Field Study 6 Portfolio

Field Study 6 Portfolio

Submitted to:Faculty of the BTTE ProgramCOLLEGE OF TECHNOLOGY

University of Southeastern PhilippinesObrero Campus, Davao City

In Partial Fulfillment of the Requirements in FS 6

On Becoming A TeacherBachelor of Technical Teacher Education

Major in Computer Technology

FIELD STUDY 6 1

by:FLOUR G. HARINA

Pre-Service Teacher

October 00, 2013

Republic of the PhilippinesUniversity of Southeastern Philippines

COLLEGE OF TECHNOLOGYObrero Campus, Davao City


Submitted to:Faculty of the BTTE ProgramCOLLEGE OF TECHNOLOGY

University of Southeastern PhilippinesObrero Campus, Davao City

In Partial Fulfilment of the Requirements in FS 6

On Becoming A TeacherBachelor of Technical Teacher Education

Major in Computer Technology

FIELD STUDY 6 2

by:FLOUR G. HARINA

Pre-Service Teacher

October 00, 2013

Acknowledgment

FIELD STUDY 6 3

Table of Contents

Acknowledgement …………………………………………………………….. i

Table of Contents …………………………………………………………….. ii

VMGO …………………………………………………………….. iv

Philosophy of Education ……………………………………………………..vi

Resume …………………………………………………………….. vii

Transmittal Letter ……………………………………………………………..viii

Statement of Purpose ………………………………………………… ix

Personal Reflection ………………………………………………… x


Episode 1 ………………………………………………… 1

Episode 2 …………………………………………………

Episode 3 …………………………………………………

Episode 4 …………………………………………………

Episode 5 …………………………………………………

Episode 6 …………………………………………………

Episode 7 …………………………………………………

APPENDICES

Clearance Form …………………………………………………

Certificate …………………………………………………

My Daily Journals …………………………………………………

My Cooperating School …………………………………………………

Vicinity Map …………………………………………………

Daily Time Record …………………………………………………

FIELD STUDY 6 4

VISIONA premier University in the ASEAN Region

By becoming a premier university in the ASEAN Region, the

University of Southeastern Philippines shall be a center

of excellence and development, responsive and adaptive to

fast-changing environments. USEP shall also be known as

the leading university in the country that fosters

innovation and applies knowledge to create value towards

social, economic, and technological developments.

MISSIONUSEP shall produce world-class graduates and relevant

research and extension through quality education and

sustainable resource management.

Particularly, USEP is committed to:

Provide quality education for students to grow in

knowledge, promote their well-rounded development,

and make them globally competitive in the world of

work.

Engage in high impact research, not only for

knowledge’s sake, but also for its practical

benefits to society

Promote entrepreneurship and industry collaboration.

CORE VALUES

FIELD STUDY 6 5

The University of Southeastern Philippines (USeP) is a

community of scholars that values:

Unity

Stewardship

Excellence

Professionalism

As a Learning Organization, we

shall demonstrate PROFESSIONALISM in all our dealings

promote UNITY among us and our stakeholders harness

STEWARDSHIP in managing our resources in order to

exemplify EXCELLENCE in Instruction, Research, Extension,

Production, and Development.

CT GOALS To produce technician graduates with marketable

skills and potentials for growth to address the

manpower needs of business and industry.

To produce occupationally and professionally

prepared teachers and specialists in vocational

technical education.

To engage in production activities that will enhance

the development of knowledge, skills and

capabilities for entrepreneurial endeavors or self-

employment among graduates.

To provide professional services to industries,

technical and vocational schools, professional

organizations and other agencies, in upgrading and

developing existing technical and supervisory

manpower.

FIELD STUDY 6 6

To integrate research and extension programs in

collaboration with other institutions primarily for

the development in the region.

BTTE OBJECTIVESThe Bachelor of Technical Teacher Education graduates

can:

1. Apply technical teaching competencies in a globally

competitive world.

2. Facilitate learning opportunities to meet current

and emerging educational needs.

3. Apply research methodologies for the improvement of

instruction.

4. Exhibit innovativeness and versatility in an ever-

changing educational environment.

5. Lead in the implementation of community development

programs and linkages.

6. Demonstrate and practice the professional and

ethical requirements of the teaching profession.

Philosophy of Education

FIELD STUDY 6 7

FIELD STUDY 6 8

Flour G. Harina

Name

Mobile Phone Number/E-Mail Address

Personal Information

Date of Birth: Place of Birth:

Civil Status: Gender:

Weight: Height:

Religion: Citizenship:

Father’s Name: Occupation:

Mother’s Name: Occupation:

Educational Attainment

Elementary:

Secondary:

College:

Course:

Certificates

FIELD STUDY 6 9

PictureHere

Republic of the PhilippinesUniversity of Southeastern Philippines

COLLEGE OF TECHNOLOGYObrero Campus, Davao City

October 00, 2013

DR. ROMEL V. GADORDeanThis College

Thru:

PROF. RUSHDEE M. CUBIANBTTE Program HeadThis College

Sir:

The accompanying portfolio, entitled “On Becoming A Teacher

Portfolio”, is hereby submitted in accordance with the

requirements of the FS 6 – Field Study 6 subject of the BTTE

Program this First Semester, SY 2013 -2014. May this merit

your favorable approval.

