fs 6
Klhea Imperial Tañeza | BSE IV – MATH
A PORTFOLIO IN FS4
A Partial Fulfillment of the Subject, FS 6: On Becoming a Teacher
Submitted to:
PROF. NANCY RAMOS- RAIZ
FS Instructor
Submitted By;
Klhea I. TañezaII BSE-MATH
FS Students
October, 2014
FIELD STUDY
------------------------------------------------------------------------------------------
THE TEACHER AS A PERSON
Name of the FS Student: ________________________________________________________
Course: _______________________________ Year and Section: ________________
Resource Teacher 1: _____________________ Signature: _____________ Date: ___________
Resource Teacher 2: _____________________ Signature: _____________ Date: ___________
Resource Teacher 3: _____________________ Signature: _____________ Date: ___________
Cooperating School: ____________________________________________________________
Introduction
“Teachers are born” an old saying goes. What attributes or qualities should you possess to indicate that you would be an effective teacher in the future? If you are born a teacher, you will find some of your qualities that are befitting of a teacher. Let us find out in this episode.
Field Study6, Episode 1- The Teacher as a Person
Focused on : the Teacher as a Person; Myself as a Person
Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatis-factory
1
Observation/
Documentation:
All tasks were done with outstanding quality; work exceeds expectations
4
All or nearly all task were done with quality
3
Nearly all tasks were done with acceptable quality
2
Fewer than half of tasks were done; or most objectives met but with poor quality
1
My Analysis
Analysis questions were answered completely. In depth answers. Thoroughly grounded on theories/
Exemplary grammar and spelling.
4
Analysis questions were answered completely clear connection with theories
Grammar and spelling are superior
3
Analysis questions were not answered completely vaguely related to the theories
Grammar and spelling acceptable.
2
Analysis questions were not answered. Grammar and
Spelling unsatisfactory.
1
My Reflection
Reflection statements are thoughtful and clear, supported by experiences from the episode
4
Reflection statements are thoughtful and clear, supported by experiences from the episode
3
Reflection statements are supported by experiences from the episode
2
No reflection statements are provided
1
My Future Application
Application is very clear and highly consistent with reflection and affirmed concepts; very doable and feasible
4
Application is clear and consistent with reflection and affirmed concepts; very doable and feasible
3
Application is clear but not very consistent with reflection and affirmed concepts ; not doable
2
Application is not clear, not at all consistent with reflection and affirmed concepts; not doable
1
Submission
Before deadline
4
On the deadline
3
A day after the deadline
2
Two days or more after the deadline
1
Sub Totals
Over-all Score
Rating:
( Based on transmutation )
____________________________ ________________________ Signature of FS Teacher Date above Printed Name
Transmutation of score to grade/rating Score Grade Score Grade 20 - 1.0 - 99 12-13 - 2.50 - 81 18-19 - 1.25 - 96 11 - 2.75 - 78 17 - 1.5 - 93 10 - 3.00 - 75 16 - 1.75 - 90 8-9 - 3.5 - 72 and 15 - 2.00 - 87 7-below - 5.00 - below 14 - 2.25 - 84
Deeper understanding of a Teacher as a Person.
Knowledge of myself as a Person who will become a teacher.
1. Who am I as a person? Do I have personal qualities that would make me better teacher someday?
2. With the use of the checklist find out your personal characteristics which would help you make become a good teacher. The qualities listed are few of the many attributes needed but the list given you would suffice.
Look into yourself very well and answer each item very honestly. All your answer is correct, so you do need to worry.
AM I THIS PERSON?
Bilbao, 2010 Below are indicators of personal qualities which may describe you. Place a √ mark on the blank before each item if the indicator fits you most of the time or an Xmark if the description does not fit you most of the time.
___√__ 1. I am mentally alert.
___x__ 2. I make correct decisions.
___√3. I give attention to details
___√__4. I analyze every situation.
___x__ 5. I am quick to make solutions.
___x__ 6. I maintain poise.
___x__7. I remain undisturbed under pressure. ___√_8. I hold my anger.
__√___ 9. I am calm in the midst of chaos.
__√__10. I maintain dignity in all circumstances. ___√__ 11. I am very imaginative.
___x ____12. I create new things.
____√__13. I like to try out new things.
____√__14. I accept responsibility and do it well.
____√__15. I utilize to the maximum every material.
___√___ 16. I have happy disposition.
____√___ 17. I appreciate other people.
____√___ 18. I am tolerant of other persons. ____√___ 19. I am kind and sympathetic. ___√___ 20. I help voluntarily.
____√___ 21. I adjust to different situations. ____√___ 22. I look at the brighter side of life.
____√___ 23. I enjoy the company of others. ___√____24. I laugh at my own mistakes. ___√____ 25. I can adjust to any group as a member.
____√__ 26. I think that my suggestions are not always correct.
___√____ 27. I do not consider self as better than others.
___√____ 28. I treat everybody fairly.
____√___ 29. I see other’s opinion as different from mine.
____√___ 30. I give equal chance for everybody to be heard.
____x___ 31. I work beyond the objectives set.
____x___ 32. I do things without being told. ____√___ 33. I do not easily give up easily on the task.
____√___ 34. I set high goals for one.
____√___ 35. I work with a sense of urgency. ____x___ 36. I feel sure of what I do.
____√___ 37. I work for others.
____√___ 38. I initiate to the job for all.
____x___ 39. I assume responsibility with confidence.
____√___ 40. I work to succeed.
____√___ 41. I am pleasant in action, words and appearance.
____√___ 42. I am clean and neat as a person. ____√___ 43. I address up appropriately.
____√___ 44. I am simple, beautiful/handsome. ____x___ 45. I am appealing to others.
____√___ 46. I treat everybody with courtesy. ___√____ 47. I behave appropriately in occasions. ____√___ 48. I select social functions to attend. ____√___ 49. I use appropriate language. ____x__ 50. I adjust comfortably in a crowd. ____√___ 51. I have deep concern for others. ____√___ 52. I am willing to share.
____x___ 53. I volunteer to do task for others. ___√___ 54. I give up personal time for the group.
____√___ 55. I work for the group even without assurance in return.
___√____ 56. I am fair in giving judgment. ____x___ 57. I am consistent in words and actions.
___x____ 58. I am punctual in attendance. ____√___ 59. I am sincere in giving suggestions. ____√__ 60. I extend help to many others. Number of checks in each cluster (Min-1 to Max-5)
Personal Attributes
Cluster of Items
Number of
Check Marks
Interpretation
1. Intelligence
1-5
3
A
2. Emotional Stability
6-10
3
A
3. Resourcefulness
11-15
4
H
4. Compassion
16-20
5
VH
5. Buoyancy
21-25
5
VH
6. Objectiveness
26-30
5
VH
7. Self-motivation
31-35
3
A
8. Self-confidence
36-40
2
L
9. Pleasantness
41-45
3
A
10. Refinement
46-50
4
H
11. Cooperativeness
51-55
4
H
12. Reliability
56-60
3
A
Legend for Interpretation: 5- Very High; 4- High; 3- Average; 2- Low; 1- Very Low
Your concrete experience, enabled you to describe, what you are as a person. The qualities reflect who you are. Make a similar observation of ten active teachers in school. Your observation will be done through a survey and will produce empirical evidences. This observation method will enhance your skills to collect data, like when you doing research.
You will be provided with a Survey Checklist for you to reproduce 10 copies for your 10 respondent teachers. (They are on the last page of this Workbook). Make proper request from these teachers who will become your respondents.
Tabulate the results in the matrix found below:
.
