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ON BECOMING A TEACHER Field Study

ASSUMPTION COLLEGE OF DAVAO

J.P. Cabaguio Avenue, Agdao, Davao City

A PORTFOLIO on

FIELD STUDY 6

ON BECOMING A TEACHERat

ASSUMPTION COLLEGE OF DAVAO-

INTERGRATED BASIC EDUCATION DEPARTMENT

High School Unit

Presented to:

MR. HECTOR S. DAMASO, MAT

FS Instructor

In Partial Fulfillment of the Requirements for

Field Study 6 - On Becoming A Teacher

Presented by:

MARK JAY L. SITON

BSED-English 4

1


October 2014

TABLE OF CONTENTS

Title Page . . . . . . . . . . 1

Table of Content . . . . . . . . .

2-3

Acknowledgement . . . . . . . . . 4

I. PRELIMINARIES . . . . . . . 5

Teacher’s Prayer . . . . . . . 6

Educational Philosophy . . . . . . 7

II. PHASES OF FIELD STUDY. . . . . . 8

1. Objectives . . . . . . .

Objectives of the Field study . . . .

. 9

Importance of the Field Study . . . .

. 10

Guidelines for Field Study Student Observers .

. 11-12

2. The Learning Episodes. . . . . .

a. The teacher as a person . . . . .

13-27

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b. The teacher’s philosophy of education . .

. 28 - 38

c. The teacher in a school setting . . .

. 39 - 44

d. The teacher in the community . . . .

45 - 55

e. The global teacher . . . . . .

56 - 66

f. The teacher as a professional . . . .

67 - 73

III. OUTPUT . . . . . . . . 74

Synopsis of Professional Readings . . . .

75 - 89

Reflection on Seminars Attended . . . .

. 90 - 91

Daily Journal . . . . . . . .

92 - 99

Student’s Feedback . . . . . . .

100

IV. RUBRICS/EVALUATION . . . . . . 101

Rubric for FS Portfolio. . . . . . .

102 - 103

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Teacher’s Evaluation . . . . . .

104 - 106

Self-Evaluation . . . . . . .

107 - 110

Daily Time Record . . . . . . .

111

V. FIELD STUDY STUDENT OBSERVER’S PROFILE . . 112

Curriculum Vitae . . . . . . .

113 - 115

Why do I want to become a teacher? . . . .

116

VI. Appendices and References . . . . .

117

References . . . . . . . .

118

Pictures . . . . . . . . 119 -

121

Certificates . . . . . . . .

122 - 129

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ACKNOWLEDGEMENT

The triumph of this portfolio will not be made as possible

without the help and guidance of these following persons who

have been part of this great expedition. These persons help me

in terms of financial, emotional, physical and intellectual

needs as a Pre-service teacher and because of that, I am

greatly honored to share this success to each one of you and

continue to be blessed to be a blessing.

To my Mama Vilma and Papa Lito, I love you. Thank you for

your unending love and support that you had given to me

throughout this Field study. Thank you for your nonstop

understanding if there are times that I need to go to the

Internet Café in the middle of the night just to do something

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important. You know that I really love you so much and I really

treasured and appreciated all your efforts.

To Mr. Hector S. Damaso, who really helps and imparts his

knowledge and ideas in making our filed study 6. Thank you for

reminding us on what to do and for us to be more responsible in

terms of our actions and thoughts.

To my Cooperating Teacher, Ms. April Rose Ilustre, thank

you for your time and efforts in guiding me as your Pre-service

teacher. I am really much blessed, because you are such an

approachable and enthusiastic teacher. Thank you ma’am and god

speed.

To my classmates, thank you for the time and friendship

that we built in making this portfolio. Thank you for the

laughter’s even though we are stress and busy making our field

study, but still we have time to experience the happiness

behind this huge challenge.

To our most powerful, most amazing and most omnipresent

God, thank you very much for bequeathing me strength, knowledge

and wisdom for me to accomplish this whole thing. I love you

and I will praise you forevermore as my one and only God.

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CHAPTERI

Preliminaries


TEACHER’S PRAYER

Heavenly Father God, we thank you for the gift of life.

For the source of strength and for bestowing us the oozing

passionate heart to teach.

Help us in our day to day living and may you grant us unending

courage to be blessed to be a huge blessing to other people.

May you guide us in everything we do and

may your presence be on us forever.

Provide our daily needs and continue to our center in this true

service

and endless vocation.

Use us, as your instrument among your children in order to

build

a productive and progressive society.

Continue to love us unconditionally and cover us with your most

precious blood.

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This we us, trough your mighty name. AMEN.

EDUCATIONAL PHILOSOPHY

I believe that teachers are one of the best ingredients in

a building a great nation, yet it is said as the head among all

professions because without a teacher, people will not be

educated properly and will not achieve what they want to

achieve in life.

I believe that the true definition of teaching is not only

about sharing and imparting the lessons to you students so that

they will learn a lot from you. But instead, the authentic

definition of teaching is a great passion possessed by a

specific person who is dedicated and committed to help,

develop, nurture, enhance, and mold students for them to be

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educated, transform and achieve all they want to achieve in

life. It is not about pure obligation, but it’s more on

service, service that comes from you heart, not for the high

salary that you will get out of this teaching profession.

I believe that if what a teacher believes about the

teaching-learning process could be a good foundation or a major

impact in the classroom because, it tends the teachers to

implement in the classroom the different practices that reflect

their philosophical beliefs. Therefore, as a future educator,

we should be vigilant and open-minded to discover different

methods and strategies for the effectiveness and conduciveness

of our future teaching.

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CHAPTER II

Phases ofFieldStudy


OBJECTIVES OF THE FIELD STUDY

Setting new directions in education is one of the

primary concerns of Teacher Education Institutions (TEI).

To respond to this call of making the curriculum alive and

dynamic, this author prepared this Workbook to give the

students opportunities of first hand encounters in the

real world of teaching and learning.

Field study 6 Workbook aligns the learner’s

experience with the National Competency Based Teacher

Standards (NCBTS). The learning experiences embedded in

every lesson were intended to create meaningful and

rewarding encounters to ensure that the students will feel

the joy of teaching and learning.

Fs 6 is focused on “The Teacher as a Person” The

Teachers Philosophy of Education”, The Teacher in a school

Setting”, The Teacher in the Community”, The Global

Teacher”, and “The Teacher as a Professional”.

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IMPORTANCE OF FIELD STUDY

As a student taking up education courses, you are obliged

to take up a field study subject and it is really normal as a

future educator to undergo this Field study specifically in FS

6, because this will be your training ground on what the real

world of teaching awaits and offers you.

This Field study is very significant, because this will be

your basis and guidelines for you as a future teacher on how to

be an effective and professional teacher in the actual field.

This serves as your greatest experience on becoming a teacher

that you will be treasuring for the rest of your life.

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Aside from that, this Field Study 6 is important because

you will be learning from other teacher’s experiences in terms

of their techniques, strategies, methods and approaches that

are effective in the teaching-learning process in order for you

to apply as well on your future teaching.

Without this field study, teachers will not be developed

and be shaped into what they are now. Field study has been part

of their growth and development as a teacher that will be a

catalyst in building a great country.

GUIDELINES FOR FIELD STUDY STUDENT OBSERVERS

1. All information about pupils/students is to be kept

confidential. No FFSO should disclose any information

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obtained confidentially from his/her pupils unless it is

the best of the child and the public.

2. Be more concerned with what is being achieved of the

pupils/students that with the impression being made by the

cooperating teacher or the superior.