Sincerely,

FLOUR G. HARINAPre – Service Teacher

FIELD STUDY 6 10

Noted by:

DR. NORMAN O. BLANCIAPracticum Coordinator

FIELD STUDY 6 11

Statement of Purpose

FIELD STUDY 6 12

Personal Reflection

FIELD STUDY 6 13

FIELD STUDY 6 14

My Field

Study 6Portfolio

MATRIX OF FIELD STUDY 6

Subject

Title

Domain Competencies Unit

s

Professiona

l Education

SubjectField Study

6

On Becoming

a Teacher

Community

Linkages

6.1.1 Involves

community in

sharing

accountability

for the

learners’

achievement

6.1.2 Uses

community

resources( huma

n, material) to

support

learning

6.1.3 Uses the

community as a

laboratory for

learning

6.1.4

Participates in

community

activities that

promote

learning

6.1.5 Uses

community

networks to

publicize

school events

and

1 The Teaching

Profession

FIELD STUDY 6 15

Personal

Growth

and

Professio

nal

Developme

nt

achievements

6.1.6

Encourages

students to

apply classroom

learning to the

community

7.1.1 Maintains

stature and

behaviour that

upholds the

dignity of

teaching

7.1.2 Allocates

time for

personal and

professional

development

through:

Participatio

n in

educational

seminars and

workshops

Reading

educational

materials

regularly

Engaging in

educational

research

7.1.3 Manifests

personal

qualities such

FIELD STUDY 6 16

as enthusiasm,

flexibility and

caring

7.1.4

Articulates and

demonstrates

one’s personal

philosophy of

teaching

7.2.1 Keeps

abreast with

recent

developments in

education

7.2.2 Links

with other

institutions,

organizations

for sharing

best practices

7.3.1 Reflects

on the quality

of his/ her own

teaching

7.3.2 Improves

teaching

performance

based on

feedback from

students,

peers, and

superiors and

cooperating

teachers

FIELD STUDY 6 17

7.3.3 Accepts

personal

accountability

to learners’

achievement and

performance

7.3.4 Uses

self-evaluation

to recognize

and enhance

one’s

strengths, and

correct one’s

weaknesses

FIELD STUDY 6 18

Suggested Guidelines for Field Study Students

This set of guidelines is suggested to help pre-service

students in the successful conduct of their field studies.

Each TEI shall address some institutional peculiarities that

are covered in this guideline.

1. Field study students are required to accomplish

successfully activities in at least 17 hours for every

semester in every field study course to earn a 1 unit

credit.

2. Field study activities should be under the supervision

of the Field Study Faculty of the TEI in collaboration

with the Field Study Cooperating Schools.

3. Field Study student shall secure appropriate Field

Study permits and undergo orientation/briefing before

he/she is deployed in cooperating schools.

4. Each Field Study student shall wear official

school/university uniform during the field study in

cooperating schools.

5. Each Field Study student shall secure a Field Study

Notebook for each course.

6. Field Study student shall demonstrate personal

qualities that reflect a good image of a teacher. These

qualities includes as courtesy, respect, honesty,

diligence, open-mindedness, critical thinking and

others while doing field study.

FIELD STUDY 6 19

7. Field Study student shall demonstrate proper behaviour

in the presence of the learners, teachers, school

personnel, administration and parents.

8. Field Study student shall request the signature of the

resource teacher or person or the field study faculty

immediately after the activity has been done.

9. Field Study student is required to prepare a portfolio

for every field study course. The FS teacher is

encouraged to prepare his/her own rubric for authentic

assessment of the portfolios. This rubric can be

discussed with the students as part of the orientation

so they would know what criteria would be used and how

their portfolio will be assessed.

On Becoming A Teacher

Field Study 6 “On Becoming A Teacher” is one of the

Experimental Learning Courses of the prospective teacher. It

tells the journey of how to become a teacher as exemplified

in the Teacher Education and Development Map in the pre-

service education. Like any point in the map, pre-service

education is connected to the core which is the National

Competency-Based Teacher Standards (NCBTS).

One of the professional education subjects for Teacher

Education as mandated by CMO 30, s. 2004 is The Teaching

Profession. It is on this subject, the field Study 6 is

anchored. Thus, all the experiential activities for this

Field Study are related to in-depth understanding, testing

FIELD STUDY 6 20

of learned theories and concepts trough immersion and

observation in real life situations that relate to the

teaching profession for personal reflection, formation of

concepts and future application.

Kolb’s Experiential Learning cycle, shown below guides the

flow of the processes that every student environment, should

undergo. The model presents the four elements which are:

concrete experiences, observation and reflection, formation

of abstract concepts and testing in new situations.

1. Concrete experience includes everything that the

prospective teacher is tasked to do in the school

setting and the learning environment, where engagement

in real and authentic situation is required. The

underlying principle is based on Dewey’s philosophy of

learning by doing. The series of experiences will

motivate, encourage and enable students to go on to

have more valuable experiences.

2. Observation and reflection follow concrete

experiences. For situations or episodes which cannot

be concretely experienced, one can make direct

observations. The observations become environmental

experiences and first hand encounters through the use

of the different senses. Reflections on both concrete

experiences and observation should always follow. This

would clarify understanding, deepen values and

appreciation.

3. Forming concepts follows observation and reflections.

This is the validation of prior understanding gained

from the previous courses taken as well as formation

of new ones. This stage can best be done through

clearing house or journal writing.

4. Testing in new situation. This stage may not happen

during the current Field Study subject, but in latter

FIELD STUDY 6 21

course like Practicum or Student Teaching where

transfer of learning will find its place very clearly.

FIELD STUDY 6 22

As we continue our journey to become a professional

teacher, let us remember the stages or elements we have to

go through: CONCRETE EXPERIENCE, OBSERVATION, REFLECTION,

FORMING/AFFIRMING CONCEPTS and further TESTING IN A NEW

SITUATION.

FIELD STUDY

------------------------------------------------------------

------------------------------

THE TEACHER AS A PERSON

Name of the FS Student:

________________________________________________________

Course: _______________________________ Year and Section:

________________

Resource Teacher 1: _____________________ Signature: _____________ Date:

___________


___________


___________

Cooperating School:

____________________________________________________________

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.

