VISION

CNSC as a Premier Higher Education Institution in the Bicol Region.

Republic of the Philippines MISSION

CAMARINES NORTE STATE COLLEGE
COLLEGE OF EDUCATION
Daet, Camarines Norte
The Camarines Norte State College shall provide higher and
advanced studies in the fields of education, arts and sciences,
economics, health, engineering, management, finance, accounting,
business and public administration fisheries, agriculture, natural
resources development and management and ladderized courses. It
shall also respond to research, extension and production services
adherent to progressive leadership towards sustainable
development.

EPISODE 3: THE TEACHER IN A SCHOOL SETTING

3.1 EXPOSURE
Data Exploration: The Teaching Competencies

Something to Ponder

What are the challenges of a teacher as a classroom manager?

As a classroom manager, it is difficult to handle students because you will be
facing different students with unique personalities. Every student has their own
personal needs, wants, and interests. As a teacher, it is a challenge for you to adapt
and be flexible to the diversity of the students. You should use the teaching
methodologies and strategies that are appropriate and suitable to the learning capacity
of your students in order to effectively manage the teaching and learning process.
Additionally, it is challenge for the teacher to earn respect from students
because the students will be encouraged to actively participate in class discussion of
they respect the teacher. The teacher should also be confident because teachers are
always one step ahead of their students. Moreover, another challenge of a teacher is
that sometimes, students show an ignoring and neglecting behavior wherein they do
not see the importance of education. This problem can be able to affect on how the
students learn because in the first place, they are not interested to learn. However,
this can be solved if the teacher facilitates activities that are based from the interest of
the students. In this way, the students will be encouraged to learn and participate.

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 Furthermore, it is difficult to manage the classroom if the students are used to
doing off-task behaviors such as talking to their seatmates, using gadgets, doing
things that are not related to the subject matter, and any other tasks that demonstrate
uninterest to the lesson discussed by the teacher. If this happens, the teacher should
make an action either by letting the students feel his/her presence or asking them
questions that would lead to their engagement in the discussion.
In line with this, it’s a challenge for the teacher to shift to the new millennium’s
styles of teaching and learning. It’s because students nowadays are well-exposed to
technology. So, the teacher should be able to know how to use technology in teaching
since this is one of the methods in teaching that will make the students be aroused to
learn.
In addition, it’s also hard to adapt to the learning styles of the students.
Undeniably, there are students who are fast and slow learners. So, the teacher should
be able to give extra pocket of activities for the fast learners for them to be challenged
in learning and make every activity clear to the slow learners for them to understand
and learn. Indeed, the teacher should know the strengths and weaknesses of the
students. This is because some students are visual, some are auditory, and some are
kinesthetic. So, the teacher should be able to know the appropriate teaching strategies
in terms of making instructional materials such as making visual aids, showing videos
and letting the students listen to music, and facilitating learning activities that are
relevant in which the students can be able to apply the knowledge and skills they have
learned.
Also, it is a challenge for the teacher to make the instructions clear for the
students to understand it. In order to make it clear, short and slow instructions are
necessary; use visual help; use body language, gestures, eye contact, facial
expressions; don’t speak low monotone or a high-pitched voice, it can be difficult to
understand or harsh to the ears; speak on the right volume, don’t speak too fast. In
this way, the students would be able to understand and perform the instructions of the
teacher.
All in all, it is a challenge for the teacher to make the class interactive and
enjoying so that the students would be able to realize that it’s a fun way to learn. The
teacher should know the students, their interests, and background knowledge. Then,
he/she should know the teaching methodologies and strategies that are appropriate
and would really cater the individual needs of the students. Most importantly, the
teacher should be able to make the students be engaged in the teaching and learning
process by letting them share their insights because I believe that there would be no
effective teaching and the students are not actively participating in class discussion.
After all, in the modern classroom, the teacher is no longer the sole source of learning.
The students are the main agents of their own learning, so they should not be spoon-
fed by the teacher but instead, they should share what they know and at the very end
of the day, there should be something that they will learn to develop what they know.
Yes, these are challenges faced by the teacher in managing a classroom but there is
no doubt that these can be solved if the teacher is effective and efficient in teaching
and handling the students.
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3.2 PARTICIPATION
Gathering Data through Classroom Observation

