my discussions. When a
pupil feels that he/she belongs to a group, the pupil will love it and do everything
to satisfy and have fun with everyone. I should listen to them and understand
them, to put myself in their shoes. In addition, I should also be resourceful in
making my lessons interesting and I should possess good listening skills, I
should also be flexible and be professional with my co-teachers. Importantly, I
should love my profession.
On Becoming A
Teacher
FIELD STUDY
------------------------------------------------------------------------------------------
Episode

THE TEACHERS PHILOSOPHY OF EDUCATION

Introduction
What do you firmly believe about schools and education? This episode will
clarify your belief or philosophy about teaching and education.
Perhaps you have already decided that you would become a teacher. Your
belief of philosophy of teaching will explain your actions as s future teacher. The
foundations of all that you do in school and in teaching are usually based on a
strong belief called philosophy of education.

My Target

Clear understanding of my philosophy of teaching and education.


Identify teachers leanings on the different educational philosophies

My Concrete Experience

This activity will enable you to ask yourself about the different future
practices or actions that you will do in teaching. You may not have done it yet, but
if you become a teacher what do would be your response to each item? Your
answers will identify what your philosophy of education is all about.
Answer each item in the Survey Questionnaire very honestly. There is
neither right nor wrong answer for each item. After you have answered each
item, record your answers and look at the interpretation at the back of this work
text.
After you have answered the questionnaire yourself, you are to ask two
teachers to do same activity.

WHAT IS YOUR PHILOSOPHY OF EDUCATION?


(Based on Sadker&Sadker, 1998
Teachers, Schools and Society, 2nd Ed)
Each of us has a philosophy of education or a set of fundamental beliefs
regarding how we think schools should be run. What is your philosophy of
education? To find out, read each of the following statements about the nature of
education. Decide whether you agree or disagree with each statement. Use the
following numbers to express your response.
4 Agree strongly 2 Disagree
3 Agree 1 Disagree strongly

___4___1.The student learning should be centered on basic subjects such as reading, writing,
history, math and science.

___3___ 2. The schools subjects should focus on the great thinkers of the past.

___4___ 3. Many students learn best by engaging in real-world activities rather than reading.

___2___ 4. The students should be permitted to determine their own curriculum.

___4___5.. Subject matter is taught effectively when it is broken down in small parts.

____4__ 6. The school subjects should be determined by information that is essential for all
students to know.

___3___ 7. Schools, above all, should develop students abilities to think deeply, analytically, and
creatively; than develop their social skills or provide them with a useful body of knowledge about
the ever-changing world.

___4___ 8. Teaching should prepare students for analyzing and solving the types of problems
they will face outside the classroom.

___4___ 9. Reality is determined by each individuals perceptions. There is no objective and


universal reality.

___3___ 10. People are shaped much more by their environment than by their genetic disposition
or the exercise of their free will.

___4___ 11. Students should not be promoted from one grade to the next until they have read
and mastered certain key material.

____1__ 12. An effective education is not aimed at the immediate needs of the students or
society.

___4___ 13. The curriculum of a school should be built around the personal experiences and
needs of the students.

___1___ 14. Students who do not want to study much should not be required to do so.

___2___ 15. Programmed learning is an effective method of teaching information.

___3___ 16. Academic rigor is an essential component of education.

___3___ 17. All students, regardless of ability, should study more or less the same curriculum.

___4___ 18. Art classes should focus primarily on individual expression and creativity.
___2___ 19. Effective learning is unstructured and informal.

___2___ 20. Students learn best through reinforcement.

___2___ 21. Effective schools assign a substantial amount of homework.

___3___ 22. Education should focus on the discussion of timeless questions such as What is
beauty? or What is truth?

___4___ 23. Since students learn effectively through social interaction, schools should plan for
substantial social interaction in their curricula.

___4___ 24. The purpose of school is to help students understand themselves and find the
meaning of their existence.

___4__ 25. Frequent objective testing is the best way to determine what students know.

___3___ 26. Countries must become more competitive economically with other countries hence
schools must bolster their academic requirements to facilitate such competition.

___3___ 27. Students must be taught to appreciate learning primarily for its own sake, because it
will help them in their careers.

___3___ 28. Schools must place more emphasis on teaching about the concerns of minorities
and women.

___4___ 29. Each person has free will to develop as he or she sees fit.

__3___ 30. Reward students well for learning and they will remember and be able to apply what
they learned, even if do not understand why the information is worth knowing.