FIELD STUDY 6 23

On Becoming A

Episode

Deeper understanding of a Teacher as a Person.

Knowledge of myself as a Person who will become a

teacher.

Field Study6, Episode 1- The Teacher as a PersonFocused on : the Teacher as a Person; Myself as a Person

Tasks Exemplary4

Superior3

Satisfactory2

Unsatis-factory

1Observation/Documentation:

All tasks weredone withoutstandingquality; workexceedsexpectations

4

All ornearly alltask weredone withquality

3

Nearlyall taskswere donewithacceptable quality

2

Fewer thanhalf oftasks weredone; ormostobjectivesmet butwith poorquality

1My Analysis Analysis

questions were answered completely. In depth answers.

Analysisquestionswereansweredcompletely

Analysisquestionswere notansweredcompletel

Analysisquestionswere notanswered.Grammar

FIELD STUDY 6 24

My Target

My Performance (How I will be

Thoroughly grounded on theories/

Exemplary grammar and spelling.

4

clearconnectionwiththeories

Grammarandspellingaresuperior

3

y vaguelyrelatedto thetheories

Grammarandspellingacceptable.

2

andSpellingunsatisfactory.

1

My Reflection Reflection statements are thoughtful and clear, supported by experiences from the episode

4

Reflectionstatementsare thoughtfuland clear,supported by experiences from theepisode

3

Reflectionstatements aresupportedbyexperiences fromtheepisode

2

Noreflectionstatementsareprovided

1

My FutureApplication

Application is very clear and highly consistent withreflection and affirmed concepts; very doable and feasible

4

Application is clearand consistentwith reflectionand affirmed concepts; very doable andfeasible

3

Application isclear butnot veryconsistent withreflection andaffirmedconcepts ; notdoable

2

Application is notclear, notat allconsistentwithreflectionandaffirmedconcepts;not doable

1

Submission Before deadline

4

On the deadline

3

A dayafter thedeadline

2

Two daysor moreafter thedeadline

1

FIELD STUDY 6 25

Sub Totals

Over-all Score

Rating:( Based ontransmutation )

____________________________________________________ Signature of FS TeacherDate 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 and 15 - 2.00 - 87 7-below - 5.00 - below 14 - 2.25 - 84

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.

FIELD STUDY 6 26

My Concrete Experience

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.

______ 2. I make correct decisions.

______ 3. I give attention to details

_______4. I analyze every situation.

______ 5. I am quick to make solutions.

______ 6. I maintain poise.

______ 7. I remain undisturbed under pressure.

_______ 8. I hold my anger.

_____ 9. I am calm in the midstof chaos.

____ 10. I maintain dignity in all circumstances.

_______ 17. I appreciate otherpeople.

_______ 18. I am tolerant of other persons.

_______ 19. I am kind and sympathetic.

_______ 20. I help voluntarily.

_______ 21. I adjust to different situations.

_______ 22. I look at the brighter side of life.

_______ 23. I enjoy the company of others.

_______ 24. I laugh at my own mistakes.

_______ 25. I can adjust to any group as a member.

FIELD STUDY 6 27

_______ 11. I am very imaginative.

_______ 12. I create newthings.

_______ 13. I like to try out new things.

_______ 14. I accept responsibility and do it well.

_______ 15. I utilize to the maximum every material.

______ 16. I have happy disposition.

______ 26. I think that my suggestions are not always correct.

_______ 27. I do not consider self as better than others.

_______ 28. I treat everybody fairly._______ 29. I see other’s

opinion as different from mine.

_______ 30. I give equal chance for everybody to be heard.

_______ 31. I work beyond the objectives set.

_______ 32. I do things withoutbeing told.

_______ 33. I do not easily give up easily on the task.

_______ 34. I set high goals for one.

_______ 35. I work with a senseof urgency.

_______ 36. I feel sure of whatI do.

_______ 37. I work for others.

_______ 38. I initiate to the job for all.

_______ 39. I assume responsibility with confidence.

_______ 40. I work to succeed.

_______ 41. I am pleasant in

_______ 47. I behave appropriately in occasions.

_______ 48. I select social functions to attend.

_______ 49. I use appropriate language.

______ 50. I adjust comfortably in a crowd.

_______ 51. I have deep concern for others.

_______ 52. I am willing to share.

_______ 53. I volunteer to do task for others.

______ 54. I give up personal time for the group.

_______ 55. I work for the group even without assurance in return.

_______ 56. I am fair in giving judgment.

FIELD STUDY 6 28

action, words and appearance.

_______ 42. I am clean and neatas a person.

_______ 43. I address up appropriately.

_______ 44. I am simple, beautiful/handsome.

_______ 45. I am appealing to others.

_______ 46. I treat everybody with courtesy.

_______ 57. I am consistent inwords and actions.

_______ 58. I am punctual in attendance.

_______ 59. I am sincere in giving suggestions._______ 60. I extend help to many others.

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

Personal Attributes Cluster ofItems

Number ofCheck Marks

Interpretation

1. Intelligence 1-52. Emotional

Stability

6-10

3. Resourcefulness 11-154. Compassion 16-205. Buoyancy 21-256. Objectiveness 26-307. Self-motivation 31-358. Self-confidence 36-409. Pleasantness 41-4510. Refinement 46-5011. Cooperativ

eness

51-55

12. Reliabilit

y

56-60

FIELD STUDY 6 29

Legend for Interpretation: 5- Very High; 4- High; 3-

Average; 2- Low; 1- Very Low

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

Attributes

Scores of Checklist for each

cluster

Av

e

Desc.