3. Maintain the dignity necessary to gain respect of the

pupils. Always looks like adult. (The field study student

observer should always maintain an ethical distance

between himself and his pupils/students.)

4. Show high regard for each student. Show enthusiasm for

each area the curriculum that you observe.

5. Be sympathetic and courteous toward all pupils/students.

Be aware of their needs and problems.

6. Consider yourself a member of the school or community

where you are assigned and act accordingly. Refrain from

spreading vile humors.

7. See that the disciplinary measures use (If ever and

needed) conform to the policies and instructions of the

cooperating teacher. Refrain from making uncomplimentary

remarks towards others.

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8. Be a good example to your pupils/students in every way –

physically, mentally and ethically.

9. Be just interested in and just as ready assist with the

improvement of the class as if it were your own.

10. Recognize each student/child as an individual and

take into consideration their individual abilities,

interests and capabilities in learning.

11. Be impartial in dealing with your pupils/students and

strives to be fair in judging their action.

12. Refrain from imposing your own religion or political

views upon the pupils/students. Exhibit a broadminded and

tolerant attitude toward other individual or groups.

13. Measure your success on present ability and not on

past performance.

14. There is always room for improvement.

15. Be punctual always in coming to classroom and in all

activities.

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FS6 On Becoming A TeacherFIELD STUDY

The Teacher as a Person Name of FS Student:

__________________________________________________

Course: _____________________________ Year & Section:

__________________

Resource Teacher: ____________________Signature:______ Date:

____________

Cooperating School:

___________________________________________________

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Episode


Introduction “Teachers are born” an old saying goes. What attributes or

qualities should you Posses 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 this episode.

My Target Deeper understanding of a teacher as a person

Knowledge of myself as a person who will become a teacher

My Concrete Experience 1. Who am I as a person? Do I have personal qualities that

would make me a better teacher someday?

2. With the use of the checklist find out your personal

characteristics which help you make become a good

teacher. The qualities listed are few of the many

attributes needed but the list given you would suffice.

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22


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24


25


26


27


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Personal attributes Cluster ofitem

Number ofcheck Marks

Interpretation

1. Intelligence 1-52. Emotional

Stability6-10

3. Resourcefulness 11-154. Compassion 16-205. Buoyancy 21-256. Objectiveness 26-307. Self-Motivation 31-358. Self-Confidence 35-409. Pleasantness 41-4510. Refinement 46-5011. Cooperativ

eness51-55

12. Reliability

56-60

Legend for interpretation: 5- Very High 4- high; 3 – Average; 2– low; 1- Very low

My Observation

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 a 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.

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You will be provided with a survey checklist for you to

produce 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.

PersonalAttributes

Score of Checkmark for each cluster Ave.

Desc.

T1 T2 T3 T4 T5 T6 T7 T8 T9 T10

IntelligenceEmotional stabilityResourcefulnessCompassionBuoyancyObjectivenessSelf-motivationSelf- confidencePleasantnessRefinementCooperativenessReliability

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The observer information

Procedure:

1. To get the average, add the scores of the ten teachers and

divided by 10.

2. Look at the legend in your own checklist, and determine

the description of the average.

3. Study the result.

Questions:

1. Which of the twelve attributes is the highest among

teachers?

2. Which of the twelve attributes is the lowest among the

teachers?

3. How many teachers are low in emotional stability?

4. How many teachers are in compassion?

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

teachers?

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

teachers?

7. What interesting observations can you spot from the other

data not asked?

Use the information from your personal results and those of the

ten teachers in making your reflection that follows.

My Reflections

After studying the results of your teacher survey, writedown your reflection on the following situations reported tohave happened in the school setting.

1. Why are some teachers reported to have bumped a learner’sheads on the wall or made a child swallow scratch paper orpencil feelings? What attributes do you think is low forthis teacher?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

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2. Why do you think some teachers are better loved by students than others?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

3. If you were to choose, which personal attributes? Why?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

My Affirmed Concepts

After reflecting on this episode and recalling my previoussubjects. I have realized that there are several concepts inthe teaching profession about the personal attributes. Ilearned that has been affirmed and confirmed, example are givenbelow:

1.

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2.

My Future Application Using what I have learned in this episode, when I become a teacher, I should ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.


The teacher’s philosophy of education

34

Episode


Name of FS Student: __________________________________________________Course: _____________________________ Year & Section: __________________Resource Teacher 1: _____________________Signature:________Date:_________Resource Teacher 2: _____________________Signature:________Date:_________Resource Teacher 3: _____________________Signature:________Date:_________Cooperating School: ___________________________________________________

Introduction What do you firmly believed about school and

education? This episode will clarify your belief or philosophyabout the teaching and education.

Perhaps you have already decided that you would becomea teacher your belief or philosophy of teaching will explainyour actions as a future teacher. The foundation of all thatyou do in school and in teaching is usually based on a strongbelief called philosophy of education.

My Target

Clear understanding of my philosophy on teaching andeducation

Identify teacher’s learning’s on the different educationalphilosophies

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My Concrete Experience This activity will enable you to ask yourself about

the different future practices or actions that you will do inteaching. You may not have done it yet, but if you become ateacher what do would be your response to each item? Youranswers will identify what your philosophy of education is allabout.

Answer each item in the survey questionnaire veryhonestly. There is neither right nor wrong answer for eachitem. After you have answered for each item, record answers andlooks 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 the same activity.

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37


38


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What is your philosophy of education?

(Based on sadker & Sadker, 1998

Teacher , schools and society, and Ed)

Each of us has a philosophy of education or set of

fundamental beliefs regarding how we think schools should be

run. What is your philosophy of education? To find out, read of

the following statements about the nature of education. Decide

whether you agree or disagree with each statement. Use the

following members to express your response:

1. Disagree strongly 3. Agree

2. Disagree 4. Agree strongly

_____1. The student learning should be centered around basic

subject such as reading, writing, history, math and science.

_____2. The school subjects should focus on the great thinker

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 to when it is

broken down into small parts.

_____6. The schools, above all, should be determined by

information that is essential for all students to know.

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_____7. Schools, above all, should develop student’s abilities

to think deeply, analytical and creative; 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. Realty 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

in formation.

____16. Academic rigor is an essential component of education.

____17. All students, regardless of ability, should study more

or less the same curriculum.

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____18. Art classes should focus primarily 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 in 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.

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____30. Reward students well for learning and they will

remember and be able to apply what they learned, even if do

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

methods of teaching students.

____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 of faith in our schools and teachers

to determine which students behaviors are acceptable and which

are not.

____36. Schools must provide students with a firm grasp of

basic facts regarding the books, people and events that have

shaped Filipino heritage.

____37. Philosophy is ultimate at least as practical a subject

to study as is computer science.

____38. Teachers must trees for students the relevance of what

they are learning of 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 concepts.

____40. Learning is more effective when students are given

frequent tests to determine, what they have learned.

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Note: photocopy two copies of this instrument. Request twoteachers to answers the remaining questionnaire. Tabulate allthe answers in the matrix provided.

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

My Philosophy of Education

Essentialism Perennialism Progressivism

Essentialism

Behaviorism

item

S T1

T2

Item

S T1

T2

Item

S T1

T2

Item

S T1

T2

Items

1 2 3 4 56 7 8 9 1011 12 13 14 1516 17 18 19 2016 22 23 24 2526 27 28 29 3031 32 33 34 3536 37 38 39 40total

total

total

total

Total

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Legend: S-self T1- teacher 1; T1- teacher 2

Among the tree of you, who is more inclined to be an essentialist, perennialist, progressivist, essentialist or behaviorist?