___4__ 31. Philippine schools should attempt to instill traditional Filipino values in students.

___2___ 32. Teacher-guided discovery of profound truths is a key method of teaching students.

__4___ 33. Students should be active participants in the learning process.

___4___ 34. There are no external standards of beauty. Beauty is what an individual decides it to
be.

___3__ 35. We can place a lot faith in our schools and teachers to determine which students
behaviors are acceptable an which are not.

___4___ 36. Schools must provide students with a firm grasp of basic facts regarding the books,
people, and events that have shaped the Filipino heritage.

___1__ 37. Philosophy is ultimately at least as practical a subject to study as is computer


science.

___2___ 38. Teachers must stress for students the relevance of what they are learning for their
lives outside, as well as inside, the classroom.

___3___ 39. It is more important for a student to develop a positive self-concept than to learn
specific concept.

___3___ 40. Learning is more effective when students are given frequent tests to determine,
what they have learned.
Note: Photocopy two copies of this instrument. Request two teachers to answer the
remaining questionnaire. Tabulate all the answers in the Matrix provided.

Now that you have responded to all 40 items, write the number of the response to each
statement in the matrix below. Add the numbers in each column to determine your attitude and
those of the two teachers toward key educational philosophies.

My Philosophy of Education

Essentialism Perennialism Progressivism Essentialism Behaviorism


Ite S S T Ite S S T Ite S S T Ite S S T Ite S S T
m 1 2 1 m 1 2 2 m 1 2 1 m 1 2 1 m 1 2 1
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 17 18 19 20
16 22 23 24 25
26 27 28 29 30
31 32 33 34 35
36 37 38 39 40
Tot Tot Tot Tot Tot
al al al al al
Legend: S - Self; T1- Teacher 1; T2- Teacher 2

Among the three of you, who is more inclined to be an essentialist, perennialist,


progressivist, essentialist or behaviorist?

The results show that most of us are

My Observations

Visit a teacher in a school and observe what school/classroom activities


reflect his/her philosophy of education while she is teaching. Identify and
describe teachers action or behavior and match each with the identified
educational philosophy.
1. Observed actions of a teacher who is progressivist:
Teacher Shiela Mediavilla is a progressivist teacher. She is a multigrade
teacher. During the class, she serves as the guide of the students in their
learning. The lessons are not solely from her but from her pupils. She is
competent in every lessons and is using technology appropriately for the
lessons.
2. Observed actions of a teacher who is a behaviourist:
Teacher Girlie Utrera is a behaviourist teacher. She gives rewards and
praises the students for their correct answers. Teacher Utrera has a more
compassionate heart when it comes to the pupils. She appreciates and
gives feedback to the pupils for them to participate in class.

My Reflections
Based on your concrete experience and the actions of the teacher you
have observed, how important is your philosophy of education to your future
career as a teacher? How would your experiences and observations contribute to
your becoming a teacher?

My philosophy of education is very important in my career as a teacher for it


serves as guide in providing a quality teaching and learning process with my pupils.
Teachers need to consider their pupils individual differences and intelligences and
instill that there is no best method in teaching them. Moreover, my philosophy,
experiences and observations will help me carry out my mission to teach the pupils
to be helpful to the society.

My Affirmed Concepts

Identify at least three concepts learned in your previous subject like The
Teaching Profession which are related to the Experiential Learning Episode 3
(Teaching Belief/Philosophy) that are confirmed or affirmed in this activity?
Enumerate.

1. Affirmed Concept 1

Teachers have different teaching philosophies. Every one of us


unique. Having their own philosophies determine the kind of
teaching they act in the classroom that the student learn best.

2. Affirmed Concept 2

Teachers have different teaching strategies depending on their


philosophies and subjects they teach. Teachers use the reward
system, gives feedback and makes the class discussions more fun
and engaging by the use of technology.

3. Affirmed Concept 3

Every teacher has their own opinion and views on the subject
matter. Each of us have different styles in teaching and these styles
came from our own views in life that makes us unique and whole.
Teachers should teach learning to live together in spite these
differences.