T1 T2 T3 T4 T5 T6 T7 T8 T9 T101. Intelligence2. Emotional

Stability3. Resourcefulne

ss

4. Compassion5. Buoyancy6. Objectivenes

s7. Self-

motivation8. Self-

confidence9. Pleasantness

FIELD STUDY 6 30

My Observations

10. Refinement11.Cooperativeness

12.ReliabilityTabulate 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:

2. Which of the twelve attributes in the lowest among

the teachers?

Answer:

3. How many teachers are low in emotional stability?

Answer:

4. How many teachers are high in compassion?

o )

5. What six attributes are found to be strong among the

teachers?

o

6. What six attributes are found to be weak among the

teachers?

o

7. What interesting observations can you spot from the

other data not asked?

FIELD STUDY 6 31

Use the information from your personal results and

those of the ten teachers in making your reflections

that follow.

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

learner’s head on the wall or made a child swallow

scratch paper or pencil filings? What attribute do you

think is low for this teacher?

.

2. Why do you think some teachers are better loved by

students than others?

3. If you were to choose, which personal attributes should

all teachers possess? Why?

After reflecting on this episode and recalling my

previous subjects, I have realized that there are several

concepts in the teaching profession about personal

FIELD STUDY 6 32

My Reflections

My Affirmed Concepts

attributes I learned that has been affirmed and confirmed,

examples of which are given below:

FIELD STUDY 6 33

My Future

FIELD STUDY

------------------------------------------------------------

------------------------------

THE TEACHER’S PHILOSOPHY OF EDUCATION


________________________________________________________


________________


___________


___________


___________

Cooperating School:

____________________________________________________________

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.

FIELD STUDY 6 34

On Becoming A

Episode

Clear understanding of my philosophy of teaching and

education.

Identify teacher’s leanings on the different

educational philosophies

Field Study 6, Episode 2 – The Teacher’s Philosophy of Education Focused

on: Clear

understanding on my philosophy of teaching and

education; Identifying

teacher’s learnings on the different educational

philosophies.Tasks Exemplary

4

Superior

3

Satisfactory

2

Unsatisfactor

y

1Observation/

Documentatio

n

All tasks

were done

with

outstanding

quality;

work exceeds

expectation

All or

nearby all

tasks were

done with

high quality

Nearly all

tasks were

done with

acceptable

quality

Fewer than

half of tasks

were done; or

most

objectives

met but with

poor qualityMy Analysis Analysis

questions

were

Analysis

questions

were

Analysis

questions

were not

Analysis

questions

were not

FIELD STUDY 6 35

My Target

My performance (How I Will Be Rated)

answered

completely

in depth

Answer.

Thoroughly

grounded on

theories

Exemplary

grammar and

spelling

answered

completely

Clear

connection

with

theories

Grammar and

spelling are

superior

answered

completely.

Vaguely

related to

the theories

Grammar and

spelling

acceptable

answered

Grammar and

spelling

unsatisfactor

y

My

Reflection

Reflection

statements

are

thoughtful

and clear,

supported by

experiences

from the

episode

Reflection

statements

are clear,

but not

clearly

supported by

experiences

from the

episode

Reflection

statements

are

supported by

experiences

from the

episode

No reflection

statements

are provided

My Future

Application

Application

is very

clear and

highly

consistent

with

reflection

and affirmed

concepts;

very doable

and feasible

Application

is clear and

consistent

with

reflection

and affirmed

concepts;

very doable

and feasible

Application

is clear but

not very

consistent

with

reflection

and affirmed

concepts;

not doable

Application

is not

clear, not

at all

consistent

with

reflection

and affirmed

concepts;

not doable

FIELD STUDY 6 36

Submission Before

deadline

On the

deadline

A day after

the deadline

Two days or

more after

the deadlineSub Totals

Over-all Score

Rating:

(Based on

Transmutation)

_______________________________

___________________

Signature of FS Teacher

Date

Above Printed NameTransmutation 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 and

15 - 2.00 - 87

7-below - 5.00 - below

14 - 2.25 - 84

FIELD STUDY 6 37

My Concrete

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 – Agee 1 – Disagree strongly

______1.The student learning should be centered on basic subjects such

as reading, writing, history, math and science.

FIELD STUDY 6 38

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

the past.

______ 3. Many students learn best by engaging in real-world

activities rather than reading.

______ 4. The students should be permitted to determine their own

curriculum.

____ _ _5.. Subject matter is taught effectively when it is broken

down in small parts.

____ __ 6. The school subjects should be determined by information

that is essential for all students to know.

______ 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.

______ 8. Teaching should prepare students for analyzing and solving

the types of problems they will face outside the classroom.

______ 9. Reality is determined by each individual’s perceptions.

There is no objective and universal reality.

______ 10. People are shaped much more by their environment than by

their genetic disposition or the exercise of their free will.

______ 11. Students should not be promoted from one grade to the next

until they have read and mastered certain key material.

______ 12. An effective education is not aimed at the immediate needs

of the students or society.

______ 13. The curriculum of a school should be built around the

personal experiences and needs of the students.

______ 14. Students who do not want to study much should not be

required to do so.

______ 15. Programmed learning is an effective method of teaching

information.

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

FIELD STUDY 6 39

______ 17. All students, regardless of ability, should study more or

less the same curriculum.

______ 18. Art classes should focus primarily on individual expression

and creativity.

______ 19. Effective learning is unstructured and informal.

______ 20. Students learn best through reinforcement.

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

______ 22. Education should focus on the discussion of timeless

questions such as “What is beauty?” or What is truth?”

______ 23. Since students learn effectively through social

interaction, schools should plan for substantial social interaction in

their curricula.

______ 24. The purpose of school is to help students understand

themselves and find the meaning of their existence.