CLASSROOM OBSERVATION GUIDE

Observe two teachers, one from the lower grade and another from the upper
grade. Use this Teacher Concerns Checklist from the actual classroom observation
you made. Check whether you have observed or not the following concerns of every
teacher:

Legends: O – Observed;
NO – No Opportunity to Observe;
NA – Not Applicable
Teachers’ Concerns Lower Grade Upper Grade
A. Instructional Concerns O NO NA O NO NA
The teacher avoids jumping from ✓ ✓
topic to topic.
The teacher ensures that all ✓ ✓
students stay involved in the
lesson.
The teacher maintains group ✓ ✓
focus.
The teacher keeps students ✓ ✓
engaged, busy and productive.
The teacher adjusts teaching ✓ ✓
styles to students’ abilities.
B. Time Management
Concerns
The teacher begins and ends ✓ ✓
classes on time.
The teacher avoids unnecessary ✓ ✓
class interruptions.
The teacher minimizes time for ✓ ✓
class discipline.
The teacher starts lesson on ✓ ✓
time.
C. Relation Concerns
The teacher respects students ✓ ✓
and values what they can do.
The teacher shows more concern ✓ ✓
on larger than smaller issues.
The teacher establishes ✓ ✓
emotionally wholesome climate.
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 The teacher encourages ✓ ✓
wholesome and constructive
conversations.
D. Behaviour and Discipline
Concerns
The teacher provides clear ✓ ✓
classroom rules and regulations.
The teacher works harmoniously ✓ ✓
with the whole class.
The teacher creates an ✓ ✓
atmosphere of mutual respect
between and among students.
The teacher keeps students busy ✓ ✓
on meaningful tasks.
The teacher uses simple non- ✓ ✓
verbal cues.
The teacher gives affirmation and ✓ ✓
praise.
The teacher manages serious ✓ ✓
behaviour problems thru
behaviour analysis.
The teacher uses peer mediation ✓ ✓
to resolve conflict.
E. Physical Environment
Concerns
The teacher organizes the use of ✓ ✓
supplies and materials in
accessible place.
The teacher maintains rules that ✓ ✓
go with territories.
The teacher arranges furniture ✓ ✓
that will facilitate overall
monitoring.
The teacher arranges physical ✓ ✓
setting that maximizes visibility
and accessibility.
F. Routine Concerns
The teacher establishes ✓ ✓
reasonable routines.
The teacher provides ✓ ✓
announcements for students’
guidance.
The teacher provides purposeful ✓ ✓
guidelines to set direction.

3.3 IDENTIFICATION
Sharing Observation Experience
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 Write your observation experiences and share with your Field Study teacher
and classmates. Focus on the following questions.
A. How did the teachers manage the instructional time?
A1. Lower Grade
The time for instruction was managed by the teacher through
making sure that all of the students are involved in the lesson. I have observed
that the teacher lets the students to have a board work and also activity in their
notebook to make them participate and cooperate in class. Moreover, the
teacher maintained group focus wherein her focus is to let the students achieve
the learning objective which is to demonstrate their skill in solving a particular
problem. Also, the students were engaged, busy, and productive. I have
observed that the teacher used multiple teaching methodologies that caught
the attention and interest of the students. In that way, the students were
motivated and encouraged to learn. These teaching methodologies used by the
teacher are based on the learning styles of the students. Indeed, the teacher
was flexible in terms of adjusting the teaching strategies to the students’
capabilities. Because of that, the students were able to effectively learn.