My Observations

Visit a teacher in a school and observe what school /classroom activities reflect his/her philosophy of educationwhile she is teaching. Identify and describe teacher’s actionor behavior and match each with the identified educationalphilosophy.

1. Observed actions of a teacher who is progressivist:

45


2. Observed actions of a teacher who is behaviorist:

My Reflections Based on your concrete experience and the actions of the

teacher you have observed, how important is your philosophy ofeducation to your future career as a teacher? How would yourexperiences and observations contribute to your becoming ateacher?

My Affirmed Concepts Identify at least three concepts learned in your previous

subject like. The teaching profession which are related to theexperiential learning episode 3 (teaching belief/philosophy)that are confirmed or affirmed in this activity? Enumerate?

46


1. Affirmed Concept 1 __________________________________________________________________________________________________________________________________________________________________________________________.



My Future Application

Using the first-hand experiences in this activity, howwill I use these when I become a teacher in the future?

a. In teaching and learning _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

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b. In addressing of learners ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

c. In creating a conducive learning environment ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

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The Teacher in a School Setting Name of FS Student: __________________________________________________Course: _____________________________ Year & Section: __________________Resource Teacher 1: _____________________Signature:________Date:_________Resource Teacher 2: _____________________Signature:________Date:_________Resource Teacher 3: _____________________Signature:________Date:_________Cooperating School: ___________________________________________________

Introduction A teacher as a profession will always be found in a school

setting. There will be no school without the teacher because ateacher’s official working place is a school. a school is an

49

Episode


institution where learning occurs under the guidance of aprofessional called the teacher.

You will also find yourself in one of these schools whenyou become a full-fledged teacher.

How does a teacher operate or function in a schoolsetting? How will a teacher manage the physical as well as thepsychological environment in the school?

My Target 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

My Concrete Experience This experiential learning episode will take you tothe actual school setting. Here you will spend more timemaking observations and talking to your resources teacher.The steps that will guide you in your journey in thisepisode are as follows:

1. Visit a particular teacher as your resource person in aschool.

2. Secure the teacher’s programs. Study the time scheduleand the activities.

3. Make a class observation at certain period of the day’sactivities.

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Based on the daily program, find out what the teacher issupposed to do during the time of your visit. Observer what theteacher is doing. Take note of the different activities.

Copy the class program of the teacher here:

Name of the teacher__________________________________________

Name of the school ___________________________________________

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District of___________________________________________________

Division of__________________________________________________

Class program

Grade _______

Period minute Learningactivities

Morning

Noon intermission

My Observations

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At the time you are in school, what significant observations have you made?

Areas of focus for observationIn the school setting

My observation

Physical setting

1. Classroom arrangement

2. Bulletin board display

3. School playground

4. Learning resource center

Socio-psychological setting

1. Class routines

2. Teacher Activities

3. Learners Activities

4. Co – curricular Activities

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5. Extra – curricular Activities

My Reflections Based on the teacher’s program, your observations and your

interviews, would you now see teaching to be full time job? Whynot?

How do you feel about the teacher’s workplace? Are theconditions, health for the welfare of both the learners andteachers?

Do you find the relationships of the teachers and the learnerspleasant? Explain your answer.

My Affirmed Concepts What previous learning or concepts that you have gained in

your professional education courses are affirmed by thislearning episode? Give at least three, by completing thesentence below.

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My previous learning in the content courses that wereconfirmed by this learning episode is the following:

1. That………

2. That………

3. That………

My Future Application How can I improve the school setting that I have observer when I become a teacher?

1. Classroom arrangement

2. Bulletin board display

3. School playground

4. Classroom routines

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5. Teacher activities

6. Co- curricular activities

7. Extra-curricular activities


The Teacher in the Community Name of FS Student ___________________________________________________Course_________________________________Year&Section:_________________Resource Teacher

____________________Signature___________Date ________56

Episode


Cooperating School__________________________________________________

Introduction In the Philippines, the government has built schools in

almost all strategic barangays, towns or city. This is done toprovide access and equal opportunity for every school child toachieve quality education. At present, there are more than halfa million public school teachers deployed in all these schoolsis throughout the country. The school and the teacher in everyschool have very crucial responsibilities in contributing tothe change and development in every community.

My Target Community data from rapid Appraisal Survey List of identified community resources available for use

by the teachers in the school

My Concrete Experience Activity 1 – Rapid Community Survey

This activity be done preferably during the weekend, whenthe community people are at their permission to conduct the

57


community survey should be secured from your teacher. The samepermission shall be asked from the barangay officials.

It is suggested that this activity will be made by groupsof five, to facilitate the collection of the data. As a group,you will enhance you understanding of the community situationwhich you will survey. In a way, this will be your communityimmersion activity.

Here are the steps:

1. Reports to the barangay captain or Punong Barangay uponarrival in the community.

2. Peruse a community map to find out the area you are goingto cover.

3. Secure the available information from the records of thebarangay secretary.

4. Provide the opportunity to go around the barangay forvisual observation.

5. Interview some folks from whom you can secure or verifythe data.

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Activity 1 – Rapid Community Appraisal

Name of the school in the barangay_______________________________________

Name of barangay ____________________________________________________

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 school- going children: _______________

III. Physical features (please check)

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1. Low land ________2. Upland __________3. Mountainous______4. 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. Other (specify

______

V. Agriculture resources(please check)

Rice fields_____

1. Cornfields______2. Sugarcane fields

____3. Coconut palms

______

4. Fruit trees (mango,jackfruit, etc.) _____

5. Forest tress (Mahogany, narra, etc.)_____

6. Banana ______7. Root crops_____8. Livestock

( carabao, cattle)_____

9. Fisheries ( ponds, deep-sea) _____

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10. Other (specify) ________

11.

VI. Commercial resources (please check)

1. Sari – sari store _______

2. Trading center _______

3. Rural banks _________

4. Cooperative store ______

5. Carinderia / Restaurant ____

6. Factory _______

7. Machine shops ______

8. Beauty Parlor ________

12. Forest tress (Mahogany, narra, etc.)_____

13. Banana ______

14. Root crops_____

15. Livestock ( carabao, cattle)_____

16. Fisheries ( ponds, deep-sea) _____

17. Other (specify) ________

7. Machine shops ______

8. Beauty Parlor ________

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VII. Common Means of Transportation (please check)

1.Jeepney ______ 5. Bicycle _______

2. buss _______ 6. Horseback _______

3. tricycle ______ 7. Animal driven transport________

.4 trisikad ______ 8. Other (specify)

VII. Development Programs in the barangay

1. Brigada Eskwela _____2. Clean and green _____3. Gulayan ng Bayan ______4. Peace and Order _______5. Other (please list )

VIII. Annual Community Activities (please check)

1. Barangay Fiesta _______2. Community Festival ________3. Sports Festival __________4. Search For Miss Barangay ________5. Christmas Celebration _________6. Other (please list)

IX. Other significant Information about the Community

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My Observations

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My Reflections

1. Describe the data that you have gathered from your

community survey.

Make a short narrative below describing the data which you

gathered. Present 1-2 pictures of the community or barangay in

your photo essay.

Barangay ____________________________________

The School’s Community

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

School – Community Collaboration

View of a teacher

After making a survey of the barangay and interviewing theteacher, answer the following questions and reflect on each.

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1. Which resources that you have identified are present inthe community? Can these be utilized in your teaching?How?

My Affirmed ConceptsWhat concepts learned from your previous are affirmed by

this Experiential Learning Episode?

Please check mark on the concepts which are confirmed and place an x mark on those which are not confirmed.