My Future Application
Using the first hand experiences in this activity, how will I use when I
become a teacher in the future?

a. Teachers should consider the needs of the learners depending on the


subject matter. The way of teaching pupils can affect their understanding
in life and can cause disarray in their lives. It is important to know your
pupils to know what the best strategy to apply in teaching them.

b. Teachers should accept the learners wholeheartedly. Learners are


diverse, the teacher needs to adapt and choose the appropriate
philosophy and strategy in teaching them. Since pupils are diverse, their
intelligences are also different, it will be best if applying what are the
suitable activities in teaching and learning process.

c. Teachers should be the agents of making the environment conducive. If


the environment is conducive for learning, the pupils will learn best inside
or outside of the classroom. Teachers should be creative and resourceful
in making the lessons fun.

On Becoming A
Teacher
FIELD STUDY
------------------------------------------------------------------------------------------
Episode

THE TEACHER IN A SCHOOL SETTING

Introduction
A teacher as a professional will always be found in a school setting. There
will be no school without the teacher because a teachers official working place is
a school. A school is an institution where learning occurs under the guidance of a
professional called the teacher.
You will also find yourself in one of these schools when you become a full-
fledged teacher.
How does a teacher operate or function in a school setting? How will a
teacher manage the physical as well as the psychological environment in the
school?

My Target

Description of a typical school day of a teacher.


Enduring understanding of the teachers role in creating a conducive
learning environment in the school.

My Concrete Experience

This experiential learning episode will take you to the actual school
setting. Here, you will spend more time making observations and talking to your
Resource Teacher. The steps that will guide you in your journey in this episode
are as follows:
1. Visit a particular teacher as your resource in a school.
2. Secure the teachers program. Study the time schedule and the
activities.
3. Make a class observation at certain period of the days activities.
Based on the daily program, find out what the teacher is supposed to do
during the time of your visit. Observe what the teacher is doing. Take note of the
different activities.

Copy the Class Program of the Teacher here:


Name of the Teacher: Girlie O. Utrera
Name of the School: General Santos City SPED Integrated School
District of: Dadiangas
Division of: General Santos City

CLASS PROGRAM
Grade: 5 and Non Graded

Period Minutes Learning Activities


Morning: (1st Session)
7:30 8:00 30 Psychosocial Skills
8:00 8:30 30 Psychomotor Skills
8:30 9:00 30 Daily Living Skills
9:00 9:30 30 Self Help Skills
Morning: (2nd Session)
9:30 10:00 30 Psychosocial Skills
10:00 10:30 30 Psychomotor Skills
10:30 11:00 30 Daily Living Skills
11:00 11:30 30 Self Help Skills

NOON INTERMISSION
rd
Afternoon: (3 Session)
1:00 1:30 30 Psychosocial Skills
1:30 2:00 30 Psychomotor Skills
2:00 2:30 30 Daily Living Skills
2:30 3:00 30 Self Help Skills
3:00 4:00 60 Advisory

My Observation

At the time you are in school, what significant observation have you made?
Areas of Focus for Observation My Observations
in the School Setting
Physical Setting
1. Classroom Arrangement The chairs are arranged well according in
the pupils they cater. The cabinets are
also arranged well, even the teachers
tables, television, learning centers. The
room is also clean. The room is pleasing
to the eyes. The classroom is conducive
for learning, it can cater enough learners.
2. Bulletin Board Display The displays on the bulletin board are
arranged well depending on its kinds. The
displays are noticeable. It is also updated.
The bulletin board is also place in the right
place.
3. School Playground The school does not have a school
playground. Children are opted to stay
inside the classroom until their sundo will
fetch them. They can only play inside the
classroom to avoid disturbances on the
other classes.
4. Learning Resource Center They have a computer room. They use it if
they have computer classes. Reading
corners and learning centers are also
present in every classroom.
Socio-Psychological Setting
1. Class routines Their class routines are based on their
class program. Children are usually told to
do the cleaning to practice themselves in
their lives.
2. Teacher Activities They give activities that the pupils need.
The activities are fun and engaging. Some
of the activities are based on a self-help
skills.
3. Learners Activities The activities are different depending on
the pupils moods and needs. The class
have diverse learners that needs special
care and attention.
4. Co-curricular Activities They do not have co-curricular activities.
5. Extra-curricular Activities They do not have extra-curricular
activities.

My Reflections

Based on the teachers program, your observations and your interviews,

would you now see teaching to be full time job? Why? Why not?