_____ 25. Frequent objective testing is the best way to determine what

students know.

______ 26. Countries must become more competitive economically with

other countries hence schools must bolster their academic requirements

to facilitate such competition.

______ 27. Students must be taught to appreciate learning primarily

for its own sake, because it will help them in their careers.

______ 28. Schools must place more emphasis on teaching about the

concerns of minorities and women.

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

_____ 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.

_____ 31. Philippine schools should attempt to instill traditional

Filipino values in students.

______ 32. Teacher-guided discovery of profound truths is a key method

of teaching students.

FIELD STUDY 6 40

__ ___ 33. Students should be active participants in the learning

process.

______ 34. There are no external standards of beauty. Beauty is what

an individual decides it to be.

_____ 35. We can place a lot faith in our schools and teachers to

determine which students behaviors are acceptable an which are not.

______ 36. Schools must provide students with a firm grasp of basic

facts regarding the books, people, and events that have shaped the

Filipino heritage.

_____ 37. Philosophy is ultimately at least as practical a subject to

study as is computer science.

______ 38. Teachers must stress for students the relevance of what

they are learning for their lives outside, as well as inside, the

classroom.

______ 39. It is more important for a student to develop a positive

self-concept than to learn specific concept.

______ 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 BehaviorismIte

m

S

1

S

2

T

1

Ite

m

S

1

S

2

T

2

Ite

m

S

1

S

2

T

1

Ite

m

S

1

S

2

T

1

Ite

m

S

1

S

2

T

11 2 3 4 5

6 7 8 9 10

11 12 13 14 15

16 17 18 19 20

16 22 23 24 25

FIELD STUDY 6 41

26 27 28 29 30

31 32 33 34 35

36 37 38 39 40

Tot

al

Tot

al

Tot

al

Tot

al

Tot

al

Legend: S- self; On Becoming A Teacher

T1- Teacher 1; T2- Teacher 2

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

essentialist, perennialist, progressivist, essentialist or behaviorist?

Essentialist- S1 Perennialist-

S2

Progressivist- S2 On Becoming A Teacher

Essentialist- S1, S2, T1 Behavior- S2

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

teacher’s action or behavior and match each with the

identified educational philosophy.

1. Observed actions of a teacher who is progressivist:

FIELD STUDY 6 42

My

2. Observed actions of a teacher who is a behaviourist:

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?

FIELD STUDY 6 43

My Reflections

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



Using the first hand experiences in this activity, how

will I use when I become a teacher in the future?

a.

b.

c.

FIELD STUDY 6 44

My Future

FIELD STUDY

------------------------------------------------------------

------------------------------

THE TEACHER IN A SCHOOL SETTING


________________________________________________________


________________


___________


___________


___________

Cooperating School:

____________________________________________________________

Introduction

A teacher as a professional will always be found in a

school setting. There will be no school without the teacher

because a teacher’s 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.

FIELD STUDY 6 45

On Becoming A

Episode

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?

Description of a typical school day of a teacher.

Enduring understanding of the teacher’s role in

creating a conducive learning environment in the

school.

Field Study 6, Episode 3 – The Teacher in a School Setting

Focused on: A typical school day of a teacher; the teacher’s role

in creating a conducive learning environment in the school.

TASKSEXEMPLARY

4

SUPERIOR

3

SATISFACTORY

2

UNSATISFACTORY

1Observation

/

Documentati

on:

All tasks

were done

with

outstandin

g quality;

work

exceeds

expectatio

ns

All or

nearly

all

tasks

were

done

with

high

quality

Nearly all

tasks were

done with

acceptable

quality

Fewer than half

of tasks were

done; or most

objectives met

but with poor

quality

FIELD STUDY 6 46

My

MY PERFORMANCE (HOW I WILL BE RATED)

My Analysis Analysis

questions

were

answered

completely

; in depth

answers

thoroughly

grounded

on

theories

Exemplary

grammar

and

spelling

Analysis

question

s were

answered

complete

ly

Clear

connecti

on with

theories

Grammar

and

spelling

are

superior

Analysis

questions

were not

answered

completely

vaguely

related to

the theories

Grammar and

spelling

acceptable

Analysis

questions were

not answered

Grammar and

spelling

unsatisfactory

My

Reflection

Reflection

statements

are

thoughtful

and clear,

supported

by

experience

s from the

episode

Reflecti

on

statemen

ts are

clear,

but not

clearly

supporte

d by

experien

ces from

the

episode

Reflection

statements

are supported

by

experiences

from the

episode

No reflection

statement are

provided

My future Applicatio Applicat Application Application is

FIELD STUDY 6 47

application n is very

clear and

highly

consistent

with

reflection

and

affirmed

concepts;

very

doable and

feasible

ion is

clear

and

consiste

nt with

reflecti

on and

affirmed

concepts

; very

doable

and

feasible

is clear but

not very

consistent

with

reflection

and affirmed

concepts; not

doable

not clear, not

at all

consistent with

reflection and

affirmed

concepts; not

doable

Submission Before

deadline

On

deadline

A day after

the deadline

Two days or

more after the

deadlineSub totals

Over-all Score Rating:

(Based on

transmutation)

____________________________________

_____________________


Date

above Printed NameTransmutation of score to grade/ rating

Score Grade

Score Grade

20 - 1.0 - 99 12-

13 - 2.50 - 81

18-19 - 1.25 - 96 11

FIELD STUDY 6 48

- 2.75 - 78

17 - 1.5 - 93 10

- 3.00 - 75

16 - 1.75 - 90 8-9

- 3.5 - 72 and

15 - 2.00 - 87 7-

below - 5.00 - below

14 - 2.25 - 84

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 teacher’s program. Study the time

schedule and the activities.