A2. Upper Grade

The teacher was able to manage the instructional time through avoiding
jumping from topic to topic. She makes sure that whatever will be discussed in
the classroom are relevant to the lesson and learning targets. When one of the
students started to be off-topic and say something that is not relevant to the
lesson, she asks questions about the topic and make a way to bring back the
discussion to the lesson. Also, the teacher made sure that all students are
involved in the lesson. She usually calls her students to recite for them to be
able to share their insights and to actively participate in the teaching and
learning process. Because of that, the teacher maintained group focus wherein
it’s like having a business atmosphere in the classroom and the teacher is the
investor and what she invested was her knowledge and her skill in facilitating
learning, in order to make a profit which is the learning of the students. In other
words, the focus of the teacher is for the students to achieve the learning targets
at the end of the lesson. Additionally, the teacher kept the students engaged,
busy, and productive through giving learning activities for them to work on.
Lastly, the teacher adjusted the teaching styles to students’ abilities in a way
that I have observed that the teaching strategy used by the teacher is
appropriate and suitable to the capabilities of the students.

B. How did the teachers manage the students’ behaviour?

B1. Lower Grade

The teacher was good at classroom management most specifically

concerning the behavior of the students. One factor that I have observed is that
she provided the classroom rules and regulations. These rules make the
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 students be well-behaved and disciplined in class. These were the do’s and
don’t’s of the students. Also, the teacher works harmoniously with the whole in
a way that the teacher offers a child-friendly atmosphere so that the students
were comfortable in participating in the discussion and sharing their insights
and experiences. Indeed, there’s an interactive and collaborative teaching and
learning process due to the fact that students are focused on the class, and not
doing off-task behavior. In addition, the teacher establishes an atmosphere
wherein the students are mutually respected. The teacher shows no bias or
favoritism. The teacher also keeps the students busy by doing meaningful tasks
and activities so that they will be able to learn by doing and apply what they
have learned in the class discussion. The teacher also uses simple non-verbal
cues to discipline the students. For instance, when two students are chatting or
murmuring with each other, the teacher uses eye contact or asks those
students to share their knowledge regarding the topic discussed. If a student
has done a good thing through reciting or answering activities, the teacher gives
appraisal to that student. This makes the students be more motivated to study
harder. However, we weren’t able to observe whether the teacher manages the
students’ behavior through behavior analysis. Also, the teacher used peer
mediation in order to resolve conflict. When a student wasn’t able to answer
correctly in the board work, the teacher asked the other students on what will
make the solution right. Indeed, the teacher was able to manage the classroom
effectively by making the students be focused and participative.

B2. Upper Grade

Good classroom management was shown by the teacher teaching the
lower grade in establishing classroom rules and regulations to make sure that
the students are disciplined and on-task. These rules clearly state what the
students should do and should not do. Moreover, there was a harmonious
teaching and learning process in which the students feel a warm environment
in the classroom so they can easily share what they want to share in class or
show enthusiasm in learning. The teacher also treats all the students the same.
Meaning, they were given the same treatment and attention. After class
discussion, the students make the students busy and participative by letting
them share their knowledge about a particular topic. With these activities, the
students are able to apply what they have learned. The teacher also used
simple non-verbal cues just like when a student was not listening, she went
near that student and let that student feel her presence. With that, the student
will now listen to the teacher. When a student shared a good answer, the
teacher acknowledges and praise him/her by saying ‘Good’ or ‘Very well said’.
Like in the lower grade, we weren’t able to observe if the teacher in the upper
grade level manages serious behavior problems by making behavior analysis.
In resolving conflict, the teacher also asked the students in mediating.
C. How did the teachers relate with the whole class?
C1. Lower Grade

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 The teacher was able to relate with the whole class by respecting
students and values what they can do. Indeed, do unto others what you want
others to do unto you so if the teacher wants to be respected, she should also
do the same thing to her students. We have observed that the teacher respect
the ideas and opinions of the students. The teacher also established an
emotionally wholesome climate wherein the students felt they are important to
the teacher. The teacher does not only teach the concepts and skills, but also
strengthens the values of the students. Furthermore, the teacher also
encourages a wholesome and constructive conversations wherein the teacher
is no longer the sole source of knowledge in the classroom, but rather, the
students were able to contribute what they know through questions thrown by
the teacher. All in all, the teacher has established a harmonious relationship
with the whole class.