Concepts Remarks ( x )

1. A teacher can utilize resources available in the community.

2. A teacher should teach with a view inmind that the learners transfer theirlearning in home and community.

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3. Teachers are agents of change of the community.

4. Barangay officials, health workers and other human resources can be invited as resources speaker in school.

5. The teacher should always be willing to support the communityin various activities.

6. Teachers and schools should be unmindful of the community activities.

7. Communities should provide support for the learning of their children in school.

8. The sole responsibility of the teacher is to teach in the school.

9. All schools are part and parcel of the community where they are situated.

10. Community officials should take over the responsibilities of theteacher.


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Based on Experiential Learning Episode 4, I should do the following when I become a teacher. (Please at list least 3 things)

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The Global TeacherName of FS Student __________________________________________________Course _____________________________Year & Section: ___________________Resource Teacher1: _____________________Signature ___________ Date _____Resource Teacher2: _____________________Signature ___________ Date _____Resource Teacher3: _____________________Signature ___________ Date _____Cooperating School

__________________________________________________

Introduction Teaching is a respectable profession the world over. The

status of teachers has been comparable in all parts of theglobe, hence each year; there is a celebration of the WorldTeacher’s Day!

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Episode


This alone would tell us, the recognition and honor givento 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 shouldbe 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 globalteacher.

My Target Identified competencies of the global Filipino teacher Knowledge of other countries teachers’ competencies and

requirements as professional.

My Concrete Experience Activity 1 – The Filipino Global Teacher

Let us begin with ourselves, the Filipino teachers. Whyare Filipino teachers doing very well in classrooms and schoolsoutside our country? Many of them are awarded as exemplarteachers, best teachers and model teachers. They are honored bythe school, parents and community as well. Would you like to bea global teacher, too, someday?

A Filipino teacher should be equipped with personal andprofessional qualities and competencies of the effectiveteacher. These competencies are enshrined in the nationalcompetency- based teacher standards (NCBTS) of the Philippines.

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Let us see, what competencies our Filipino public schoolteachers possess in terms of the domains and strands of theNCBTS- 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 theNCBTS – TSNA tool of the DepEd.

3. Ask for information on the following:

1. In which of the seven domains do you find yourself high?

2. In which of the seven domains do you find yourself low?

3. In which strand, are you an expert? Experience? Developing or beginning?

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74


75


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Activity 2 – Global Teacher the World Over

Activity describes the competencies that a global Filipinoteacher should possess. Now we need to also know thecompetencies required, of other teachers from the othercountries of the world.

Since we cannot travel physically to other countries, wecan reach these places through the use of modern technologylike surfing the World Wide Web, interviews and use of othersources of information.

Choose two countries other than Philippines. Search forthe personal and professional competencies required of theteachers in that particular country. You may also interview aFilipino teacher who has taught in these countries.

Be guided by the matrix given below:

Globe teacher from other Countries

Name ofcountry

PersonalQualities of

teacher

ProfessionalQualities of

teacher

Requirement tobecome

Professionalteachers

United Statesof America

New Zealand

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Thailand

Indonesia

Australia

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My Observations 1. Based on your personal interview of the Filipino teacher

on the competencies of the national standards for teacher,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?

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3. Are there similarities or differences among teacher in other countries in terms of the standards requirements of a professional teacher? Explain your answer.

4. Would Filipino teacher be comfortable to their fellow teachers in other countries? Explain your answer.

My Reflections

Indeed, becoming a global teacher requires certainstandards. As observes, there are more similar expectation ofteachers, the world over.

As a pre-service teacher education student, how do you seeyourself, ten years from now vis a vis the other teachers fromall over the world?

Can you meet the challenge of being a global teacher?

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After undergoing this experiential learning episode, whatprior learning in the previous courses have been affirmed?

Identify at least three concepts about the global teacher.

The concepts I have learned before and are affirmed now includethe following:

Concept 1:

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Concept 2:

Concept 3:

My Future Application 1. How would you prepare yourself to become a global teacher?

______________________________________________________________________________________________________________________________________________________________________________

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_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

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The Teacher As a Professional

Name of FS Student __________________________________________________Course _____________________________Year & Section: ___________________Resource Teacher 1:___________________Signature ___________ Date ________Resource Teacher 2:___________________Signature ___________ Date ________Resource Teacher 3:___________________Signature ___________ Date ________Cooperating School

__________________________________________________

IntroductionThere are fundamental requirements to meet to become a

professional teacher. One has to graduate a teacher educationdegree, pass the professional board examination for teacher,officially called the licensure examination for teacher (LET),join professional organizations and abide by the code of ethicsfor professional teacher. In addition, teachers mustcontinuously grow in the profession by undertaking continuingprofessional development activities.

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Episode


My Target

Clear description of a professional teacher Identified characteristic of a professional teacher

My Concrete Experience

Find a professional teacher in your neighborhood 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?

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

5. What makes you happy as a teacher?

6. What disappoints you as a teacher?

7. What professional development activities/trainings have

you participated?

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

the name of the organization?

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

strictly follow? Can you name the specific behavior 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

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15 years and above years in service

My Observations

From the answers given by the teacher you interviewed, is the

teacher a professional teacher?

1. Why do you think so?

2. Why don’t you think so?

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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 behavior should you uphold based on

the Code of Ethics for Professional Teachers?

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Based on the learning I gained in my previous courses on

the professional teacher, this experiential learning episode

has affirmed my concepts that:

1. Professional Teachers………………………………….

2. Professional Teachers…………………………………


4. Professional Teachers……………………………….



When I become a professional teacher, I should………………………

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__________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

__________________.

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CHAPTER III

Output


SYNOPSIS of PROFESSIONALREADINGS

Becoming A Teacher: What Makes A Good Teacher

Some people are born to teach, whilst others must

constantly strive to reinvent themselves and recreate their

lessons in the perpetual pursuit of perfection. It is an ever

evolving yet challenging and lifelong learning environment of

which we are an integral part. This article attempts to

summarize top qualities of a good teacher, looks into what

makes a good teacher, and provides ideas on becoming a better

teacher.

Hope you find it interesting and make another step on the

road to even better teaching!

What Makes A Good Teacher?

Creating a positive learning atmosphere and developing a

good rapport without showing favoritism. Having the

ability to engage and involve students with your

personality.

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Being patient – for slow learners, ‘needy’ students

requiring attention and those lacking motivation.

Clarity – answering questions in a clear and concise way.

Organized – punctual, producing well-planned lessons with

suitable material.

Sense of humor – miming and body language often require

this quality, without resorting to circus antics.

Adaptable – being resourceful.

Imaginative – in creating and adapting teaching materials

and also empathising with students in building rapport.

Becoming A Teacher. One Teacher = Many Roles

1. Controller - the person in control of class management.

2. Assessor – checking and deciding the method of giving

feedback e.g. error correction.

3. A Resource – this is especially the case in developing

countries, where there are limitations

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4. Coach – encouraging class participation, especially for

shyer students.

5. Tutor – in one-to-one teaching.

6. Organizer – instruction of students for activities and

providing feedback.

7. Facilitator – for student interactive communication.

8. Counsellor – solving any language learning problems.

9. An instructor – in the traditional sense on language

points such as pronunciation, vocabulary or grammar.

10. A provider of experiences – in order for students to

practise the four skills they require, as many language

examples as possible are needed.

11. A model – particularly for pronunciation.

12. A motivator – balancing activities to achieve

language targets and student interest.

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13. An authority – students rely heavily on teacher

pronouncements and so generalizations should be

avoided/explained as such.

14. An arbiter – balancing fluency with accuracy in

assessing error correction.