3. Make a class observation at certain period of the

day’s 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:

Name of the School:

FIELD STUDY 6 49

My Concrete

District of:

Division of:

CLASS PROGRAM

Grade: 7

Period MinutesLearning

ActivitiesMorning:

NOON INTERMISSIONAfternoon:

Interview the teacher to verify the class program.

At the time you are in school, what significant observation

have you made?

Areas of Focus for

Observation

in the School Setting

My Observations

Physical Setting1. Classroom Arrangement

FIELD STUDY 6 50

My

2. Bulletin Board Display

3. School Playground

4. Learning Resource Center

Socio-Psychological Setting1. Class routines

2. Teacher Activities

3. Learners Activities

4. Co-curricular Activities

5. Extra-curricular

Activities.

Based on the teacher’s program, your observations and

your interviews, would you now see teaching to be full time

job? Why? Why not?

FIELD STUDY 6 51

My

How do you feel about the teacher’s workplace? Are the

conditions,

healthy for the welfare of both the learners and teachers?

Do you find the relationships of the teachers and

the learners pleasant? Explain your answer.

FIELD STUDY 6 52

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 . . . .

How can I improve the school setting that I have observed

when I become a teacher?

1. Classroom Arrangement

FIELD STUDY 6 53

My Affirmed

My Future

2. Bulletin Board display

3. School Playground

4. Classroom routines

5. Teacher activities

6. Co-curricular activities

FIELD STUDY 6 54

7. Extra-curricular activities

FIELD STUDY

------------------------------------------------------------

------------------------------------------------

THE TEACHER IN THE COMMUNITY


________________________________________________________


________________


___________


___________


___________

FIELD STUDY 6 55

On Becoming A

Episode

Cooperating School:

____________________________________________________________

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.

Community data from Rapid Appraisal Survey

List of identified community resources available for

use by the teachers in the school.

MY PERFORMANCE (HOW I WILL BE RATED)

Field Study 6, Episode 4 – The Teacher in the Community

Focused on: Community Data and Community Resources

TASKS EXEMPLARY SUPERIOR SATISFACTORY UNSATISFACTORY

FIELD STUDY 6 56

My Target

4 3 2 1Observation

/

Documentati

on:

All tasks

were done

with

outstandin

g quality;

work

exceeds

expectatio

ns

All or

nearly

all tasks

were done

with high

quality

Nearly all

tasks were

done with

acceptable

quality

Fewer than half

of tasks were

done; or most

objectives met

but with poor

quality


questions

were

answered

completely

; in depth

answers

thoroughly

grounded

on

theories

Exemplary

grammar

and

spelling

Analysis

questions

were

answered

completel

y

Clear

connectio

n with

theories

Grammar

and

spelling

are

superior

Analysis

questions

were not

answered

completely

vaguely

related to

the theories

Grammar and

spelling

acceptable

Analysis

questions were

not answered

Grammar and

spelling

unsatisfactory

My

Reflection

Reflection

statements

are

thoughtful

and clear,

Reflectio

n

statement

s are

clear,

Reflection

statements

are supported

by

experiences

No reflection

statement are

provided

FIELD STUDY 6 57

supported

by

experience

s from the

episode

but not

clearly

supported

by

experienc

es from

the

episode

from the

episode

My future

application

Applicatio

n is very

clear and

highly

consistent

with

reflection

and

affirmed

concepts;

very

doable and

feasible

Applicati

on is

clear and

consisten

t with

reflectio

n and

affirmed

concepts;

very

doable

and

feasible

Application

is clear but

not very

consistent

with

reflection

and affirmed

concepts; not

doable

Application is

not clear, not

at all

consistent with

reflection and

affirmed

concepts; not

doable

Submission Before

deadline

On

deadline

A day after

the deadline

Two days or

more after the

deadlineSub totals


(Based on

transmutation)

____________________________________

_____________________


FIELD STUDY 6 58

Date


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 and

15 - 2.00 - 87 7-


14 - 2.25 - 84

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.

FIELD STUDY 6 59

My Concrete

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: _Rural

Urban

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:

FIELD STUDY 6 60

III. Physical Features (Please check)

1. Lowland U pland

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

FIELD STUDY 6 61

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)

FIELD STUDY 6 62

I observe that the barangay officials and

the community members are united with each other. Both of

them are cooperate and helping each other for the

improvement of their community.

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?

FIELD STUDY 6 63

My

Observations

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.

FIELD STUDY 6 64

My

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 School’s 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.

FIELD STUDY 6 65

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?

FIELD STUDY 6 66


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

FIELD STUDY 6 67

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.

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.)

FIELD STUDY 6 68


FIELD STUDY 6 69

Episode 5

THE GLOBAL TEACHER


________________________________________________________


________________


___________


___________


___________

Cooperating School:

____________________________________________________________

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 TEACHER’S 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.

FIELD STUDY 6 70


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?

FIELD STUDY 6 71

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

NCBTS-TSNA DOMAINSDESCRIPTION

(HIGH or LOW)

Domain 1 – Social Regard for

Learning

FIELD STUDY 6 72

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

STRANDS DESCRIPTION, (Expert,

FIELD STUDY 6 73

Experienced, Developing,

Beginning)1. Teacher’s actions

demonstrate value for

learning.2. Demonstrate that

learning is of different

kinds3. Creates an environment

that promotes learning4. Makes the classroom

environment safe and

conducive for learning5. Communicates higher

learning expectations to

each learner6. Establishes and

maintains consistent

standards7. Creates healthy

psychological climate

for learning8. Determines, understands

and accepts the learners

diverse knowledge and

experiences9. Demonstrates mastery of

the subject10.

learning goals for the

lessons11.

allotted instructional

time

FIELD STUDY 6 74

12.

learning process and

unique processes of

individual learners13.