C2. Upper Grade

The teacher in the upper grade was also able to establish a good
relationship with the students. We have observed that she respects what the
students can do. For instance, when a student answers a question, the teacher
respects the student’s ideas and opinions, and the role of the teacher is to affirm
if it’s right or wrong. Also, the teacher has established an emotionally
wholesome climate wherein the teaching and learning process is warm and
pleasing for the students. Because of that, they were encouraged and inspired
to participate in the class discussion. We have also observed that the teacher
established a wholesome and constructive conversations with the students to
make them be part of the discussion, and to make the class more interactive
and collaborative.

D. How did the teachers maintain the environment to be conducive

learning?
D1. Lower Grade

The teacher maintained the environment to be conducive for learning by

organizing the use of supplies and materials in accessible place. We have
observed that the instructional and learning materials and well-organized in the
classroom. Also, the teacher has maintained rules that go with territories
wherein there’s a specific place or shelf in the classroom that is only for the
teacher and should not be tampered by the students. It is also clearly seen in
the classroom how the teacher arranged the furniture that facilitates overall
monitoring. Just like the materials, the furniture is also well-arranged. With that,
we can therefore conclude that the teacher arranged the physical setting that
maximizes visibility and accessibility. All in all, the classroom was conducive for
learning because the materials, furniture, and physical settings are well-
organized and there are rules implemented regarding the limitations of the
students to use the supplies and materials.
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 D2. Upper Grade
We have observed that the teacher made the classroom conducive to
learning by arranging the supplies and materials in such a way that it is
accessible to the students. The teacher also implemented rules wherein there
are some restricted areas that the students should not tamper. The teacher’s
table and the files’ sections are examples of the restricted areas in the
classroom. We have also observed that the furniture in the classroom are well-
arranged. Indeed, the teacher arranged the physical environment for learning
in a way that everything is visible and accessible by the students. Because of
this, the availability and accessibility of learning materials make the classroom
conducive to learning. Also, having a well-organized physical environment
makes the students feel that they are in a safe and comfortable learning
environment which will encourage them to do more in learning.

E. How did the teachers establish routine?

E1. Lower Grade

The teacher was able to establish routine in the teaching and learning
process by facilitating reasonable routines. These are the routines/activities
which are reasonable or essential in learning. Also, the teacher provides
announcements for students’ guidance. For instance, the teacher announced
that they will be having a quiz the following day. Most importantly, the teacher
provided purposeful guidelines to set direction in a way that the students are
goal-oriented, and they are already guided on what to do in order to achieve
their goals.

E2. Upper Grade

We have observed that the teacher established routine or a usual
sequence of classroom activities which is clearly reflected upon the lesson plan.
At first, there’s a prayer, and then the greeting of ‘Good Morning’. Before class
discussion, the teacher always makes use of motivational activities to
encourage the students to learn. And then, during the class discussion, the
teacher elicits answers and responses from the students. It’s one way of letting
the students participate and be part of the discussion. After the class
discussion, the students always have an activity to do wherein they will be able
to apply what they have learned. Aside from these routines, the teacher also
provides announcements for the students to be updated and be aware of the
happenings in the school. The teacher also provide guidelines to set direction
so that the students already know what to do in order to learn effectively and
attain their learning targets and objectives.

F. How did the teachers manage a successful teaching-learning process?

F1. Lower Grade
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 The teacher managed a successful teaching-learning process by being
effective in instruction, time management, establishing a harmonious
relationship with the students, managing behavior and disciplining the students,
establishing a safe and comfortable learning environment, and facilitating
routines in the teaching and learning process. Indeed, an effective teacher is
the one who mastered the what-when-how of teaching. The biggest factor the
contributes to the successful teaching-learning process is the interactive class
discussion wherein the teacher does not spoon-feed the learners with
knowledge, but rather, lets them construct and discover their own learning. In
that way the students will be more motivated and encouraged to learn and will
also gain deeper learning by applying what they have learned.

F2. Upper Grade

The teaching-learning process was successful due to the effectiveness
of the teacher in classroom management. The classroom management
pertained is physical and social wherein in the physical, the classroom
environment Is well-organized, and the materials and resources are available
and accessible by the students. The other one is social which is very important
because it pertains to how the teacher delivers instruction, establishes routines
and relationship with the students, and manages the behavior of the students.
Therefore, the teacher was able to make the teaching-learning process
successful by knowing what to do in managing the classroom, physically and
socially.