I can see myself working as a teacher. It needs to have passion,

compassion and enthusiasm in teaching the learners especially those who have

special needs. The teacher needs to be flexible in their learners to teach them

well. The learners should not be the one adjusting on the activities given by the

teacher but the teacher herself should be the one to adjust because their

learners are unique and have different kinds of intelligences.

How do you feel about the teachers workplace? Are the conditions,

healthy for the welfare of both the learners and teachers?

The teachers workplace is conducive for learning, the classroom are well

ventilated and lighted. They also have facilities that can help the learners and the

teachers like the school canteen that sells healthy foods for everyone. However,

the school should be big enough for the children to play outside. Learning does

not only surround in the corners of the classroom.


Do you find the relationships of the teachers and the learners pleasant? Explain

your answer.

I find the teachers and the learners pleasant. During the class, it is visible

that the teachers love their learners. The learners casually hug their teachers,

when they arrive, the learners are well mannered. The teachers understand the

conditions of the learners and are very calm every time. There is a warm aura

surrounding the classroom.

My Affirmed Concepts

What previous learning or concepts that you have gained in your


professional education courses are affirmed by this learning episode? Give at
least three, by completing the sentences below
My previous learning in the content courses that were confirmed by this
learning episode is the following:
1. That . . .

2. That . ..

3. That . . ..

My Future Application
How can I improve the school setting that I have observed when I become a
teacher?
1. Classroom Arrangement

2. Bulletin Board display

3. School Playground

4. Classroom routines

5. Teacher activities

6. Co-curricular activities

7. Extra-curricular activities
On Becoming A
Teacher
FIELD STUDY
------------------------------------------------------------------------------------------------------------
Episode

THE TEACHER IN THE COMMUNITY


Introduction
In the Philippines, the government has built schools in almost all strategic
barangays, town or city. This is done to provide access and equal opportunity for
every school child to achieve quality education. At present, there are more than
half a million public school teachers deployed in all these schools throughout the
country. The school and the teacher in every school have very crucial
responsibilities in contributing to the change and development in every
community.

My Target

Community data from Rapid Appraisal Survey


List of identified community resources available for use by the teachers in
the school.

ACTIVITY 1 RAPID COMMUNITY SURVEY


This activity shall be done preferably during the weekend, when the
community people are at their homes. Permission to conduct the community
survey should be secured from your teacher. The same permission shall be
asked from the Barangay Officials.
It is suggested that this activity will be made by groups of five, to facilitate
the collection of the data. As a group, you will enhance your understanding of the
community situation which you will survey. In a way, this will be your community
immersion activity.
Here are the steps:
1. Report to the Barangay Captain or Punong Barangay upon arrival in
the community.
2. Peruse a community map to find out the area you are going to cover.
3. Secure the available information from the records of the Barangay
secretary.
4. Provide the opportunity to go around the barangay for visual
observation.
5. Interview some folks from whom you can secure or verify the data.

ACTIVITY 1 RAPID COMMUNITY APPRAISAL


Name of the School in the Barangay:
Name of the Barangay: Type: _RuralUrban
Name of the Town/Municipality:
Name of the Province/City:
I. Barangay Location
1. Distance from the City (in Km):
2. Distance from the College/University where enrolled:
II. Demography
1. Population:
2. Number of households:
3. Number of schools-going children:

III. Physical Features (Please check)


1. LowlandUpland
2. Mountainous
3. Coastal
IV. Facilities (Please check)
1. School
2. Community center
3. Plaza
4. Health center
5. Market
6. Road network
7. Cooperative store
8. Church/chapel
9. Electricity
10. Drinking water supply
11. Reading center
12. Others (Specify): covered court
V. Agricultural resources (Please check)
1. Rice fields
2. Cornfields
3. Sugarcane fields
4. Coconut palms
5. Fruit tress (mango, jackfruits, etc.)
6. Forest tress (mahogany, narra, etc.)
7. Bananas
8. Root crops
9. Livestocks (carabao, cattle)
10. Fisheries (ponds, deepsea)
VI. Commercial Resources (Please check)
1. Sari-sari stores
2. Trading center
3. Rural banks
4. Cooperative stores
5. Carinderia/Restaurant
6. Factory
7. Machine shops
8. Beauty parlor
9. Bookstore
10. Others (specify)
VII. Common Means of Transportation (Please check)
1. Jeepney
2. Bus
3. Tricycle
4. Trisikad
5. Bicycle
6. Horseback
7. Animal driven transpo
8. Others (Specify)
VIII. Development Programs in the Barangay
1. BrigadaEskwela
2. Clean and Green
3. Gulayanng Bayan
4. Peace and Order
5. Others (please list)
IX. Annual Community Activities (please check)
1. Barangay Fiesta
2. Community Festival
3. Sports Festival
4. Search for Miss Barangay
5. Christmas Celebration
6. Others (please list)
X. Other significant Information about the Community
1. Presence of resorts (beach and in-land)