15. An examiner – continuous monitoring and testing.

16. A disciplinarian – essential to maintain class

control.

17. A balancer – a sliding scale which constantly

changes.

18. A mentor – giving language insight to another

culture.

19. A prompter – without taking away the initiative from

the student e.g. role-play activity vocabulary support.

20. A participant – e.g. discussion.

21. A performer – with suitable behavior according to the

activity being undertaken.

22. Rapport builder – recognizing, listening to,

respecting and being even-handed with students, in a

professional manner.

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What Other Attributes Must A Good Teacher Have?

The teacher has to exploit his/her talents as a visual

teaching aid to incorporate mime, gesture and expression

to convey meaning and atmosphere in the classroom.

Language modeling is important as students may find video

and audio recordings difficult to understand.

Teacher Talking Time (TTT) should be used productively and

the importance of our voices never under-estimated.

Observation skills in assessing student performance and

progress are also vital.

Teachers must be culturally aware e.g. Japan has a

masculine collective culture, virtually all classes are

monolingual, long-term oriented with a high degree of

uncertainty avoidance.

Retrieved at http://busyteacher.org/3651-becoming-a-

teacher.html October 7, 2014

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http://busyteacher.org/3651-becoming-a-teacher.html%20October%207



On Being a Good Teacher

Author: Robert G Nixon

Teaching one-on-one or instructing an entire class is much

more than getting up and babbling about a particular topic.

Effective instruction depends on many components including an

appropriate teaching method and style for the situation as well

as a lesson plan for the subject to be presented. It also

depends on other factors that are less concrete. These more

abstract ideas really make up what might be called good

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teaching. Thus, the purpose of this article is twofold.

First, this article will highlight some factors of being a good

teacher based upon thoughts published by a professor at a major

university. Second, this article will give you food for

thought. In reading this article, think about those aspects of

being a good teacher that you can use to enhance your abilities

and make teaching a lot more fun.

An article by Richard Leblanc with York University that

appeared in The Teaching Professor in 1998, entitled "Good

Teaching: The Top Ten Requirements," lists ten fundamentals of

being a good teacher. Several of these requirements are

presented and discussed here to help you be a better teacher.

Good Teaching

""Is as much about passion as it is about reason."

A good instructor will motivate students in ways that are

relevant and meaningful. The EMS instructor must be passionate

about teaching and must share that passion with students and

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colleagues. Sure, there will be days when your enthusiasm will

be dampened. But, those days pass quickly. If teaching

becomes a drag and the down side does not let up, it might be

time to take a break and recharge your ‘batteries.’

"Is about substance and treating students as

consumers of knowledge." As a teacher, the EMS instructor must

keep up-to-date with current trends in prehospital care.

Subscribing to trade journals, searching the Internet, making

outside contacts, consulting with experts, and developing a

voracious appetite for learning new and relevant information is

critical to the EMS educator’s success. People enjoy learning.

Adults are hungry for information that is relevant to their

jobs or information they can use in their personal lives. A

good teacher recognizes that the participant in a class is not

only a student, but a customer as well " a consumer of the

information being presented. As such, the instructor provides

a much-needed service to the consumers of knowledge. If the

customer feels that he or she will not stay in the class for

long.

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"Is about listening, questioning, being responsive,

and remembering each student and class is different." Do not

be afraid to ask why. Even more importantly, do not be afraid

to ask why not. The students you see over the years will be

asking these questions " sometimes in a challenging way. If

you think back over the years, we have seen many changes in

prehospital care. Often, a piece of equipment or technique is

touted as lifesaving only to have that same technique

challenged, studies, and ultimately changed or discarded. For

those who have been in EMS over the past few decades, think

about the MAST device or stair-step ventilation in CPR! Also,

by remembering that each class is different, it helps keep

things in perspective. When you find yourself thinking, "If I

have to give this lecture one more time, I am going to..." It

might be the umpty-umpth time you have given the lecture or

seen the slides, but it is likely the student’s first time

seeing or hearing the information.

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"Is about being flexible, fluid, experimenting, and

having the confidence to react and respond to changing

circumstances." There will be challenging days when only a

small portion of the scheduled training program is presented.

The reasons for altering the program can be many, but be

flexible and adaptive enough to go with the flow. Make changes

as necessary for the benefit of the student or class.

""Is about style. Should good teaching be

entertaining? You bet!" A good teacher will ‘work the room’

and be informative as well as entertaining. Avoid droning or

using a monotone voice while staring at the back wall or the

projection screen. Be animated and enthusiastic. Of the three

things that can make a difference in your students’ learning "

what you say, what you look like when saying it, and how you

say it " how you present the material can make a huge

difference in the level of learning in the group.

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""Is about humor." The use of innocuous jokes and

self-deprecating humor brings the teacher down to a more human

level. It has been shown that, when used appropriately, humor

can increase a student’s learning. They will enjoy the class

and pay more attention to the information being presented.

""Is about caring, nurturing, and developing minds

and talents." Spend extra time with a student whenever

needed. If you see that a student is having trouble, ask if

they need help. Sometimes that student is afraid of asking

since it might be a sign of not being ‘smart enough.’ Some

students will ask for help. They may want additional homework

or directions on how to get more information about a topic.

Take the time to nurture these as well as all students. Even

though that extra time may be invisible to other students or

your supervisor, it will mean a lot to the student receiving

the extra assistance. Additionally, that student’s success

will give you intrinsic rewards that cannot be matched by

anything else.

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""Is about having fun, experiencing pleasure and

intrinsic rewards." When teaching, have fun. Enjoy the

class, be relaxed, and use the time to feel good about what you

are doing. Laugh, smile, and fully enjoy the interaction with

the students. When you are having fun in the class, it is

transferred to the students and they begin to look forward to

coming to class. As they become more involved in the training,

you will notice some things like ‘light’ coming on when a

student ‘gets’ the material. This is an intrinsic reward "

something that no one can

gift-wrap and hand out. It makes you smile on the ‘inside.’

Getting that intrinsic reward and having fun while teaching

will keep the you coming back to the classroom.

Retrieved at

http://www.emsvillage.com/articles/article.cfm?id=115

October 7, 2014

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Why Consider Becoming a Teacher?

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Teaching is a challenging job with many unique frustrations,

but the rewards of teaching are numerable. Some of the many

benefits include the following.

Experience the Joy of Making a Difference

Teachers get incredible joy in seeing the difference they

make as students gain new insights, become more interested

in a subject and learn about themselves. Every day,

teachers mold the future through impacting their students’

views and understandings. Teachers foster creativity,

develop character, give students lenses with which to view

the world and provide students with the skills they need

to reach their potential and lead productive lives. Many

individuals are attracted to teaching by a sense of

service, because they want to make a clear, tangible

difference in the lives of others. As a teacher, you see

the fruits of your efforts everyday as you use your

intelligence and creativity to help students become

excited about and learn about the science in their lives.

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Have a Vocation, Not a Job

For many people, their work is a means to an end. They

work for a paycheck in order to live their lives. But

those called to teach have a true vocation. To those with

whom you interact most during your day of teaching - the

students - you are not an employee but a friend, a mentor

and a guide to the world. A teacher makes a difference in

the world by enabling each of his or her students to fully

maximize their talents, imagination, skills and character.

Enjoy Interpersonal Interaction

Teaching science provides those people who want to work in

science the ability to do so while also enjoying a high

level of interpersonal interaction. Teachers interact with

their students, other teachers and community members

regularly. Many students decide to pursue teaching over

other science careers for this personal interaction.

Benefit From Variety

Many people cringe at the idea of doing a job that

involves repetition of a specific task over and over.