3.4 INTERNALIZATION
My Own Wish List of Teaching Competencies

MY WISH LIST OF TEACHING COMPETENCIES FOR MAXIMUM LEARNING

A. Make your own wish list of teaching competencies.

MY TEACHING COMPETENCIES
Instructional delivery
1. Teacher selects the learning area to be taught.
2. Teacher sets criteria for success.
3. Teacher informs students of criteria ahead of the lesson.
4. Teacher demonstrates to the students successful use of the
knowledge/skills through modeling.
5. Teacher evaluates student acquisition.
6. Teacher provides remedial opportunities for acquiring the knowledge/skills,
if necessary.
7. Teacher provides closure at the end of the lesson.
Classroom management
1. Rules and procedures
2. Proactive classroom management
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 3. Effective classroom instruction
4. Behavior reduction
Assessment
1. The kind of assessment used was suitable and appropriate to the learning
capabilities of the students.
2. The result of the assessment is valid and reliable.
3. The assessment was able to cater the concepts taught.
4. The assessment was able to evaluate whether the teaching methodology
used by the teacher is effective or not.
Personal Competencies
1. Establishing high but achievable expectations
2. Encouraging a love for learning
3. Listening to others
4. Being flexible and capable of adjusting to novel situations
5. Showing empathy
6. Being culturally sensitive
7. Embedding and encouraging higher order thinking along with teaching
foundation skills
8. Having a positive regard for students

B. List down management strategies your plan to use in your own classroom in
the future.
1. Model ideal behavior
✓ Use polite language
✓ Maintain eye contact
✓ Keep phones in your pockets
✓ Let one another speak uninterrupted
✓ Raise concerns about one another’s statements in a respectful manner
2. Let students help establish guidelines
3. Document rules
✓ Don’t let your mutually-respected guidelines go forgotten.
4. Avoid punishing the class
✓ “Do you have a question?”, not “Stop talking and disrupting other students”
✓ “Do you need help focusing?”, not “Pay attention and stop fooling around
while I’m talking”
5. Encourage initiative
6. Offer praise
7. Use non-verbal communication
8. Facilitate games/enjoyable activities
9. Give tangible rewards
10. Let the parents of the students be updated in their son’s/daughter’s
performance in class.
11. Build excitement for content
12. Establish routines
13. Be creative
14. Assign open-ended projects
15. Use educational technology
16. Address bad behavior quickly
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3.5 DISSEMINATION
Peer Sharing and Beginning a New Experience

Make your own plan of action to realize your wish list. When you become a
teacher, keep on revisiting your wish list competencies for maximum learning.
Share your plan of action to realize your wish list.