FIELD STUDY
------------------------------------------------------------------------------------------
THE TEACHER’S PHILOSOPHY OF EDUCATION
Name of the FS Student: ________________________________________________________
Course: _______________________________ Year and Section: ________________
Resource Teacher 1: _____________________ Signature: _____________ Date: ___________
Resource Teacher 2: _____________________ Signature: _____________ Date: ___________
Resource Teacher 3: _____________________ Signature: _____________ Date: ___________
Cooperating School: ____________________________________________________________
Introduction
What do you firmly believe about schools and education? This episode will clarify your belief or philosophy about teaching and education.
Perhaps you have already decided that you would become a teacher. Your belief of philosophy of teaching will explain your actions as s future teacher. The foundations of all that you do in school and in teaching are usually based on a strong belief called philosophy of education.
Clear understanding of my philosophy of teaching and education.
Identify teacher’s leanings on the different educational philosophies
Field Study 6, Episode 2 – The Teacher’s Philosophy of Education Focused on: Clear understanding on my philosophy of teaching and education; Identifying teacher’slearnings on the different educational philosophies.
Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/ Documentation
All tasks were done with outstanding quality; work exceeds expectation
All or nearby all tasks were done with high quality
Nearly all tasks were done with acceptable quality
Fewer than half of tasks were done; or most objectives met but with poor quality
My Analysis
Analysis questions were answered completely in depth
Answer.
Thoroughly grounded on theories
Exemplary grammar and spelling
Analysis questions were answered completely
Clear connection with theories
Grammar and spelling are superior
Analysis questions were not answered completely.
Vaguely related to the theories
Grammar and spelling acceptable
Analysis questions were not answered
Grammar and spelling unsatisfactory
My Reflection
Reflection statements are thoughtful and clear, supported by experiences from the episode
Reflection statements are clear, but not clearly supported by experiences from the episode
Reflection statements are supported by experiences from the episode
No reflection statements are provided
My Future Application
Application is very clear and highly consistent with reflection and affirmed concepts; very doable and feasible
Application is clear and consistent with reflection and affirmed concepts; very doable and feasible
Application is clear but not very consistent with reflection and affirmed concepts; not doable
Application is not clear, not at all consistent with reflection and affirmed concepts; not doable
This activity will enable you to ask yourself about the different future practices or actions that you will do in teaching. You may not have done it yet, but if you become a teacher what do would be your response to each item? Your answers will identify what your philosophy of education is all about.
Answer each item in the Survey Questionnaire very honestly. There is neither right nor wrong answer for each item. After you have answered each item, record your answers and look at the interpretation at the back of this work text.
After you have answered the questionnaire yourself, you are to ask two teachers to do same activity.
WHAT IS YOUR PHILOSOPHY OF EDUCATION?
(Based on Sadker&Sadker, 1998
Teachers, Schools and Society, 2nd Ed)
Each of us has a philosophy of education or a set of fundamental beliefs regarding how we think schools should be run. What is your philosophy of education? To find out, read each of the following statements about the nature of education. Decide whether you agree or disagree with each statement. Use the following numbers to express your response.
4 – Agree strongly 2 – Disagree
3 – Agee 1 – Disagree strongly
___3___1.The student learning should be centered on basic subjects such as reading, writing, history, math and science.
___3___ 2. The schools subjects should focus on the great thinkers of the past.
___4___ 3. Many students learn best by engaging in real-world activities rather than reading.
___3___ 4. The students should be permitted to determine their own curriculum.
___4___5.. Subject matter is taught effectively when it is broken down in small parts.
___4_ __ 6. The school subjects should be determined by information that is essential for all students to know.
___3___ 7. Schools, above all, should develop students’ abilities to think deeply, analytically, and creatively; than develop their social skills or provide them with a useful body of knowledge about the ever-changing world.
___4___ 8. Teaching should prepare students for analyzing and solving the types of problems they will face outside the classroom.
___4___ 9. Reality is determined by each individual’s perceptions. There is no objective and universal reality.
___2___ 10. People are shaped much more by their environment than by their genetic disposition or the exercise of their free will.
___3___ 11. Students should not be promoted from one grade to the next until they have read and mastered certain key material.
___3___ 12. An effective education is not aimed at the immediate needs of the students or society.
___4___ 13. The curriculum of a school should be built around the personal experiences and needs of the students.
___2___ 14. Students who do not want to study much should not be required to do so.
___3___ 15. Programmed learning is an effective method of teaching information.
___4___ 16. Academic rigor is an essential component of education.
___3___ 17. All students, regardless of ability, should study more or less the same curriculum.
___4___ 18. Art classes should focus primarily on individual expression and creativity.
___3___ 19. Effective learning is unstructured and informal.
___3___ 20. Students learn best through reinforcement.
___4___ 21. Effective schools assign a substantial amount of homework.
___3___ 22. Education should focus on the discussion of timeless questions such as “What is beauty?” or What is truth?”
___4___ 23. Since students learn effectively through social interaction, schools should plan for substantial social interaction in their curricula.
___4___ 24. The purpose of school is to help students understand themselves and find the meaning of their existence.
___4__ 25. Frequent objective testing is the best way to determine what students know.
___4___ 26. Countries must become more competitive economically with other countries hence schools must bolster their academic requirements to facilitate such competition.
___4___ 27. Students must be taught to appreciate learning primarily for its own sake, because it will help them in their careers.
___3___ 28. Schools must place more emphasis on teaching about the concerns of minorities and women.
___4___ 29. Each person has free will to develop as he or she sees fit.
__2___ 30. Reward students well for learning and they will remember and be able to apply what they learned, even if do not understand why the information is worth knowing.
__4___ 31. Philippine schools should attempt to instill traditional Filipino values in students.
___4___ 32. Teacher-guided discovery of profound truths is a key method of teaching students.
__4___ 33. Students should be active participants in the learning process.
___4___ 34. There are no external standards of beauty. Beauty is what an individual decides it to be.
___3__ 35. We can place a lot faith in our schools and teachers to determine which students behaviors are acceptable an which are not.
____4__ 36. Schools must provide students with a firm grasp of basic facts regarding the books, people, and events that have shaped the Filipino heritage.
__3___ 37. Philosophy is ultimately at least as practical a subject to study as is computer science.
___4___ 38. Teachers must stress for students the relevance of what they are learning for their lives outside, as well as inside, the classroom.
___4___ 39. It is more important for a student to develop a positive self-concept than to learn specific concept.
___4___ 40. Learning is more effective when students are given frequent tests to determine, what they have learned. Note: Photocopy two copies of this instrument. Request two teachers to answer the remaining questionnaire. Tabulate all the answers in the Matrix provided. Now that you have responded to all 40 items, write the number of the response to each statement in the matrix below. Add the numbers in each column to determine your attitude and those of the two teachers toward key educational philosophies.
My Philosophy of Education
Essentialism
Perennialism
Progressivism
Existentialism
Behaviorism
Item
S
T1
T2
Item
S
T1
T2
Item
S
T1
T2
Item
S
T1
T2
Item
S
T1
T2
1
3
4
4
2
3
3
4
3
4
4
4
4
3
4
3
5
4
4
4
6
4
4
4
7
3
4
4
8
4
4
4
9
4
3
4
10
2
4
4
11
3
3
4
12
3
3
4
13
4
2
4
14
2
4
1
15
3
3
4
16
4
4
4
17
3
2
3
18
4
3
3
19
3
2
3
20
4
4
4
21
4
4
2
22
3
2
1
23
4
2
4
24
4
4
4
25
4
3
4
26
4
3
4
27
4
2
4
28
3
2
4
29
4
3
4
30
2
4
4
31
4
4
4
32
4
4
4
33
4
4
4
34
4
3
4
35
3
4
4
36
4
4
4
37
3
3
3
38
4
3
4
39
4
4
3
40
4
3
2
Total
30
30
30
Total
26
23
27
Total
31
24
31
Total
28
27
26
Total
26
29
30
Legend: S- self; On Becoming A Teacher T1- Teacher 1; T2- Teacher 2 Among the three of you, who is more inclined to be an essentialist, perennialist, progressivist, essentialist or behaviorist?