My Observations

I observe that the barangayofficials and the community members are


Activity 2 Interview of the School Teacher
Your second concrete experience will be to visit the school in the
Community which you surveyed. Interview a Resource Teacher.
In your interview, you may ask your Resource Teacher the following
questions:
1. What school activities do you conduct that allow the participation of the
people in the barangay?

2. Are there community activities that you, as teachers join? Please


name. Do you students/pupils also join these activities?

3. What learning do you pupils/students gain for the participation?

4. What does the community benefit from joining in your school activities?

5. As per your observation, are the lessons that you taught in the school
transferred to the homes or the community?

6. What community resources have you used in your teaching?

Record the answer and make a narrative report in your observations.

My Reflections

1. Describe the data that you have gathered from your community
survey.Make a short narrative below describing the data which you
gained.Present 1-2 pictures of the community or barangay in your photo
essay.
The Schools Community

This is the time that we conduct a survey in . . .

2. Make a narrative report on the interview that you have done with the
teacher.

School-Community Collaboration
View of a Teacher
After making a survey of the barangay and interviewing the teacher, answer the
following questions and reflect on each.
1. Which resources that you have identified are present in the community?
Can these be utilized in your teaching? How?

My Affirmed Concepts
What concepts learned from your previous courses is affirmed by this
Experiential Learning Episode?
Place a check mark on the concepts which are confirmed and place an ex
mark on those which are not confirmed.
CONCEPT REMARKS (Check & Ex)
1. A teacher can utilize resources
available in the community.
2. A teacher should teach with a view in
mind that the learners transfer their
learning in home and community.
3. Teachers are agents of change of
the community.
4. Barangay officials, health workers
and other human resources can be
invited as resources speakers in
school.
5. The teacher should always be willing
to support the community in various
activities.
6. Teachers and schools should be
unmindful of the community
activities.
7. Communities should provide support
for the learning of their children in
school.
8. The sole responsibility of the teacher
is to teach in the school.
9. All schools are part and parcel of the
community where they are situated.
10. Community officials should take over
the responsibilities of the teachers.

My Future Application
Based on Experiential Learning Episode 4, I should do the following when
I become a teacher. (Please list at least 3 things.)
On Becoming A Teacher

Episode 5
THE GLOBAL TEACHER

Introduction
Teaching is a respectable profession the world over. The status of
teachers has been comparable in all parts of the globe hence each year there is
a celebration of the WORLD TEACHERS DAY!
This alone would tell us, the recognition and honor given to the best
profession of all: TEACHING. A teacher is an extra-ordinary person in whose
hands lies the future of the world hence any teacher regardless of the country of
origin should be a GLOBAL TEACHER or a TEACHER of the WORLD.
Thus you, too, should have qualities, skills, knowledge, views, with wider
breadth and deeper sense because you, too, will be a global teacher.
This Experiential Learning Episode focuses on the global teacher.

My Target
Identified competencies of the global Filipino teacher
Knowledge of other countries teachers competencies and requirements
as professional.

My Concrete Experience

Activity 1 The Filipino Global Teacher


Let us begin with ourselves, the Filipino teachers. Why are Filipino
teachers doing very well in classrooms and schools outside our country? Many of
them are awarded as exemplar teachers, best teachers and model teachers.
They are honoured by the school, parents and community as well. Would you like
to be a global teacher, too, someday?
A Filipino teacher should be equipped with personal and professional
qualities and competencies of the Effective Teacher. These competencies are
enshrined in the National Competency-Based Teacher Standards (NCBTS) of the
Philippines.
Let us see, what competencies our Filipino public school teachers
possess in terms of the domains and strands of the NCBTS-TSNA.
Here are the steps:
1. Request for an interview of any public school teacher (Elem or High
School).
2. Ask her/him about her/his Individual Profile on the NCBTS-TSNA Tool of
the DepEd.
3. Ask for information on the following:
1. In which of the seven domains do you find yourself HIGH?
2. In which of the seven domains do you find yourself LOW?
3. In which strand, are you an Expert? Experienced? Developing or
Beginning?
4. Record the answers on the Matrix below:

Name of the Teacher:


School:
Grade level/Year Level:

NCBTS DOMAINS
DESCRIPTION
NCBTS-TSNA DOMAINS
(HIGH or LOW)

Domain 1 Social Regard for Learning

Domain 2 Learning Environment

Domain 3 Diversity of Learners

Domain 4 Curriculum

Domain 5 Planning Assessing and


Reporting

Domain 6 Community Linkages


Domain 7 Personal Growth &
Professional Development

NCBTS STRANDS
DESCRIPTION, (Expert, Experienced,
STRANDS
Developing, Beginning)
1. Teachers actions demonstrate value
for learning.
2. Demonstrate that learning is of
different kinds
3. Creates an environment that
promotes learning
4. Makes the classroom environment
safe and conducive for learning
5. Communicates higher learning
expectations to each learner
6. Establishes and maintains
consistent standards
7. Creates healthy psychological
climate for learning
8. Determines, understands and
accepts the learners diverse
knowledge and experiences
9. Demonstrates mastery of the subject
10. Communicates clear learning goals
for the lessons
11. Makes good use of allotted
instructional time
12. Recognizes general learning
process and unique processes of
individual learners
13. Promotes purposive study

14. Demonstrates skills in the use of ICT


15. Develops and utilizes creative and
appropriate instructional plan
16. Develops and uses a variety of
appropriate assessment strategies
to monitor and evaluate learning
17. Monitors regularly and provides
feedback on learners
18. Communicates promptly and clearly
to learners, parents and superiors
about progress of learners
19. Teacher establishes learning
environment that responds to the
aspirations of the community
20. Takes prides in the nobility of the
profession
21. Builds professional links with
colleagues to enrich teaching
practice
22. Reflects on the extent of the
attainment of professional
developmental goals

Activity 2 Global Teachers the World Over


Activity 1 describes the competencies that a global Filipino Teacher should
possess. Now, we need to also know the competencies required of other
teachers from other countries of the world.
Since we cannot travel physically to other countries, we can reach these
places through the use of modern technology like surfing the World Wide Web,
interviews and use of other sources of information.
Choose two countries other than the Philippines. Search for the personal
and professional competencies required of the teachers in that particular country.
You may also interview a Filipino teacher who has taught in these countries.

Be guided by the Matrix given below:

Global Teacher from Other Countries


Name of Personal Professional Requirements to
Country Qualities of Qualities of Teacher become
Teachers Professional
Teachers
United
States of
America

New
Zealand

Thailand

Indonesia

Australia

My Observations
1. Based on your personal interview of the Filipino Teacher on the
competencies of the national standards for teachers, has the teacher met
the requirements? Explain.
2. If the NCBTS is the measure of a global teacher, can the teacher you
interviewed meet the challenges of global education? Why? Why not?

3. Are there similarities or differences among teachers in other countries in


terms of the standard requirements of a professional teacher? Explain
your answer.

4. Would Filipino teachers be comparable to their fellow teachers in other


countries? Explain your answer.

My Reflections
Indeed, becoming a global teacher requires certain standards, as
observed; there are more similar expectations of teachers, the world over.
As a pre-service teacher education student, how do you see yourself, ten
years from now vis a vis the other teachers from all over the world?
Can you meet the challenges of being a global teacher?

My Affirmed Concepts
After undergoing this Experiential Learning Episode, what prior learning in
the previous courses has been affirmed?
Identify at least three concepts about the global teacher.
The concepts I have learned before and are affirmed now include the
following:

Concept 1:

Concept 2:

Concept 3:

My Future Application
How would you prepare yourself to become a global teacher?

On Becoming A Teacher

Episode 6
THE TEACHER AS A PROFESSIONAL
Introduction
There are fundamental requirements to meet to become a professional
teacher.

My Target
Identified competencies of the global Filipino teacher
Knowledge of other countries teachers competencies and requirements
as professional.