Teaching is a job that offers a great deal of variety.

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Each year, teachers get to work with a new group of

students with unique personalities, experiences and ideas.

Teachers can introduce new topics into the courses, change

the way they teach a particular topic or design new

classes to teach to keep things new and exciting each

year.

Be a Lifelong Learner

You will never learn a topic better than when you start to

teach it. Students always ask the most interesting

questions, prompting you to dig deeper and learn more

about the aspects of science they are most curious about.

Teaching science allows you to be a student of science

throughout your career as you incorporate new research

findings, technologies and science events into your

classroom.

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Laugh Every Day

Adolescents are both easily amused and very amusing so

working with them provides many opportunities for

laughter. Sometimes it will be silly jokes you will make

up as you teach that will make your students laugh.

Sometimes it will be funny statements that your students

share with you that make you laugh. A day of teaching when

you do not laugh at least a couple times will be quite

rare.

Have a High Level of Autonomy

While required classes have mandated curricula that

teachers are expected to follow, it is the teacher who

decide what will happen in the classroom each day.

Teachers teach their curriculum in very different ways

depending on their knowledge, personality and beliefs. Not

many jobs provide an individual with so much room to be

creative and autonomous each day.

Spend More Time With Your Family

One of the great perks of a teacher’s schedule is that it

matches up with a child’s school schedule. While you will

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likely bring some work home with you, you will be able to

be home with your children in the afternoons. If you teach

in the same school system that your children attend, you

will have the same vacation schedule and will be able to

spend your summers home with your children. Speaking of

vacation….

Enjoy Lots of Vacation

While some schools have moved to a year-round schedule,

where teachers’ vacation is divided up throughout the

year, most teaching jobs allow you to have a couple of

months off in the summer where you can choose to get

another job, teach summer school, or just relax and revamp

for the next year. In addition to summers off, teachers

typically get two weeks off during the winter and one week

during the spring.

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Retrieved at http://www.unc.edu/uncbest/teacher.html

October 7, 2014

SUMMARY of the ARTICLES

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http://www.unc.edu/uncbest/teacher.html


These 3 professional readings centered on becoming a

teacher. This discusses on how to become a good, passionate and

effective teacher in the future. Inside of these readings are

the qualities, attributes, attitudes, values and good

characteristics that a specific teacher should possess to

become one of the ideal and productive teachers in building a

great nation. The purposes and reasons of becoming a teacher

will also be discussed in connection to the vocation of service

among students as well as the things that we as future

educators must consider in order to achieve the standards and

qualifications.

Aside from that, this will also talk on the many roles of

a teacher that the teacher played. The teacher is not only a

teacher, but instead a facilitator, model, instructor,

performer, mentor, prompter, examiner, disciplinarian and a lot

more. It is said that as a teacher you should be flexible

enough on how to adapt and engage on the dynamic educational

system here in the Philippines.

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In the second professional reading, this discusses that a

good teacher has many qualities, many of which include the

ability to present information in an effective way. But, good

teaching means a lot more that presenting information. This

article has highlighted many attributes of good teaching.

Incorporating these attributes will enhance you as an EMS

educator. You have a lot of qualities that make you best at

what you do.

REFLECTIVE ANALYSIS of the ARTICLE

While I am reading these professional articles, I am

really happy because I had a chance to read it and learn from

others experience in teaching. I had learned so many things

like the good qualities, attributes and characteristics that I

should possess for me to become an effective teacher to all my

students and to my own motherland.

I had realized that taking this profession is my purpose

and my reason to be a teacher in the future is my vocation for

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the rest of my life. Therefore, I should dedicate and commit

myself on what am I doing and love what I am doing because this

will be eternal. You as a future educator must be flexible

enough, have fun and be positive in everything you do to make

the teaching-learning process more entertaining.

These readings help me on the things that I should do and

give me guidelines on what this profession is all about. Aside

from that, I have learned also that I am not only a teacher in

the school, but also a father, mentor, encourager and

facilitator among my students and that’s what I really proud

of. Be catalyst. Be an instrument. Be a great foundation in

building a great nation!

REFLECTION on SEMINARS ATTENDED

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Philippines Association for Teacher Education XI

(PAFTE) one day seminar for Teacher educations

Students with a theme “Assessment of Learning outcomes

through KPUP”.

Celia D. Andas, Ed. D

Chapter Chair PAFTE XI

Held at MKD campus, Davao City

The seminar was all about the introduction of what does

KPUP play a role in the educational system here in the

Philippines. The speaker discussed different situations and

experiences in connection to teaching-learning process. The

seminar talked about the benefits and advantages of this new

curriculum in our daily lives, and the factors and areas under

the KPUP curriculum.

This seminar played a significant role to me, because it

was somehow a sort of review from the previous subjects that I

have specially those educational subjects. This seminar let me

realized on the real situations that I will be facing in the

future and make me aware and more vigilant on how to fill in115


those difficulties. It is a great challenge to everyone to be

ready for the true service that will be taking to the future

road. Von voyage!

Test Question Construction Based on the Four Levelsof Assessment (KPUP)

Annabel J. Casumpa, Ph.D.

Dean of College (Education Department) at Ateneo de Davao

University

Held at the Assumption College of Davao

One of the problems that the educators are facing today is

making or constructing test questionnaires in their quizzes,

diagnostics or even in the actual examination, therefore we

decided to have this seminar for all of us to cater all of

those problems that we have.

The seminar was all about on how to construct test

questionnaires that are reliable, valid, accurate and efficient

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to all students. We made some questions which are based on the

4 levels of Assessment and the speaker critiqued it from its

content and form for us to be aware on what to do and how to

make our questions more effective.

I love this seminar, because it had a workshop that really

tested me to construct my own questions. It was somehow a

difficult one, because there’s so much things that you need to

consider and understand to really achieve your goals, but even

though it was a tough job but then I enjoyed it and I learned

from it and that is very important among all.

DAILY JOURNAL

1st Observation - September 2, 2014

St. Mark (8:40 – 9:40 A.M)

Ms. April Rose Ilustre

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On my first observation, I was assigned to observe the

class of St. Mark with my cooperating teacher, Ms. April Rose

Ilustre. The class was started with a prayer and ma’am April

announced to her students that they will be delivering their

speech by ministry and as a class. While they were delivering

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their piece, ma’am April was also facilitating and critiquing

the delivery of piece in terms of their voice modulation,

pauses, clarity, diction as well as unity of the voice. After

they deliver their speech, ma’am April reminded her students

that they will have their practice at the gym for tomorrow’s

class, and the class was ended with a Lord’s Prayer.

2nd Observation – September 3, 2014

St. Mark (8:40-9:40 A.M)


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On my second day of observation in the class of 4th year

St. Mark, the students were still busy with their speech choir

for the upcoming speech fest. They start practicing their

routines and delivery at the gym. While they were practicing,

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ma’am April at the same time was also facilitating them on the

things that they need to adjust and work on so that the

presentation will be effective and amusing to the audience. The

practice also includes the steps, actions and chants with still

on the presence of their very supportive teacher. After that,

the students returned to their class to attend the next subject

and I directly proceed to ma’am April to signature my Daily

Time Record (DTR).

3rd Observation – September 4, 2014

St. Mark (8:40-9:40 A.M)


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On my third of observation, the 4th year St. Mark students

still had their practice at the gym. They still practiced on

their routines on how to improve it more as well as the clarity

and correct utterance of each word. Ma’am April still there to

guide and facilitate on the practice to check the progress and

development of their presentation. While I was watching their

practice and listening the message of the piece, I can really

say that they I it really excellent. Excellent, because it has

a great influential message that people will wake up on the

real situation here in the Philippines. Since it was already

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time, ma’am April decided to dismiss the 4th year St. Mark and

they directly proceed to their next class.