Both three of us are inclined to be an essentialist.
Ma’am Vivian Timbal is more inclined to be perennialist.
I and Ma’am Vivian Timbalaremore inclined to be a progressivist.
Among three of us I was more inclined to be an existentialist.
Among three of us Ma’am Vivian Timbal is more inclined to be a behaviourist.
FIELD STUDY
------------------------------------------------------------------------------------------
THE TEACHER IN A SCHOOL SETTING
Name of the FS Student: ________________________________________________________
Course: _______________________________ Year and Section: ________________
Resource Teacher 1: _____________________ Signature: _____________ Date: ___________
Resource Teacher 2: _____________________ Signature: _____________ Date: ___________
Resource Teacher 3: _____________________ Signature: _____________ Date: ___________
Cooperating School: ____________________________________________________________
Introduction
A teacher as a professional will always be found in a school setting. There will be no school without the teacher because a teacher’s official working place is a school. A school is an institution where learning occurs under the guidance of a professional called the teacher.
You will also find yourself in one of these schools when you become a full-fledged teacher.
How does a teacher operate or function in a school setting? How will a teacher manage the physical as well as the psychological environment in the school?
Description of a typical school day of a teacher.
Enduring understanding of the teacher’s role in creating a conducive learning environment in the school.
Field Study 6, Episode 3 – The Teacher in a School Setting
Focused on: A typical school day of a teacher; the teacher’s role in creating a conducive learning environment in the school.
TASKS
EXEMPLARY
4
SUPERIOR
3
SATISFACTORY
2
UNSATISFACTORY
1
Observation/ Documentation:
All tasks were done with outstanding quality; work exceeds expectations
All or nearly all tasks were done with high quality
Nearly all tasks were done with acceptable quality
Fewer than half of tasks were done; or most objectives met but with poor quality
My Analysis
Analysis questions were answered completely; in depth answers thoroughly grounded on theories
Exemplary grammar and spelling
Analysis questions were answered completely
Clear connection with theories
Grammar and spelling are superior
Analysis questions were not answered completely vaguely related to the theories
Grammar and spelling acceptable
Analysis questions were not answered
Grammar and spelling unsatisfactory
My Reflection
Reflection statements are thoughtful and clear, supported by experiences from the episode
Reflection statements are clear, but not clearly supported by experiences from the episode
Reflection statements are supported by experiences from the episode
No reflection statement are provided
My future application
Application is very clear and highly consistent with reflection and affirmed concepts; very doable and feasible
Application is clear and consistent with reflection and affirmed concepts; very doable and feasible
Application is clear but not very consistent with reflection and affirmed concepts; not doable
Application is not clear, not at all consistent with reflection and affirmed concepts; not doable
Submission
Before deadline
On deadline
A day after the deadline
Two days or more after the deadline
Sub totals
Over-all Score
Rating: (Based on transmutation)
____________________________________ _____________________
Signature of FS Teacher Date above Printed Name
Transmutation of score to grade/ rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7- below - 5.00 - below
14 - 2.25 - 84
This experiential learning episode will take you to the actual school setting. Here, you will spend more time making observations and talking to your Resource Teacher. The steps that will guide you in your journey in this episode are as follows:
1. Visit a particular teacher as your resource in a school.
2. Secure the teacher’s program. Study the time schedule and the activities.
3. Make a class observation at certain period of the day’s activities.
Based on the daily program, find out what the teacher is supposed to do during the time of your visit. Observe what the teacher is doing. Take note of the different activities.
Copy the Class Program of the Teacher here:
Name of the Teacher:
Name of the School:
District of:
Division of:
CLASS PROGRAM
Interview the teacher to verify the class program.
At the time you are in school, what significant observation have you made?
Areas of Focus for Observation in the School Setting
My Observations
Physical Setting
1. Classroom Arrangement
The chairs and table are proper arranged.
Teacher’s table is located at the back.
There are comport rooms inside the class.
There are some posters that are pasted in the wall.
2. Bulletin Board Display
I haven’t observe that there are bulletin boards inside the class however there are bulletin boards on the pathway and offices announcing activities of the month and students achievement in the different inter-school competition
3. School Playground
There is no specific school playground but they have a wide field enough for the students to play around.
4. Learning Resource Center
There are reading center located in the school, were students can use their leisure time to read books.
Socio-Psychological Setting
1. Class routines
The teacher starts with a prayer, after that he checks her pupil’s attendance.
2. Teacher Activities
She let her students explore their own learning by giving them essential activities.
3. Learners Activities
She let her students make a model of plate tectonic theory.
4. Co-curricular Activities
I observe that her lesson was following the curriculum mandated by the higher administrators.
5. Extra-curricular Activities
The school actively participate in the interschool competition and like in sports and academic.
.
FIELD STUDY
------------------------------------------------------------------------------------------------------------
THE TEACHER IN THE COMMUNITY
Name of the FS Student: ________________________________________________________
Course: _______________________________ Year and Section: ________________
Resource Teacher 1: _____________________ Signature: _____________ Date: ___________
Resource Teacher 2: _____________________ Signature: _____________ Date: ___________
Resource Teacher 3: _____________________ Signature: _____________ Date: ___________
Cooperating School: ____________________________________________________________
Introduction
In the Philippines, the government has built schools in almost all strategic barangays, town or city. This is done to provide access and equal opportunity for every school child to achieve quality education. At present, there are more than half a million public school teachers deployed in all these schools throughout the country. The school and the teacher in every school have very crucial responsibilities in contributing to the change and development in every community.
Community data from Rapid Appraisal Survey
List of identified community resources available for use by the teachers in the school.
Field Study 6, Episode 4 – The Teacher in the Community
Focused on: Community Data and Community Resources
TASKS
EXEMPLARY
4
SUPERIOR
3
SATISFACTORY
2
UNSATISFACTORY
1
Observation/ Documentation:
All tasks were done with outstanding quality; work exceeds expectations
All or nearly all tasks were done with high quality
Nearly all tasks were done with acceptable quality
Fewer than half of tasks were done; or most objectives met but with poor quality
My Analysis
Analysis questions were answered completely; in depth answers thoroughly grounded on theories
Exemplary grammar and spelling
Analysis questions were answered completely
Clear connection with theories
Grammar and spelling are superior
Analysis questions were not answered completely vaguely related to the theories
Grammar and spelling acceptable
Analysis questions were not answered
Grammar and spelling unsatisfactory
My Reflection
Reflection statements are thoughtful and clear, supported by experiences from the episode
Reflection statements are clear, but not clearly supported by experiences from the episode
Reflection statements are supported by experiences from the episode
No reflection statement are provided
My future application
Application is very clear and highly consistent with reflection and affirmed concepts; very doable and feasible
Application is clear and consistent with reflection and affirmed concepts; very doable and feasible
Application is clear but not very consistent with reflection and affirmed concepts; not doable
Application is not clear, not at all consistent with reflection and affirmed concepts; not doable
Submission
Before deadline
On deadline
A day after the deadline
Two days or more after the deadline
Sub totals
Over-all Score
Rating: (Based on transmutation)
____________________________________ _____________________
Signature of FS Teacher Date above Printed Name
Transmutation of score to grade/ rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7- below - 5.00 - below
14 - 2.25 - 84
ACTIVITY 1 – RAPID COMMUNITY SURVEY
This activity shall be done preferably during the weekend, when the community people are at their homes. Permission to conduct the community survey should be secured from your teacher. The same permission shall be asked from the Barangay Officials.