14.

the use of ICT15.

creative and appropriate

instructional plan16.

variety of appropriate

assessment strategies to

monitor and evaluate

learning17.

provides feedback on

learners18.

and clearly to learners,

parents and superiors

about progress of

learners19.

learning environment

that responds to the

aspirations of the

community20.

nobility of the

profession21.

links with colleagues to

FIELD STUDY 6 75

enrich teaching practice22.

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

FIELD STUDY 6 76

Country Qualities of

Teachers

Qualities of

Teacher

become

Professional

TeachersUnited

States

of

America

New

Zealand

Thailand

Indonesi

a

Australi

a

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?

FIELD STUDY 6 77

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?

FIELD STUDY 6 78


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:

FIELD STUDY 6 79

Concept 3:


How would you prepare yourself to become a global teacher?

End of the Experiential Learning Episode 6

My Performance (How I Will Be Rated)

Field Study 6, Episode 5 – The Global Teacher

Focused on: Competencies of the global Filipino teacher; knowledge

of other countries’ teachers’ competencies and requirements as

professional.

TASKSEXEMPLARY

4

SUPERIOR

3

SATISFACTORY

2

UNSATISFACTORY

1Observation

/

Documentati

on:

All tasks

were done

with

outstandin

g quality;

All or

nearly

all

tasks

were

Nearly all

tasks were

done with

acceptable

quality

Fewer than half

of tasks were

done; or most

objectives met

but with poor

FIELD STUDY 6 80

work

exceeds

expectatio

ns

done

with

high

quality

quality


questions

were

answered

completely

; in depth

answers

thoroughly

grounded

on

theories

Exemplary

grammar

and

spelling

Analysis

question

s were

answered

complete

ly

Clear

connecti

on with

theories

Grammar

and

spelling

are

superior

Analysis

questions

were not

answered

completely

vaguely

related to

the theories

Grammar and

spelling

acceptable

Analysis

questions were

not answered

Grammar and

spelling

unsatisfactory

My

Reflection

Reflection

statements

are

thoughtful

and clear,

supported

by

experience

s from the

Reflecti

on

statemen

ts are

clear,

but not

clearly

supporte

d by

experien

Reflection

statements

are supported

by

experiences

from the

episode

No reflection

statement are

provided

FIELD STUDY 6 81

episode ces from

the

episodeMy future

application

Applicatio

n is very

clear and

highly

consistent

with

reflection

and

affirmed

concepts;

very

doable and

feasible

Applicat

ion is

clear

and

consiste

nt with

reflecti

on and

affirmed

concepts

; very

doable

and

feasible

Application

is clear but

not very

consistent

with

reflection

and affirmed

concepts; not

doable

Application is

not clear, not

at all

consistent with

reflection and

affirmed

concepts; not

doable

Submission Before

deadline

On

deadline

A day after

the deadline

Two days or

more after the

deadlineSub totals


(Based on

transmutation)

____________________________________

_____________________


Date


Score Grade

FIELD STUDY 6 82

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 and

15 - 2.00 - 87 7-


14 - 2.25 - 84


Episode 6

THE TEACHER AS A PROFESSIONAL


________________________________________________________


________________


___________


___________


___________

Cooperating School:

____________________________________________________________

FIELD STUDY 6 83

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.


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?

FIELD STUDY 6 84

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



15 years and above years in service

FIELD STUDY 6 85

My Observations

From the answers given by the teacher you interviewed,

is the teacher professional teacher?

1. Why do you think so?

2. Why don’t 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?

FIELD STUDY 6 86


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






FIELD STUDY 6 87

My Performance (How I Will Be Rated)

Field Study 6, Episode 5 – The Global Teacher

Focused on: Competencies of the global Filipino teacher; knowledge

of other countries’ teachers’ competencies and requirements as

professional.

TASKSEXEMPLARY

4

SUPERIOR

3

SATISFACTORY

2

UNSATISFACTORY

1Observation

/

Documentati

on:

All tasks

were done

with

outstandin

g quality;

work

exceeds

expectatio

ns

All or

nearly

all

tasks

were

done

with

high

quality

Nearly all

tasks were

done with

acceptable

quality

Fewer than half

of tasks were

done; or most

objectives met

but with poor

quality

FIELD STUDY 6 88


questions

were

answered

completely

; in depth

answers

thoroughly

grounded

on

theories

Exemplary

grammar

and

spelling

Analysis

question

s were

answered

complete

ly

Clear

connecti

on with

theories

Grammar

and

spelling

are

superior

Analysis

questions

were not

answered

completely

vaguely

related to

the theories

Grammar and

spelling

acceptable

Analysis

questions were

not answered

Grammar and

spelling

unsatisfactory

My

Reflection

Reflection

statements

are

thoughtful

and clear,

supported

by

experience

s from the

episode

Reflecti

on

statemen

ts are

clear,

but not

clearly

supporte

d by

experien

ces from

the

episode

Reflection

statements

are supported

by

experiences

from the

episode

No reflection

statement are

provided

My future Applicatio Applicat Application Application is

FIELD STUDY 6 89

application n is very

clear and

highly

consistent

with

reflection

and

affirmed

concepts;

very

doable and

feasible

ion is

clear

and

consiste

nt with

reflecti

on and

affirmed

concepts

; very

doable

and

feasible

is clear but

not very

consistent

with

reflection

and affirmed

concepts; not

doable

not clear, not

at all

consistent with

reflection and

affirmed

concepts; not

doable

Submission Before

deadline

On

deadline

A day after

the deadline

Two days or

more after the

deadlineSub totals


(Based on

transmutation)