4th Observation – September 5, 2014

St. Mark (8:40-9:40 A.M)


On my fourth day of observation, as usual the 4th year St.

Mark still had their practice at the gym because the following

days will be allotted for the practice for the upcoming Speech

fest 2014. On the day to day practice, I can say as an observer

that there was really a great progress from the beginning of

the first practice. Each student really did their best to123


improve their presentation and really listen to their

conductress, and ma’am April’s suggestions and comments. I

observed also that some students did not attend the practice,

because they didn’t memorize yet the whole piece and this was

one of the rules of Ma’am April that if you cannot memorize the

piece, you will not also join the practice. After they had the

practice, the students directly to proceed to the next class

and I time out my daily time record.

5th Observation – September 9, 2014

St. Mark (8:40-9:40 A.M)


On my fifth observation, I still observed the class of 4th

year St. Mark and same as the previous observations, they still

had their practice for the upcoming Speech fest 2014. On that

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day, the students practiced for 30 minutes only, and the

remaining time was allotted for the open forum among their

class for them to know and reflect on their attitudes,

behaviors and actions during their practice. I saw it as an

effective one, because they became open to everyone on what

they have observed in their classmates whether it is positive

or negative. After they had the forum, I saw some students who

cried and became emotional, but then spirit of brotherhood and

sisterhood still dominate their hearts and minds. They

immediately proceed to the next class; because it was already

time and I directly proceed to the library to do my stuffs as

well.

6th Observation: September 10, 2014

St. Mark (8:40-9:40 A.M)


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On my 6th day of observation, the 4th year St. Mark resumed

on their practice after the open forum yesterday. They directly

proceed at the Gym and they start practicing together the

presence of Ma’am April. They were almost done and it seems

that they are in part of polishing everything from the

formations, chants, steps, actions and the clarity of voice.

After they practiced, Ma’am April dismissed the class and the

4th year St. Mark proceed to their next class.

126



St. Mark (8:40 – 9:40 A.M)


For this 7th day of observation, I didn’t observe any

class but I went to the library for the whole day. I worked on

my field study and interview some of the teachers here in the

school community. The whole interview was amazing, because I am

happy hearing the experiences of many teachers and their

philosophies as a teacher in the teaching-learning process.

The interview contributed me a lot, because this will help

me on what to do in the actual situation and for me to be aware

as well on what should be the things that we need to consider

on becoming a teacher. After I got all the informations, I

directly proceed to the library and do some stuffs in Field

study.


St. Therese (9:40 – 10:40)

Mr. Mark Gil Restor

On this 8th observation, I observed the class of Grade 7

St. Therese with their resource teacher Mr. Mark Gil Restor.

Since Sir Mark was not around because he was one of the judges

127


of Grade 9 presentation, therefore Ms. Gemmalie and I were

tasked to facilitate on their activity. Sir Mark left some

questions for them to be answered and we guided them for their

questions and clarifications. It was an amazing experience,

because I witnessed these great students who are really willing

to learn and I saw myself as one of the person who will help

them to achieve their goals. After they answered, I collected

their papers and I directly gave it to Sir Mark. The class was

ended with a prayer and they proceed to their next class.

9th and 10th Observation: September 16, 2014

St. Therese (9:40 – 10:40 and 10:40 – 11:40 A.M)

Mr. Mark Gil Restor

For my 9th and 10th hour of observation, I still observed

the class of Sir Mark together with Ms. Gemmalie Sultan. For my

last observation, Sir Mark had a film viewing to his students

entitled “Anak”. The film viewing was a 2-hour class and while

I am at the back, I can observe that some of the students were

not paying attention on the movie and they were somehow busy on

other businesses that were related to the subject.

While I was watching the movie, I got teary eyes because

it was a touching movie that talked about the family and how

128


family important in our life. After we watched the movie, Sir

Mark dismissed the class of St. Therese and the class was ended

with a prayer led by sir Mark. After that I directly proceed to

the bandy clock to mark my DTR log out.

STUDENT’S FEEDBACK

129


130


131

CHAPTER IV

Rubrics andEvaluation


RUBRICS for FS PORTFOLIO

Field Study 4, Episode 1 – Look deeper into the concepts, natureand purposes of the curriculumFocused on: The concepts, nature and purposes of the curriculum

and how these are translated into the school community

TASKS EXEMPLARY4

SUPERIOR3

SATISFACTORY2

UNSATISFACTORY1

Observation/Documentation:

All taskswere donewithoutstanding quality;workexceedsexpectations

4

All ornearlyall taskswere donewith highquality

3

Nearly alltasks weredone withacceptablequality

2

Fewer than halfof tasks weredone; or mostobjectives metbut with poorquality

1

MyAnalysis

Analysisquestionswereansweredcompletely; in depthanswersthoroughlygroundedontheoriesExemplarygrammarandspelling

Analysisquestionswereansweredcompletely

Clearconnection withtheories

Grammarandspellingare

Analysisquestionswere notansweredcompletely

Vaguelyrelated tothe theoriesGrammar andspellingacceptable

Analysisquestions werenot answered

Grammar andspellingunsatisfactory

1

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4 superior3

2

MyReflection

Reflectionstatementsareprofoundand clear,supportedbyexperiences from theepisode

4

Reflectionstatements areclear,but notclearlysupportedbyexperiences fromtheepisode

3

Reflectionstatementsare shallow;supported byexperiencesfrom theepisode

2

Reflectionstatements areunclear andshallow and arenot supportedby experiencesfrom theepisode

1

MyPortfolio

Portfolioiscomplete,clear,well-organizedand allsupportingdocumentation arelocated insectionsclearlydesignated

4

Portfolioiscomplete,clear,well-organizedand mostsupportingdocumentation areavailableand/or inlogicalandclearlymarkedlocations.3

Portfolio isincomplete;supportingdocumentationis organizedbut islacking

2

Portfolio hasmany lackingcomponents; isunorganized andunclear

1

Submission Beforedeadline

Ondeadline

A day afterthe deadline

Two days ormore after the

133


43

2deadline

1

Over-all Score Rating: (Based on transmutation)

_______________________________________________________________

Signature of FS TeacherDate

above Printed Name

Transmutation of score to grade/ratingScore GradeScore Grade20 - 1.0 - 9912-13 - 2.50 - 8118-19 - 1.25 - 9611 - 2.75 - 7817 - 1.5 - 9310 - 3.00 - 7516 - 1.75 - 908-9 - 3.5 - 7215 - 2.00 - 877-below - 5.00 - below14 - 2.25 - 84

TEACHER’S EVALUATION

134


ASSUMPTION COLLEGE OF DAVAO

J.P Cabaguio Avenue, Davao City

EVALUATION FOR FIELDSTUDY STUDENT OBSERVER

Name of Field Study Observer:

_________________________________________

Name of Resource Teacher:

___________________________________________

Subject Taught: ____________________________ Time:

___________________

DIRECTION: Please review each of the characteristics listed

below and rate the student’s behavior and performance using the

following rating system. Place a Check (/) in the appropriate

box.