PLAN OF ACTION: BUILDING MY REPERTOIRE OF TEACHING

COMPETENCIES
PROGRAMS/AREAS STRATEGIES/ACTIVITIE PERSONS TIME TARGET
S INVOLVED FRAME OUTPUTS
A. Instructional 1. Model ideal Teacher, Year 1. Have
delivery behavior Students, round prepared
1. Teacher ✓ Use polite Principal, daily logs of
selects the language Parents, activities.
learning area to ✓ Maintain eye Advisers, 2. Have
be taught. contact Barangay used five (5)
2. Teacher sets ✓ Keep phones in Officials identified
criteria for your pockets teaching
success. ✓ Let one strategies.
3. Teacher another speak 3. Have
informs students uninterrupted initiated
of criteria ahead ✓ Raise concerns discipline of
of the lesson. about one students
4. Teacher another’s through
demonstrates to statements in a school
the students respectful policies and
successful use of manner norms.
the 2. Let students help 4. Have
knowledge/skills establish guidelines conducted
through 3. Document rules remedial or
modeling. ✓ Don’t let your enrichment
5. Teacher mutually- classes.
evaluates respected 5. Have
student guidelines go submitted
acquisition. forgotten. grading
6. Teacher 4. Avoid punishing the sheets of
provides class students to
remedial ✓ “Do you have a advisers
opportunities for question?”, not before the
acquiring the “Stop talking due date.
knowledge/skills, and disrupting 6. Have
if necessary. other students” monitored
7. Teacher ✓ “Do you need and
provides help evaluated
closure at the focusing?”, not students’
end of the “Pay attention progress
lesson. and stop through
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 B. Classroom fooling around quarterly
management while I’m tests.
1. Rules and talking” 7. Have
procedures 5. Encourage initiative participated
2. Proactive activities in regular/
classroom 6. Offer praise periodic PTA
management 7. Use non-verbal meeting or
3. Effective communication conferences.
classroom 8. Facilitate 8. Have
instruction games/enjoyable participated
4. Behavior activities in community
reduction 9. Give tangible projects,
C. Assessment rewards events, or
1. The kind of 10. Let the parents of activities.
assessment the students be 9. Have
used was updated in their maintained
suitable and son’s/daughter’s harmonious
appropriate to performance in class. working
the learning 11. Build excitement environment
capabilities of for content with parents
the students. 12. Establish routines and
2. The result of 13. Be creative stakeholders
the 14. Assign open- .
assessment ended projects 10. Have
is valid and 15. Use educational attended and
reliable. technology participated
3. The 16. Address bad in seminar-
assessment behavior quickly workshop/
was able to training
cater the within the
concepts school year.
taught. 11. Have
4. The participated
assessment in school
was able to activities/
evaluate programs
whether the within the
teaching school year.
methodology
used by the
teacher is
effective or
not.
D. Personal
Competenci
es
1. Establishing
high but
achievable
expectations
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 2. Encouraging
a love for
learning
3. Listening to
others
4. Being flexible
and capable
of adjusting
to novel
situations
5. Showing
empathy
6. Being
culturally
sensitive
7. Embedding
and
encouraging
higher order
thinking along
with teaching
foundation
skills
8. Having a
positive
regard for
students

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 RUBRIC FOR SUMMATIVE ASSESSMENT OF FIELD STUDY 6.3
The Teacher in a School Setting
4 3 2 1
Criteria Exemplar Good Satisfactory Needs Scor
y Improvemen e
t
1 All Most Some Most data
Data Collection required required required are missing
Skills: field data field data field data are and
• Observatio are are collected, unrecorded.
n collected, collected, recorded but
• Interview recorded recorded poorly
• Survey and and organized.
• Documents organized. organized.

2 All field Some Very few No evident

Description and experienc field details of details of the
Analysis of Field es are experienc field field
Experiences. clearly es are experiences experiences.
described clearly are
and described described
analysed. and but not
analysed. analysed.
3 Shows Shows Shows Shows
Reflection of great depth of knowledge limited
Personal depth of knowledg of personal knowledge
Learning knowledg e of thoughts of personal
e of personal and feelings thoughts
personal thoughts gained from and feelings
thoughts and field gained from
and feelings experience. field
feelings gained experience.
gained from field
from field experienc
experienc e.
e.
4 Attends Attends Unable to Unable to
Level of all field most field attend to attend to
Participation study study some field almost all
activities activities study field study
and and activities activities.
requireme requireme and
nts. nts. requirement
5 All the Missed 1 Missed 2 of Missed 3 of
Learning Outputs requireme of the the given the given
nts are given requirement requirement
well requireme s. s.
achieved. nts.
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 6 Personal Personal Personal Personal
Evidence of and and and and
Values professio professio professional professional
nal values nal values values are values are
are are sometimes rarely or not
extensivel frequently evident in evident in
y evident evident in the action the action
in the the action plan. plan.
action plan.
plan.
Evaluated by: Other Comments and Total Score:
Observation:
Rating =
__________

Total Score
____ x 100 =
24

Final Rating Grade Point Percentage

100 1.00 99
95-99 1.25 96
92-94 1.50 93
89-91 1.75 90
86-88 2.00 87
83-85 2.25 84
80-82 2.50 81
77-79 2.75 78
74-76 3.00 75
71-73 4.00 72
70 and below 5.00 70

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