It is suggested that this activity will be made by groups of five, to facilitate the collection of the data. As a group, you will enhance your understanding of the community situation which you will survey. In a way, this will be your community immersion activity.
Here are the steps:
1. Report to the Barangay Captain or Punong Barangay upon arrival in the community.
2. Peruse a community map to find out the area you are going to cover.
3. Secure the available information from the records of the Barangay secretary.
4. Provide the opportunity to go around the barangay for visual observation.
5. Interview some folks from whom you can secure or verify the dat
ACTIVITY 1 – RAPID COMMUNITY APPRAISAL
Name of the School in the Barangay: G.L. Dondoy Central Elementary School
Name of the Barangay:Brgy. Caganguhan, Panabo City Type: Urban
Name of the Town/Municipality:Panabo City
Name of the Province/City: Davao del Norte
I. Barangay Location
1. Distance from the City (in Km):
2. Distance from the College/University where enrolled:
II. Demography
1. Population:
2. Number of households:
3. Number of schools-going children:
III. Physical Features (Please check)
LowlandUpland
Mountainous
Coastal
IV. Facilities (Please check)
School
Community center
Plaza
Health center
Market
Road network
Cooperative store
Church/chapel
Electricity
Drinking water supply
Reading center
( )Others (Specify): covered court
V. Agricultural resources (Please check)
Rice fields
Cornfields
Sugarcane fields
Coconut palms
Fruit tress (mango, jackfruits, etc.)
Forest tress (mahogany, narra, etc.)
Bananas
Root crops
Livestocks (carabao, cattle)
Fisheries (ponds, deepsea)
VI. Commercial Resources (Please check)
Sari-sari stores
Trading center
Rural banks
Cooperative stores
Carinderia/Restaurant
Factory
Machine shops
Beauty parlor
Bookstore
( )Others (specify)
VII. Common Means of Transportation (Please check)
Jeepney
Bus
Tricycle
Trisikad
Bicycle
Horseback
Animal driven transpo
( )Others (Specify)
VIII. Development Programs in the Barangay
BrigadaEskwela
Clean and Green
Gulayanng Bayan
Peace and Order
( )Others (please list)
IX. Annual Community Activities (please check)
Barangay Fiesta
Community Festival
Sports Festival
Search for Miss Barangay
Christmas Celebration
( )Others (please list)
X. Other significant Information about the Community
1. Presence of resorts (beach and in-land)
Present 1-2 pictures of the community or barangay in your photo essay.
My Affirmed Concepts
What concepts learned from your previous courses is affirmed by this Experiential Learning Episode?
Place a check mark on the concepts which are confirmed and place an ex mark on those which are not confirmed.
CONCEPT
REMARKS (Check & Ex)
1. A teacher can utilize resources available in the community.
2. A teacher should teach with a view in mind that the learners transfer their learning in home and community.
3. Teachers are agents of change of the community.
4. Barangay officials, health workers and other human resources can be invited as resources speakers in school.
5. The teacher should always be willing to support the community in various activities.
6. Teachers and schools should be unmindful of the community activities.
7. Communities should provide support for the learning of their children in school.
8. The sole responsibility of the teacher is to teach in the school.
9. All schools are part and parcel of the community where they are situated.
10. Community officials should take over the responsibilities of the teachers.
On Becoming A Teacher
Episode 5
THE GLOBAL TEACHER
Name of the FS Student: ________________________________________________________
Course: _______________________________ Year and Section: ________________
Resource Teacher 1: _____________________ Signature: _____________ Date: ___________
Resource Teacher 2: _____________________ Signature: _____________ Date: ___________
Resource Teacher 3: _____________________ Signature: _____________ Date: ___________
Cooperating School: ____________________________________________________________
Introduction
Teaching is a respectable profession the world over. The status of teachers has been comparable in all parts of the globe hence each year there is a celebration of the WORLD TEACHER’S DAY!
This alone would tell us, the recognition and honor given to the best profession of all: TEACHING. A teacher is an extra-ordinary person in whose hands lies the future of the world hence any teacher regardless of the country of origin should be a GLOBAL TEACHER or a TEACHER of the WORLD.
Thus you, too, should have qualities, skills, knowledge, views, with wider breadth and deeper sense because you, too, will be a global teacher.
This Experiential Learning Episode focuses on the global teacher.
My Target
Identified competencies of the global Filipino teacher
Knowledge of other countries teachers’ competencies and requirements as professional.
My Concrete Experience
Activity 1 – The Filipino Global Teacher
Let us begin with ourselves, the Filipino teachers. Why are Filipino teachers doing very well in classrooms and schools outside our country? Many of them are awarded as exemplar teachers, best teachers and model teachers. They are honoured by the school, parents and community as well. Would you like to be a global teacher, too, someday?
A Filipino teacher should be equipped with personal and professional qualities and competencies of the Effective Teacher. These competencies are enshrined in the National Competency-Based Teacher Standards (NCBTS) of the Philippines.
Let us see, what competencies our Filipino public school teachers possess in terms of the domains and strands of the NCBTS-TSNA.
Here are the steps:
1. Request for an interview of any public school teacher (Elem or High School).
2. Ask her/him about her/his Individual Profile on the NCBTS-TSNA Tool of the DepEd.
3. Ask for information on the following:
1. In which of the seven domains do you find yourself HIGH?
2. In which of the seven domains do you find yourself LOW?
3. In which strand, are you an Expert? Experienced? Developing or Beginning?
4. Record the answers on the Matrix below:
Name of the Teacher: Ana Lou D. Peñarejo
School: Magsaysay Elementary School
Grade level/Year Level: Grade 1 Section A
NCBTS – TSNA DOMAINS
DESCRIPTION
(HIGH or LOW)
Domain 1
Social Regard for Learning
HIGH
Domain 2
Learning Environment
LOW
Domain 3
Diversity of Learners
HIGH
Domain 4
Curriculum
HIGH
Domain 5
Planning Assessing and Reporting
HIGH
Domain 6
Community Linkages
HIGH
Domain 7
Personal Growth &
Professional Development
HIGH
NCBTS STRANDS
STRANDS
DESCRIPTION , (Expert, Experienced, Developing, Beginning)
1. Teachers actions demonstrate value for learning.
DEVELOPING
2. Demonstrate that learning is of different kinds.
EXPERIENCED
3. Creates an environment that promotes learning.
EXPERT
4. Makes the classroom environment safe and conducive for learning.
EXPERT
5. Communicates higher learning expectations to each learner.
EXPERIENCED
6. Establishes and maintains consistent standards.
DEVELOPING
7. Creates healthy psychological climate for learning.
EXPERT
8. Determines, understands and accepts the learners’ diverse knowledge and experiences.
EXPERT
9. Demonstrate mastery of the subject.
EXPERT
10. Communicates clear learning goals for the lessons.
EXPERT
11. Makes good use of allotted instructional time.
EXPERIENCED
12. Recognizes general learning processes and unique processes of individual learners.
EXPERIENCED
13. Promotes purposive study.
DEVELOPIN
14. Demonstrates skills in the use of ICT.
DEVELOPING
15. Develops and utilizes creative and appropriate instructional plan.
EXPERIENCED
16. Develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning.
EXPERIENCED
17. Monitors regularly and provides feedback on learners.
EXPERIENCED
18. Communicates promptly and clearly to learners, parents…
EXPERT
19. Teacher establishes learning environment that responds to the aspirations of the community.
EXPERT
20. Takes prides in the nobility of the profession.
EXPERIENCED
21. Builds professional links with colleagues to enrich.
EXPERT
22. Reflects on the extent of the attainment of professionals.
EXPERT
Activity 2 – Global Teachers the World Over
Activity 1 describes the competencies that a global Filipino Teacher should possess. Now, we need to also know the competencies required of other teachers from other countries of the world.