____________________________________

_____________________


Date


Score Grade

Score Grade

20 - 1.0 - 99 12-

13 - 2.50 - 81

18-19 - 1.25 - 96 11

FIELD STUDY 6 90

- 2.75 - 78

17 - 1.5 - 93 10

- 3.00 - 75

16 - 1.75 - 90 8-9

- 3.5 - 72 and

15 - 2.00 - 87 7-


14 - 2.25 - 84

MY PERSONAL REFLECTION

FIELD STUDY 6 91

I. Rubrics for the Portfolio

II. Comments from the Faculty

III. Self Evaluation

IV. Narrative Journal Entries

V. Class List

VI. Documentation

FIELD STUDY 6 92

VII. Survey Questioners

VIII. Daily Time Record

Rubric for FS Portfolio (Product)

(For practicum supervisor’s use)

Name:

Course: Year Section:

FIELD STUDY 6 93

Direction: Check () the appropriate column that best

describes the current level of mastery of each listed

competency.

Criteri

a

Description

5 4 3 2 1

1.

Contents

of the

portfoli

o.

Has 90-

100% of

the

needed

content.

(__)

Has 75-

89% of

the

needed

content.

(__)

Has 60-

74% of

the

needed

content.

(__)

Has less

than 59%

of the

needed

content.

(__)

Has less

than 40%

of the

needed

content.

(__)2.

Objectiv

es of

the

Portfoli

o.

Objectiv

es are

SMART

and

cover

the

whole

course.

(__)

Objectiv

es are

SMART

and

cover

only a

minimum

of 75%

of the

course.

(__)

Objectiv

es are

SMART

and

cover

only

less

than 75%

of the

course.

(__)

Some

objectiv

es are

not

SMART

and do

not

cover

the

whole

course.

(__)

Most

objectives

are not

SMART and

cover only

a minimum

of the

course.

(__)

3.

Quality

of

entries.

Entries

are of

best

quality,

well

selected

and very

substant

ial.

(__)

Entries

are of

better

quality;

many are

well

selected

and

substant

ial.

Entries

are of

acceptab

le

quality;

some are

well

selected

and

substant

Some

entries

are of

acceptab

le

quality,

limited

selectio

n and

substant

Few

entries

are of

acceptable

quality,

not well-

selected

and very

minimal

substance.

FIELD STUDY 6 94

(__) ial.

(__)

ial.

(__)

(__)

4.

Presentati

on of

entries.

Creativ

e, neat

and has

a very

strong

impact

/

appeal.

(__)

Creativ

e, neat

and has

strong

impact

/

appeal.

(__)

Creativ

e, neat

and an

average

impact

/

appeal.

(__)

Minimal

creativ

ity,

neat

with

minimal

impact

/

appeal.

(__)

No

creativity

in

disarray,

no

impact /

appeal.

(__)

5.

Promptness

in the

submission.

Submitted

ahead of

schedule.

(__)

Submitted

on

schedule.

(__)

Submitted

10 days

after

schedule.

(__)

Submitt

ed from

11-30

days

after

schedul

e. (__)

Submitted

31 or more

days after

schedule.

(__)

Comment from the Cooperating Teacher

_______________________________________________________

____________________________________________________________

____________________________________________________________

FIELD STUDY 6 95

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

__________.

Field Study Supervisor

Comment from the Cooperating Teacher

_______________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

FIELD STUDY 6 96

____________________________________________________________

__________.

Cooperating Teacher

SELF EVALUATION

Name: . Course: Year/Section:

Direction: Check () the appropriate column that best

describes your current level of mastery of each listed

competency.

FIELD STUDY 6 97

COMPETENCY

I cannot

do this

yet

I am

learnin

g how

to do

this

I can do

this but I

need to

learn more

and

improve.

I can

do

this

very

well.

Identifies varied

methods and

strategies,

instructional

materials and

assessment tools used

in the learning

environment.Distinguishes general

learning processes as

well as unique

process of individual

learners.Identifies teacher

actions that

demonstrate value for

learning.Distinguishes general

learning processes as

well as unique

learning process of

individual learners.Explains the

importance of using

varied learning

experiences.States the

significance of using

FIELD STUDY 6 98

instructional

materials that

provide meaningful

learning.Describes the

significance of using

varied assessment

tools in diverse

situations.

Obtains important

information on the

learning styles,

multiple

intelligences and

needs of learners.Proposes strategies

to address the needs

of differently-abled

students.Determines and

accepts learners’

diverse background

and experiences.Identifies and

analyzes the factor

to be considered in

the selection of

learning experiences,

instructional

materials and

assessment tools.

FIELD STUDY 6 99

Develops and utilizes

creative and

appropriate

instructional

planning.Shows proof of

instructional

planning.Uses appropriate

assessment strategies

to evaluate learning. Sets appropriate

learning goals.Delivers accurate and

updated content

knowledge using

appropriate

strategies.Engages and sustains

learners’ interest in

the subject through

the use of meaningful

and relevant content.Makes good use of

allotted

instructional time.

FIELD STUDY 6 100

FIELD STUDY 6 101

FIELD STUDY 6 102

Certificate

FIELD STUDY 6 103

My daily journal

FIELD STUDY 6 104

FIELD STUDY 6 105

ABOUT THE SCHOOL

FIELD STUDY 6 106

THE BIRTH OF THE SCHOOL

FIELD STUDY 6 107

FIRST SCHOOL BUILDING

FIELD STUDY 6 108

THE SCHOOL SITE

FIELD STUDY 6 109

THE DEVELOPMENT OF ITS NAME

FIELD STUDY 6 110

Vicinity Map

FIELD STUDY 6 111

Daily time record

FIELD STUDY 6 112

Field Study 6 Portfolio

Documents

Transcript of Field Study 6 Portfolio