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
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ON BECOMING A TEACHER Field Study
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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ON BECOMING A TEACHER Field Study
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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ON BECOMING A TEACHER Field Study
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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ON BECOMING A TEACHER Field Study
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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ON BECOMING A TEACHER Field Study
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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ON BECOMING A TEACHER Field Study
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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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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ON BECOMING A TEACHER Field Study
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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ON BECOMING A TEACHER Field Study
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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ON BECOMING A TEACHER Field Study
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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ON BECOMING A TEACHER Field Study
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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ON BECOMING A TEACHER Field Study
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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ON BECOMING A TEACHER Field Study
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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ON BECOMING A TEACHER Field Study
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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ON BECOMING A TEACHER Field Study
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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ON BECOMING A TEACHER Field Study
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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ON BECOMING A TEACHER Field Study
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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ON BECOMING A TEACHER Field Study
2.
My Future Application Using what I have learned in this episode, when I become a teacher, I should ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.
FS6 On Becoming A TeacherFIELD STUDY
The teacher’s philosophy of education
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ON BECOMING A TEACHER Field Study
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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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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ON BECOMING A TEACHER Field Study
_____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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ON BECOMING A TEACHER Field Study
____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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ON BECOMING A TEACHER Field Study
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:
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ON BECOMING A TEACHER Field Study
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?
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ON BECOMING A TEACHER Field Study
1. Affirmed Concept 1 __________________________________________________________________________________________________________________________________________________________________________________________.
2. Affirmed Concept 2 __________________________________________________________________________________________________________________________________________________________________________________________.
3. Affirmed Concept 3 __________________________________________________________________________________________________________________________________________________________________________________________.
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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ON BECOMING A TEACHER Field Study
b. In addressing of learners ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.
c. In creating a conducive learning environment ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.
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FS6 On Becoming A TeacherFIELD STUDY
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
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ON BECOMING A TEACHER Field Study
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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ON BECOMING A TEACHER Field Study
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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ON BECOMING A TEACHER Field Study
5. Teacher activities
6. Co- curricular activities
7. Extra-curricular activities
FS6 On Becoming A TeacherFIELD STUDY
The Teacher in the Community Name of FS Student ___________________________________________________Course_________________________________Year&Section:_________________Resource Teacher
____________________Signature___________Date ________56
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ON BECOMING A TEACHER Field Study
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
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ON BECOMING A TEACHER Field Study
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 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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ON BECOMING A TEACHER Field Study
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.
My Future Application
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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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FS6 On Becoming A TeacherFIELD STUDY
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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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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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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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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My Affirmed Concepts
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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FS6 On Becoming A TeacherFIELD STUDY
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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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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4-10 years in service
11-15 years in service
15 years and above years in service
My Observations
From the answers given by the teacher you interviewed, is the
teacher 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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My Affirmed Concepts
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…………………………………
3. Professional Teachers…………………………………
4. Professional Teachers……………………………….
5. Professional Teachers…………………………………
My Future Application
When I become a professional teacher, I should………………………
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__________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
__________________.
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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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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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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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ON BECOMING A TEACHER Field Study
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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ON BECOMING A TEACHER Field Study
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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ON BECOMING A TEACHER Field Study
Retrieved at http://www.unc.edu/uncbest/teacher.html
October 7, 2014
SUMMARY of the ARTICLES
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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
ON BECOMING A TEACHER Field Study
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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ON BECOMING A TEACHER Field Study
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 BECOMING A TEACHER Field Study
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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ON BECOMING A TEACHER Field Study
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)
Ms. April Rose Ilustre
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ON BECOMING A TEACHER Field Study
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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ON BECOMING A TEACHER Field Study
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)
Ms. April Rose Ilustre
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ON BECOMING A TEACHER Field Study
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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ON BECOMING A TEACHER Field Study
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)
Ms. April Rose Ilustre
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
ON BECOMING A TEACHER Field Study
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)
Ms. April Rose Ilustre
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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ON BECOMING A TEACHER Field Study
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)
Ms. April Rose Ilustre
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ON BECOMING A TEACHER Field Study
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.
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ON BECOMING A TEACHER Field Study
7th Observation: September 11, 2014
St. Mark (8:40 – 9:40 A.M)
Ms. April Rose Ilustre
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.
8th Observation: September 15, 2014
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
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ON BECOMING A TEACHER Field Study
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
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ON BECOMING A TEACHER Field Study
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
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ON BECOMING A TEACHER Field Study
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
132
ON BECOMING A TEACHER Field Study
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
ON BECOMING A TEACHER Field Study
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
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ON BECOMING A TEACHER Field Study
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
ON BECOMING A TEACHER Field Study
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
ON BECOMING A TEACHER Field Study
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
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ON BECOMING A TEACHER Field Study
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
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ON BECOMING A TEACHER Field Study
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
ON BECOMING A TEACHER Field Study
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
ON BECOMING A TEACHER Field Study
learning.10.Accepts personal
accountability tolearners’
achievement and performance.
[ ] Pre-Assessment
[ ] Post-Assessment _____________________
___________________
Rater’s Signature Date
Accomplished
141
ON BECOMING A TEACHER Field Study
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
ON BECOMING A TEACHER Field Study
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
ON BECOMING A TEACHER Field Study
accountability tolearners’
achievement and performance.
[ ] Pre-Assessment
[ ] Post-Assessment _____________________
___________________
FS Teacher’s Signature
Date Accomplished
144
ON BECOMING A TEACHER Field Study
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
ON BECOMING A TEACHER Field Study
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
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ON BECOMING A TEACHER Field Study
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
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
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ON BECOMING A TEACHER Field Study
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
ON BECOMING A TEACHER Field Study
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
ON BECOMING A TEACHER Field Study
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.
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ON BECOMING A TEACHER Field Study
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
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