Since we cannot travel physically to other countries, we can reach these places through the use of modern technology like surfing the World Wide Web, interviews and use of other sources of information.
Choose two countries other than the Philippines. Search for the personal and professional competencies required of the teachers in that particular country. You may also interview a Filipino teacher who has taught in these countries
Be guided by the Matrix given below:
Global Teacher from Other Countries
Name of Country
Personal Qualities of Teachers
Professional Qualities of Teacher
Requirements to become Professional Teachers
United States of America preparedness positive attitude fairness sense of humor creative high expectation compassion personal touch sense o belonging forgiving
Teachers are committed to students and their learning..
Teachers know the subjects they teach and how toteach those subjects to students.
Teachers are responsible for managing and monitoringstudent learning.
Teachers think systematically about their practice andlearn from experience.
Teachers are members of learning communities.
Degree from accredited teacher's college
Bachelor's or Master's degree
Proficiency in core content areas
State license
Thailand
Empathetic
Enthusiastic
Motivated/motivating
Good at building rapport
Creative
Discipline
Pragmatic
Sense of humour
Well-qualified
Good teaching skills
Resourceful
Don't lecture
Technology-savvy and computer-literate
Patient
Punctual
Reliable
Flexible
Speaks English
Knowledge of the subject matter
Patience
Intellectual curiosity
Confidence
Compassion a license is required. To acquire a license, one must be: at least 20 years of age, hold a degree in education or equivalent, and possess the professional standards of knowledge and experience.
On Becoming A Teacher
Episode 6
THE TEACHER AS A PROFESSIONAL
Name of the FS Student: ________________________________________________________
Course: _______________________________ Year and Section: ________________
Resource Teacher 1: _____________________ Signature: _____________ Date: ___________
Resource Teacher 2: _____________________ Signature: _____________ Date: ___________
Resource Teacher 3: _____________________ Signature: _____________ Date: ___________
Cooperating School: ____________________________________________________________
Introduction
There are fundamental requirements to meet to become a professional teacher.
My Target
Identified competencies of the global Filipino teacher
Knowledge of other countries teachers’ competencies and requirements as professional.
My Concrete Experience
Find a professional teacher in your neighbourhood or a school. Conduct an interview with the teacher by asking the following questions:
1. Where did you graduate your degree? When?
I graduated at University of Mindanao Tagum College, March 27, 1997.
2. How did your University prepare you to become a good teacher?
My University prepares me to become a good teacher through teaching me to have Self- confidence and Freedom of Speech.
3. When did you pass the Licensure Examination for teachers? What was your passing rating?
I have passed my Licensure Examination for teachers on August 1997, with the passing rate of 78.60%.
4. When did you start teaching in the public school?
I start teaching in the public school on June 19, 2004.
5. What makes you happy as a teacher?
As a teacher it makes me happy to witness the success of my students in all aspects of life. These achievements can either be physical, emotional, spiritual and mental.
6. What disappoints you as a teacher?
As a teacher it disappoints me to witness the failure of my students to face the challenges in life righteously.
7. What professional development activities/training have you participated in?
MTB- MLE, Computer Summer Training for Teachers, Basic Guidance Counselling and Strategies, Teachers Orientation and Training Program on handling Children.
8. Are you a member of a professional organization? What is the name of the organization?
CAPSTEA
9. As a professional teacher, what Code of Conduct do you strictly follow? Can you name the specific behaviour that should be followed to the utmost?
As a professional teacher, the Code of Conduct I strictly follow is HONESTY.
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
Gathered ideas on how to be a good teacher.
4-10 years in service
More strategies on handling pupils with multiple intelligences.
11-15 years in service
One of the mentors of the newly hired teachers.
A PORTFOLIO IN FS4
A Partial Fulfillment of the Subject, FS 6: On Becoming a Teacher
Submitted to:
PROF. NANCY RAMOS- RAIZ
FS Instructor
Submitted By;
Klhea I. TañezaII BSE-MATH
FS Students
October, 2014
FIELD STUDY
------------------------------------------------------------------------------------------
THE TEACHER AS A PERSON
Name of the FS Student: ________________________________________________________
Course: _______________________________ Year and Section: ________________
Resource Teacher 1: _____________________ Signature: _____________ Date: ___________
Resource Teacher 2: _____________________ Signature: _____________ Date: ___________
Resource Teacher 3: _____________________ Signature: _____________ Date: ___________
Cooperating School: ____________________________________________________________
Introduction
“Teachers are born” an old saying goes. What attributes or qualities should you possess to indicate that you would be an effective teacher in the future? If you are born a teacher, you will find some of your qualities that are befitting of a teacher. Let us find out in this episode.
Field Study6, Episode 1- The Teacher as a Person
Focused on : the Teacher as a Person; Myself as a Person
Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatis-factory
1
Observation/
Documentation:
All tasks were done with outstanding quality; work exceeds expectations
4
All or nearly all task were done with quality
3
Nearly all tasks were done with acceptable quality
2
Fewer than half of tasks were done; or most objectives met but with poor quality
1
My Analysis
Analysis questions were answered completely. In depth answers. Thoroughly grounded on theories/
Exemplary grammar and spelling.
4
Analysis questions were answered completely clear connection with theories
Grammar and spelling are superior
3
Analysis questions were not answered completely vaguely related to the theories
Grammar and spelling acceptable.
2
Analysis questions were not answered. Grammar and
Spelling unsatisfactory.
1
My Reflection
Reflection statements are thoughtful and clear, supported by experiences from the episode
4
Reflection statements are thoughtful and clear, supported by experiences from the episode
3
Reflection statements are supported by experiences from the episode
2
No reflection statements are provided
1
My Future Application
Application is very clear and highly consistent with reflection and affirmed concepts; very doable and feasible
4
Application is clear and consistent with reflection and affirmed concepts; very doable and feasible
3
Application is clear but not very consistent with reflection and affirmed concepts ; not doable
2
Application is not clear, not at all consistent with reflection and affirmed concepts; not doable
1
Submission
Before deadline
4
On the deadline
3
A day after the deadline
2
Two days or more after the deadline
1
Sub Totals
Over-all Score
Rating:
( Based on transmutation )
____________________________ ________________________ Signature of FS Teacher Date above Printed Name
Transmutation of score to grade/rating Score Grade Score Grade 20 - 1.0 - 99 12-13 - 2.50 - 81 18-19 - 1.25 - 96 11 - 2.75 - 78 17 - 1.5 - 93 10 - 3.00 - 75 16 - 1.75 - 90 8-9 - 3.5 - 72 and 15 - 2.00 - 87 7-below - 5.00 - below 14 - 2.25 - 84
Deeper understanding of a Teacher as a Person.
Knowledge of myself as a Person who will become a teacher.
1. Who am I as a person? Do I have personal qualities that would make me better teacher someday?
2. With the use of the checklist find out your personal characteristics which would help you make become a good teacher. The qualities listed are few of the many attributes needed but the list given you would suffice.
Look into yourself very well and answer each item very honestly. All your answer is correct, so you do need to worry.
AM I THIS PERSON?
Bilbao, 2010 Below are indicators of personal qualities which may describe you. Place a √ mark on the blank before each item if the indicator fits you most of the time or an Xmark if the description does not fit you most of the time.