My Concrete Experience
Find a professional teacher in your neighbourhood or a school. Conduct
an interview with the teacher by asking the following questions:
1. Where did you graduate your degree? When?

2. How did your University prepare you to become a good teacher?

3. When did you pass the Licensure Examination for teachers? What was
your passing rating?

4. When did you start teaching in the public school?


5. What makes you happy as a teacher?

6. What disappoints you as a teacher?

7. What professional development activities/training have you participated


in?

8. Are you a member of a professional organization? What is the name of the


organization?

9. As a professional teacher, what Code of Conduct do you strictly follow?


Can you name the specific behaviour that should be followed to the
utmost?
10. What kind of teacher would you dream to become before you retire? Do
you have a career path? Describe what kind of professional teacher you
are along the timeline presented below: Describe the point as: Beginning
Teacher/Inductee; Developing Teacher/Young Professional; Mentor
Teacher; Expert Teacher/Sterling.

1-3 years in service

4-10 years in service

11-15 years in service

15 years and above years in service

My Observations
From the answers given by the teacher you interviewed, is the teacher
professional teacher?

1. Why do you think so?

2. Why dont you think so?

Can you find other teachers who are professional teachers among the
teachers whom you know?

What characteristics or qualities distinguish a professional teacher from a


non-professional teacher?

My Reflections
Considering that you will be a future professional teacher, what standards
of behaviour should you uphold based on the Code of Ethics for Professional
Teachers?

My Affirmed Concepts
Based on the learning I gained in my previous courses on the professional
teacher, this experimental learning episode has affirmed by concepts that:
1. Professional teachers

2. Professional teachers

3. Professional teachers

4. Professional teachers

5. Professional teachers

My Future Application

MYPERSONAL REFLECTION
I. Rubrics for the Portfolio
II. Self Evaluation
III. Class List
IV. Documentation
V. Survey Questionnaires
VI. Daily Time Record
FS4&6 RUBRIC
Exploring the Curriculum &
on becoming a teacher
FIELD STUDY

Name of FS Student
____________________________________________________
Course ________________________________________ Year &
Section ______
Resource Teacher ________________________ Signature ___________ Date
__________
Cooperating School__________________________________________________________

My Performance (How I Will Be Rated)


Field Study 4, Episode 1 Look deeper into the concepts, nature and purposes of
the curriculum
Focused on: The concepts, nature and purposes of the curriculum and how these
are translated into the school community
SATISFACTO UNSATISFACT
EXEMPLARY SUPERIOR
TASKS RY ORY
4 3
2 1
Observation/ All tasks were All or nearly Nearly all Fewer than half
Documentation done with all tasks were tasks were of tasks were
: outstanding done with high done with done; or most
quality; work quality acceptable objectives met
exceeds quality but with poor
expectations quality
4
3 1
2
My Analysis Analysis Analysis Analysis Analysis
questions questions questions questions were
were were were not not answered
answered answered answered
completely; in completely completely Grammar and
depth answers spelling
thoroughly Clear Vaguely unsatisfactory
grounded on connection related to the
theories with theories theories
Exemplary Grammar and
grammar and Grammar and spelling
spelling spelling are acceptable 1
4 superior 2
3
My Reflection Reflection Reflection Reflection Reflection
statements statements statements statements are
are profound are clear, but are shallow; unclear and
and clear, not clearly supported by shallow and are
supported by supported by experiences not supported
experiences experiences from the by experiences
from the from the episode from the
episode episode episode
2 1
4 3
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, complete, incomplete; many lacking
clear, well- clear, well- supporting components; is
organized and organized and documentatio unorganized
all supporting most n is organized and unclear
documentatio supporting but is lacking
n are located documentatio
in sections n are available
clearly and/or in
designated logical and
clearly marked 2 1
locations.
4 3
Submission Before On deadline A day after Two days or
deadline the deadline more after the
3 2 deadline
4 1

Rating:
(Based on
Over-all Score
transmutation)

____________________________________ ___________________________
Signature of FS Teacher
Date
above Printed Name

Transmutation of score to grade/rating


Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50
- 81
18-19 - 1.25 - 96 11 - 2.75
- 78
17 - 1.5 - 93 10 - 3.00
- 75
16 - 1.75 - 90 8-9 - 3.5
- 72
15 - 2.00 - 87 7-below - 5.00
- below
14 - 2.25 - 84