1 – Unsatisfactory 2 – Below Average 3 – Average 4 –

Above Average

5 – Superior

CHARACTERISTICS 1 2 3 4 5Work Attitude: The extend to which the

students shows active interest in and

performs his/her assignment in a

thorough, accurate and neat manner.Learning Attitude: The extend to which

135


the student demonstrates by taking

advantage of learning opportunities, by

study and interest, and by asking

relevant questions, a desire to learn.Dependapility: The extend to which the

students can be relied upon to complete

his/her assignments and to perform as a

trustworthy person.Courtesy: the extend to which the student

treats all of those with whom he/she mst

deal in a manner which is polite,

respectul, tactful, considerate, and

dignified.Cooperativeness: The extend to which the

student adapts to the team approach and

is willing to assist others in getting

the job done, and the extend to which

his/her general behavior is such that it

promotes harmony and good relationships.Personal Appearance: This refers to

appropriateness of dress,personal

neatness, cleanliness, and to the

student’s ability and a desire to

maintain a standard of personal

appearance in keeping with the demand of

his/her status as students.

136


Loyalty: The extend to which student

supports his/her fellow students, and

resouce teachers.Initiative: The extend to which the

student displays the physical and memtal

energy, imagination and resourcefulness,

spirit and drive required to get results

without the need of urging on the part of

his/her resource teacher.Attendance and Promptness: This refers to

unauthorized absences, and promptness in

reporting for work.Judgement: The extend to which the

students consider all available facts

before acting and is logical, and

consistent in his/her conclusions and

actions based on such facts.Leadership: The extend to which the

student is capable of organizing,

planning, controlling and guiding the

work of others in a manner that produces

satisfactory results.Character: The extend to which the

student’s behavior is becoming of a

student observer, and the extend to which

he/she has demonstrated high personal

137


ethics and positive attitudes while

inside the classroom.Knowledge and Skills: The extend to which

the student understands and demonstrates

skills related to teaching.

Comments: Please provide additional comments about thestudent.

_______________________ ______________

Signature of the Resource Teacher Date

138


SELF-EVALUATION

Self-Rating Competency Checklist for Field

Study

Name: _________________________________ Course:

____________________

Direction: Check (/) the appropriate column that best describes

your current level of mastery of each listed competency.

COMPETENCY

Icannotdothisyet

1

I amlearning todo

this.

2

I cando thisbut I

need tolearnmoreand

improve.3

I candothisverywell.

4

1. Determine an environment

139


that provides social,

psychological, and physical

environment supportive of

learning.2.Differentiate learners of

varied learning characteristics

and needs.3.Manages time, space and

resouirces to provide an

environment conducive to

learning.4.Recognizes multi-cultural

background of learners when

providing learning

opportunities.5.Determines teaching

approaches and techniques

appropriate to the learners.6.Determines, understands, and

accepts the learner’s diverse

background.7.Relates the learners’

backgorund to their performance

in the classromm.8.Reflects on the impact of

home and family life to

140


learning.10.Accepts personal

accountability tolearners’

achievement and performance.

[ ] Pre-Assessment

[ ] Post-Assessment _____________________

___________________

Rater’s Signature Date

Accomplished

141


Rating Competency Checklist for Field Study

Name: _________________________________ Course:

____________________

Direction: Check (/) the appropriate column that best describes

your current level of mastery of each listed competency.

COMPETENCY

The FSStuden

tcannotdo

thisyet

1

The FSStudent islearning todo

this

2

The FSStudentcan dothisbut

needsto

learnmoreand

improve

3

The FSStudent cando

thisverywell

4

1. Determine an environment

that provides social,

psychological, and physical

142


environment supportive of

learning.2.Differentiate learners of

varied learning

characteristics and needs.3.Manages time, space and

resouirces to provide an

environment conducive to

learning.4.Recognizes multi-cultural

background of learners when

providing learning

opportunities.5.Determines teaching

approaches and techniques

appropriate to the learners.6.Determines, understands,

and accepts the learner’s

diverse background.7.Relates the learners’

backgorund to their

performance in the classromm.8.Reflects on the impact of

home and family life to

learning.10.Accepts personal

143


accountability tolearners’

achievement and performance.

[ ] Pre-Assessment

[ ] Post-Assessment _____________________

___________________

FS Teacher’s Signature

Date Accomplished

144


DAILY TIME RECORD

145


146


147

CHAPTER V

Field StudyStudent

Observe’sProfile


CURRICULUM VITAE

Name: Mark Jay Lopez Siton

Home Address: Sto. Nino Dalisay St. Agdao, Davao City

Contact Number: 09469628495

Email: [email protected]

OBJECTIVES:

To be hired in your school institution and teach whole- heartedly as one of the teachers who will serve as a catalyst in building a productive and progressive society.

I. EDUCATIONAL BACKGROUND

College

Course: Bachelor of Science in Secondary Education

Major: English

Date Graduated: Present

High School

School: Sta. Ana National High School148

mailto:[email protected]


Date Graduated: 2010-2011

Elementary

School: Jose L. Porras Elem. School

Date Graduated: 2006-2007

II. SCHOLARSHIP/ACADEMIC RECOGNITION

Scholar and sponsored by PH – 569- Joyful Assembly

of God (JAG)

III. SEMINAR/WORKSHOP ATTENDED:

Test Question Construction Based on the Four

levels of Assessment (KPUP)

PAFTE XI one-day Seminar for Teacher Education

Students

Creative Writing Workshop (CEGP)

IV. AFFILIATION:

Editor-in-Chief at LAYAG 2014-

2015

Sports Editor at LAYAG 2013-2014

YAPAK Secretary 2013-2014

V. BIO-INFO

149


Birthdate: March 24, 1995 Birth Place:

Davao City

Civil Status: Single Nationality:

Filipino

Religion: Roman Catholic Height: 5’8

feet

Skills: Writing, sketching dresses and cooking

Hobbies: Watching Television like ANTM and surfing to

Facebook

Talents: Singing and Dancing

CHARACTER REFERENCES:

Name Position Company Contact

Number

1. Riza Mae Magparo Teacher Holy Crossof

Malalag 09161964751

2. Loren Nell L. Siton Teacher Holy Cross of

Malalag 09108131625

150


3. Lecel Siapo Case Worker Joyful Assembly

of God 09299743827

I hereby certify that the above mentioned information are

true and correct to the best of my knowledge and authority of

the undersigned.

______________________________

Student Teacher

151


WHY DO I WANT TO BECOME A TEACHER?

At first, I never thought that I will be here studying

this course and soon will be molding some little seeds to be

planted perfectly and beautifully in the actual field of

teaching. This is not what I wanted before and teaching is not

my thing. But now when I enter in college, I starting to

realize and understand everything that to teach is my purpose

and being a teacher is my vocation in this world.

As a time goes by, I starting to love teaching, because I

want to be a good role model to everyone and help them to

achieve their diverse goals in life. I want to be a part of

their growth and development and I want to see how they

progress with me at their side. I want to become a teacher not

because I love it personally, but this is really a God’s will

for me and God really trusted me to be an instrument to teach

and help his children.

Lastly, I want to become one of the teachers because I

really want to change the world. I want to be a catalyst in152


molding and transforming every student to become an educated

and a good citizen in building a great, productive and

progressive nation. GOD BLESS to all who want to become a

teacher and this is a huge challenge for those future educators

to change the perception among people that we are not lazy and

irresponsible but we are the carrier of a true service of

responsibility and professionalism.

153


154

CHAPTER VI

Appendicesand

References


REFERENCES

Retrieved at http://busyteacher.org/3651-becoming-a-

teacher.html October 7, 2014

Retrieved at http://www.emsvillage.com/articles/article.cfm?

id=115 October 7, 2014

Retrieved at http://www.unc.edu/uncbest/teacher.html

October 7, 2014

155

http://www.unc.edu/uncbest/teacher.html






PICTURES

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CERTIFICATES

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