___√__ 1. I am mentally alert.
___x__ 2. I make correct decisions.
___√3. I give attention to details
___√__4. I analyze every situation.
___x__ 5. I am quick to make solutions.
___x__ 6. I maintain poise.
___x__7. I remain undisturbed under pressure. ___√_8. I hold my anger.
__√___ 9. I am calm in the midst of chaos.
__√__10. I maintain dignity in all circumstances. ___√__ 11. I am very imaginative.
___x ____12. I create new things.
____√__13. I like to try out new things.
____√__14. I accept responsibility and do it well.
____√__15. I utilize to the maximum every material.
___√___ 16. I have happy disposition.
____√___ 17. I appreciate other people.
____√___ 18. I am tolerant of other persons. ____√___ 19. I am kind and sympathetic. ___√___ 20. I help voluntarily.
____√___ 21. I adjust to different situations. ____√___ 22. I look at the brighter side of life.
____√___ 23. I enjoy the company of others. ___√____24. I laugh at my own mistakes. ___√____ 25. I can adjust to any group as a member.
____√__ 26. I think that my suggestions are not always correct.
___√____ 27. I do not consider self as better than others.
___√____ 28. I treat everybody fairly.
____√___ 29. I see other’s opinion as different from mine.
____√___ 30. I give equal chance for everybody to be heard.
____x___ 31. I work beyond the objectives set.
____x___ 32. I do things without being told. ____√___ 33. I do not easily give up easily on the task.
____√___ 34. I set high goals for one.
____√___ 35. I work with a sense of urgency. ____x___ 36. I feel sure of what I do.
____√___ 37. I work for others.
____√___ 38. I initiate to the job for all.
____x___ 39. I assume responsibility with confidence.
____√___ 40. I work to succeed.
____√___ 41. I am pleasant in action, words and appearance.
____√___ 42. I am clean and neat as a person. ____√___ 43. I address up appropriately.
____√___ 44. I am simple, beautiful/handsome. ____x___ 45. I am appealing to others.
____√___ 46. I treat everybody with courtesy. ___√____ 47. I behave appropriately in occasions. ____√___ 48. I select social functions to attend. ____√___ 49. I use appropriate language. ____x__ 50. I adjust comfortably in a crowd. ____√___ 51. I have deep concern for others. ____√___ 52. I am willing to share.
____x___ 53. I volunteer to do task for others. ___√___ 54. I give up personal time for the group.
____√___ 55. I work for the group even without assurance in return.
___√____ 56. I am fair in giving judgment. ____x___ 57. I am consistent in words and actions.
___x____ 58. I am punctual in attendance. ____√___ 59. I am sincere in giving suggestions. ____√__ 60. I extend help to many others. Number of checks in each cluster (Min-1 to Max-5)
Personal Attributes
Cluster of Items
Number of
Check Marks
Interpretation
1. Intelligence
1-5
3
A
2. Emotional Stability
6-10
3
A
3. Resourcefulness
11-15
4
H
4. Compassion
16-20
5
VH
5. Buoyancy
21-25
5
VH
6. Objectiveness
26-30
5
VH
7. Self-motivation
31-35
3
A
8. Self-confidence
36-40
2
L
9. Pleasantness
41-45
3
A
10. Refinement
46-50
4
H
11. Cooperativeness
51-55
4
H
12. Reliability
56-60
3
A
Legend for Interpretation: 5- Very High; 4- High; 3- Average; 2- Low; 1- Very Low
Your concrete experience, enabled you to describe, what you are as a person. The qualities reflect who you are. Make a similar observation of ten active teachers in school. Your observation will be done through a survey and will produce empirical evidences. This observation method will enhance your skills to collect data, like when you doing research.
You will be provided with a Survey Checklist for you to reproduce 10 copies for your 10 respondent teachers. (They are on the last page of this Workbook). Make proper request from these teachers who will become your respondents.
Tabulate the results in the matrix found below:
.
FIELD STUDY
------------------------------------------------------------------------------------------
THE TEACHER’S PHILOSOPHY OF EDUCATION
Name of the FS Student: ________________________________________________________
Course: _______________________________ Year and Section: ________________
Resource Teacher 1: _____________________ Signature: _____________ Date: ___________
Resource Teacher 2: _____________________ Signature: _____________ Date: ___________
Resource Teacher 3: _____________________ Signature: _____________ Date: ___________
Cooperating School: ____________________________________________________________
Introduction
What do you firmly believe about schools and education? This episode will clarify your belief or philosophy about teaching and education.
Perhaps you have already decided that you would become a teacher. Your belief of philosophy of teaching will explain your actions as s future teacher. The foundations of all that you do in school and in teaching are usually based on a strong belief called philosophy of education.
Clear understanding of my philosophy of teaching and education.
Identify teacher’s leanings on the different educational philosophies
Field Study 6, Episode 2 – The Teacher’s Philosophy of Education Focused on: Clear understanding on my philosophy of teaching and education; Identifying teacher’slearnings on the different educational philosophies.
Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/ Documentation
All tasks were done with outstanding quality; work exceeds expectation
All or nearby all tasks were done with high quality
Nearly all tasks were done with acceptable quality
Fewer than half of tasks were done; or most objectives met but with poor quality
My Analysis
Analysis questions were answered completely in depth
Answer.
Thoroughly grounded on theories
Exemplary grammar and spelling
Analysis questions were answered completely
Clear connection with theories
Grammar and spelling are superior
Analysis questions were not answered completely.
Vaguely related to the theories
Grammar and spelling acceptable
Analysis questions were not answered
Grammar and spelling unsatisfactory
My Reflection
Reflection statements are thoughtful and clear, supported by experiences from the episode
Reflection statements are clear, but not clearly supported by experiences from the episode
Reflection statements are supported by experiences from the episode
No reflection statements are provided
My Future Application
Application is very clear and highly consistent with reflection and affirmed concepts; very doable and feasible
Application is clear and consistent with reflection and affirmed concepts; very doable and feasible
Application is clear but not very consistent with reflection and affirmed concepts; not doable
Application is not clear, not at all consistent with reflection and affirmed concepts; not doable
This activity will enable you to ask yourself about the different future practices or actions that you will do in teaching. You may not have done it yet, but if you become a teacher what do would be your response to each item? Your answers will identify what your philosophy of education is all about.
Answer each item in the Survey Questionnaire very honestly. There is neither right nor wrong answer for each item. After you have answered each item, record your answers and look at the interpretation at the back of this work text.
After you have answered the questionnaire yourself, you are to ask two teachers to do same activity.
WHAT IS YOUR PHILOSOPHY OF EDUCATION?
(Based on Sadker&Sadker, 1998
Teachers, Schools and Society, 2nd Ed)
Each of us has a philosophy of education or a set of fundamental beliefs regarding how we think schools should be run. What is your philosophy of education? To find out, read each of the following statements about the nature of education. Decide whether you agree or disagree with each statement. Use the following numbers to express your response.
4 – Agree strongly 2 – Disagree
3 – Agee 1 – Disagree strongly
___3___1.The student learning should be centered on basic subjects such as reading, writing, history, math and science.
___3___ 2. The schools subjects should focus on the great thinkers of the past.
___4___ 3. Many students learn best by engaging in real-world activities rather than reading.
___3___ 4. The students should be permitted to determine their own curriculum.
___4___5.. Subject matter is taught effectively when it is broken down in small parts.
___4_ __ 6. The school subjects should be determined by information that is essential for all students to know.
___3___ 7. Schools, above all, should develop students’ abilities to think deeply, analytically, and creatively; than develop their social skills or provide them with a useful body of knowledge about the ever-changing world.
___4___ 8. Teaching should prepare students for analyzing and solving the types of problems they will face outside the classroom.
___4___ 9. Reality is determined by each individual’s perceptions. There is no objective and universal reality.
___2___ 10. People are shaped much more by their environment than by their genetic disposition or the exercise of their free will.
___3___ 11. Students should not be promoted from one grade to the next until they have read and mastered certain key material.
___3___ 12. An effective education is not aimed at the immediate needs of the students or society.
___4___ 13. The curriculum of a school should be built around the personal experiences and needs of the students.
___2___ 14. Students who do not want to study much should not be required to do so.
___3___ 15. Programmed learning is an effective method of teaching information.
___4___ 16. Academic rigor is an essential component of education.
___3___ 17. All students, regardless of ability, should study more or less the same curriculum.
___4___ 18. Art classes should focus primarily on individual expression and creativity.
___3___ 19. Effective learning is unstructured and informal.
___3___ 20. Students learn best through reinforcement.
___4___ 21. Effective schools assign a substantial amount of homework.
___3___ 22. Education should focus on the discussion of timeless questions such as “What is beauty?” or What is truth?”
___4___ 23. Since students learn effectively through social interaction, schools should plan for substantial social interaction in their curricula.
___4___ 24. The purpose of school is to help students understand themselves and find the meaning of their existence.
___4__ 25. Frequent objective testing is the best way to determine what students know.
___4___ 26. Countries must become more competitive economically with other countries hence schools must bolster their academic requirements to facilitate such competition.
___4___ 27. Students must be taught to appreciate learning primarily for its own sake, because it will help them in their careers.
___3___ 28. Schools must place more emphasis on teaching about the concerns of minorities and women.
___4___ 29. Each person has free will to develop as he or she sees fit.
__2___ 30. Reward students well for learning and they will remember and be able to apply what they learned, even if do not understand why the information is worth knowing.
__4___ 31. Philippine schools should attempt to instill traditional Filipino values in students.
___4___ 32. Teacher-guided discovery of profound truths is a key method of teaching students.
__4___ 33. Students should be active participants in the learning process.
___4___ 34. There are no external standards of beauty. Beauty is what an individual decides it to be.
___3__ 35. We can place a lot faith in our schools and teachers to determine which students behaviors are acceptable an which are not.
____4__ 36. Schools must provide students with a firm grasp of basic facts regarding the books, people, and events that have shaped the Filipino heritage.
__3___ 37. Philosophy is ultimately at least as practical a subject to study as is computer science.
___4___ 38. Teachers must stress for students the relevance of what they are learning for their lives outside, as well as inside, the classroom.
___4___ 39. It is more important for a student to develop a positive self-concept than to learn specific concept.
___4___ 40. Learning is more effective when students are given frequent tests to determine, what they have learned. Note: Photocopy two copies of this instrument. Request two teachers to answer the remaining questionnaire. Tabulate all the answers in the Matrix provided. Now that you have responded to all 40 items, write the number of the response to each statement in the matrix below. Add the numbers in each column to determine your attitude and those of the two teachers toward key educational philosophies.
My Philosophy of Education
Essentialism
Perennialism
Progressivism
Existentialism
Behaviorism
Item
S
T1
T2
Item
S
T1
T2
Item
S
T1
T2
Item
S
T1
T2
Item
S
T1
T2
1
3
4
4
2
3
3
4
3
4
4
4
4
3
4
3
5
4
4
4
6
4
4
4
7
3
4
4
8
4
4
4
9
4
3
4
10
2
4
4
11
3
3
4
12
3
3
4
13
4
2
4
14
2
4
1
15
3
3
4
16
4
4
4
17
3
2
3
18
4
3
3
19
3
2
3
20
4
4
4
21
4
4
2
22
3
2
1
23
4
2
4
24
4
4
4
25
4
3
4
26
4
3
4
27
4
2
4
28
3
2
4
29
4
3
4
30
2
4
4
31
4
4
4
32
4
4
4
33
4
4
4
34
4
3
4
35
3
4
4
36
4
4
4
37
3
3
3
38
4
3
4
39
4
4
3
40
4
3
2
Total
30
30
30
Total
26
23
27
Total
31
24
31
Total
28
27
26
Total
26
29
30
Legend: S- self; On Becoming A Teacher T1- Teacher 1; T2- Teacher 2 Among the three of you, who is more inclined to be an essentialist, perennialist, progressivist, essentialist or behaviorist?
Both three of us are inclined to be an essentialist.
Ma’am Vivian Timbal is more inclined to be perennialist.
I and Ma’am Vivian Timbalaremore inclined to be a progressivist.
Among three of us I was more inclined to be an existentialist.
Among three of us Ma’am Vivian Timbal is more inclined to be a behaviourist.
FIELD STUDY
------------------------------------------------------------------------------------------
THE TEACHER IN A SCHOOL SETTING
Name of the FS Student: ________________________________________________________
Course: _______________________________ Year and Section: ________________
Resource Teacher 1: _____________________ Signature: _____________ Date: ___________
Resource Teacher 2: _____________________ Signature: _____________ Date: ___________
Resource Teacher 3: _____________________ Signature: _____________ Date: ___________
Cooperating School: ____________________________________________________________
Introduction
A teacher as a professional will always be found in a school setting. There will be no school without the teacher because a teacher’s official working place is a school. A school is an institution where learning occurs under the guidance of a professional called the teacher.
You will also find yourself in one of these schools when you become a full-fledged teacher.
How does a teacher operate or function in a school setting? How will a teacher manage the physical as well as the psychological environment in the school?
Description of a typical school day of a teacher.
Enduring understanding of the teacher’s role in creating a conducive learning environment in the school.
Field Study 6, Episode 3 – The Teacher in a School Setting
Focused on: A typical school day of a teacher; the teacher’s role in creating a conducive learning environment in the school.
TASKS
EXEMPLARY
4
SUPERIOR
3
SATISFACTORY
2
UNSATISFACTORY
1
Observation/ Documentation:
All tasks were done with outstanding quality; work exceeds expectations
All or nearly all tasks were done with high quality
Nearly all tasks were done with acceptable quality
Fewer than half of tasks were done; or most objectives met but with poor quality
My Analysis
Analysis questions were answered completely; in depth answers thoroughly grounded on theories
Exemplary grammar and spelling
Analysis questions were answered completely
Clear connection with theories
Grammar and spelling are superior
Analysis questions were not answered completely vaguely related to the theories
Grammar and spelling acceptable
Analysis questions were not answered
Grammar and spelling unsatisfactory
My Reflection
Reflection statements are thoughtful and clear, supported by experiences from the episode
Reflection statements are clear, but not clearly supported by experiences from the episode
Reflection statements are supported by experiences from the episode
No reflection statement are provided
My future application
Application is very clear and highly consistent with reflection and affirmed concepts; very doable and feasible
Application is clear and consistent with reflection and affirmed concepts; very doable and feasible
Application is clear but not very consistent with reflection and affirmed concepts; not doable
Application is not clear, not at all consistent with reflection and affirmed concepts; not doable
Submission
Before deadline
On deadline
A day after the deadline
Two days or more after the deadline
Sub totals
Over-all Score
Rating: (Based on transmutation)
____________________________________ _____________________
Signature of FS Teacher Date above Printed Name
Transmutation of score to grade/ rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7- below - 5.00 - below
14 - 2.25 - 84
This experiential learning episode will take you to the actual school setting. Here, you will spend more time making observations and talking to your Resource Teacher. The steps that will guide you in your journey in this episode are as follows:
1. Visit a particular teacher as your resource in a school.
2. Secure the teacher’s program. Study the time schedule and the activities.
3. Make a class observation at certain period of the day’s activities.
Based on the daily program, find out what the teacher is supposed to do during the time of your visit. Observe what the teacher is doing. Take note of the different activities.
Copy the Class Program of the Teacher here:
Name of the Teacher:
Name of the School:
District of:
Division of:
CLASS PROGRAM
Interview the teacher to verify the class program.
At the time you are in school, what significant observation have you made?
Areas of Focus for Observation in the School Setting
My Observations
Physical Setting
1. Classroom Arrangement
The chairs and table are proper arranged.
Teacher’s table is located at the back.
There are comport rooms inside the class.
There are some posters that are pasted in the wall.
2. Bulletin Board Display
I haven’t observe that there are bulletin boards inside the class however there are bulletin boards on the pathway and offices announcing activities of the month and students achievement in the different inter-school competition
3. School Playground
There is no specific school playground but they have a wide field enough for the students to play around.
4. Learning Resource Center
There are reading center located in the school, were students can use their leisure time to read books.
Socio-Psychological Setting
1. Class routines
The teacher starts with a prayer, after that he checks her pupil’s attendance.
2. Teacher Activities
She let her students explore their own learning by giving them essential activities.
3. Learners Activities
She let her students make a model of plate tectonic theory.
4. Co-curricular Activities
I observe that her lesson was following the curriculum mandated by the higher administrators.
5. Extra-curricular Activities
The school actively participate in the interschool competition and like in sports and academic.
.
FIELD STUDY
------------------------------------------------------------------------------------------------------------
THE TEACHER IN THE COMMUNITY
Name of the FS Student: ________________________________________________________
Course: _______________________________ Year and Section: ________________
Resource Teacher 1: _____________________ Signature: _____________ Date: ___________
Resource Teacher 2: _____________________ Signature: _____________ Date: ___________
Resource Teacher 3: _____________________ Signature: _____________ Date: ___________
Cooperating School: ____________________________________________________________
Introduction
In the Philippines, the government has built schools in almost all strategic barangays, town or city. This is done to provide access and equal opportunity for every school child to achieve quality education. At present, there are more than half a million public school teachers deployed in all these schools throughout the country. The school and the teacher in every school have very crucial responsibilities in contributing to the change and development in every community.
Community data from Rapid Appraisal Survey
List of identified community resources available for use by the teachers in the school.
Field Study 6, Episode 4 – The Teacher in the Community
Focused on: Community Data and Community Resources
TASKS
EXEMPLARY
4
SUPERIOR
3
SATISFACTORY
2
UNSATISFACTORY
1
Observation/ Documentation:
All tasks were done with outstanding quality; work exceeds expectations
All or nearly all tasks were done with high quality
Nearly all tasks were done with acceptable quality
Fewer than half of tasks were done; or most objectives met but with poor quality
My Analysis
Analysis questions were answered completely; in depth answers thoroughly grounded on theories
Exemplary grammar and spelling
Analysis questions were answered completely
Clear connection with theories
Grammar and spelling are superior
Analysis questions were not answered completely vaguely related to the theories
Grammar and spelling acceptable
Analysis questions were not answered
Grammar and spelling unsatisfactory
My Reflection
Reflection statements are thoughtful and clear, supported by experiences from the episode
Reflection statements are clear, but not clearly supported by experiences from the episode
Reflection statements are supported by experiences from the episode
No reflection statement are provided
My future application
Application is very clear and highly consistent with reflection and affirmed concepts; very doable and feasible
Application is clear and consistent with reflection and affirmed concepts; very doable and feasible
Application is clear but not very consistent with reflection and affirmed concepts; not doable
Application is not clear, not at all consistent with reflection and affirmed concepts; not doable
Submission
Before deadline
On deadline
A day after the deadline
Two days or more after the deadline
Sub totals
Over-all Score
Rating: (Based on transmutation)
____________________________________ _____________________
Signature of FS Teacher Date above Printed Name
Transmutation of score to grade/ rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7- below - 5.00 - below
14 - 2.25 - 84
ACTIVITY 1 – RAPID COMMUNITY SURVEY
This activity shall be done preferably during the weekend, when the community people are at their homes. Permission to conduct the community survey should be secured from your teacher. The same permission shall be asked from the Barangay Officials.
It is suggested that this activity will be made by groups of five, to facilitate the collection of the data. As a group, you will enhance your understanding of the community situation which you will survey. In a way, this will be your community immersion activity.
Here are the steps:
1. Report to the Barangay Captain or Punong Barangay upon arrival in the community.
2. Peruse a community map to find out the area you are going to cover.
3. Secure the available information from the records of the Barangay secretary.
4. Provide the opportunity to go around the barangay for visual observation.
5. Interview some folks from whom you can secure or verify the dat
ACTIVITY 1 – RAPID COMMUNITY APPRAISAL
Name of the School in the Barangay: G.L. Dondoy Central Elementary School
Name of the Barangay:Brgy. Caganguhan, Panabo City Type: Urban
Name of the Town/Municipality:Panabo City
Name of the Province/City: Davao del Norte
I. Barangay Location
1. Distance from the City (in Km):
2. Distance from the College/University where enrolled:
II. Demography
1. Population:
2. Number of households:
3. Number of schools-going children:
III. Physical Features (Please check)
LowlandUpland
Mountainous
Coastal
IV. Facilities (Please check)
School
Community center
Plaza
Health center
Market
Road network
Cooperative store
Church/chapel
Electricity
Drinking water supply
Reading center
( )Others (Specify): covered court
V. Agricultural resources (Please check)
Rice fields
Cornfields
Sugarcane fields
Coconut palms
Fruit tress (mango, jackfruits, etc.)
Forest tress (mahogany, narra, etc.)
Bananas
Root crops
Livestocks (carabao, cattle)
Fisheries (ponds, deepsea)
VI. Commercial Resources (Please check)
Sari-sari stores
Trading center
Rural banks
Cooperative stores
Carinderia/Restaurant
Factory
Machine shops
Beauty parlor
Bookstore
( )Others (specify)
VII. Common Means of Transportation (Please check)
Jeepney
Bus
Tricycle
Trisikad
Bicycle
Horseback
Animal driven transpo
( )Others (Specify)
VIII. Development Programs in the Barangay
BrigadaEskwela
Clean and Green
Gulayanng Bayan
Peace and Order
( )Others (please list)
IX. Annual Community Activities (please check)
Barangay Fiesta
Community Festival
Sports Festival
Search for Miss Barangay
Christmas Celebration
( )Others (please list)
X. Other significant Information about the Community
1. Presence of resorts (beach and in-land)
Present 1-2 pictures of the community or barangay in your photo essay.
My Affirmed Concepts
What concepts learned from your previous courses is affirmed by this Experiential Learning Episode?
Place a check mark on the concepts which are confirmed and place an ex mark on those which are not confirmed.
CONCEPT
REMARKS (Check & Ex)
1. A teacher can utilize resources available in the community.
2. A teacher should teach with a view in mind that the learners transfer their learning in home and community.
3. Teachers are agents of change of the community.
4. Barangay officials, health workers and other human resources can be invited as resources speakers in school.
5. The teacher should always be willing to support the community in various activities.
6. Teachers and schools should be unmindful of the community activities.
7. Communities should provide support for the learning of their children in school.
8. The sole responsibility of the teacher is to teach in the school.
9. All schools are part and parcel of the community where they are situated.
10. Community officials should take over the responsibilities of the teachers.
On Becoming A Teacher
Episode 5
THE GLOBAL TEACHER
Name of the FS Student: ________________________________________________________
Course: _______________________________ Year and Section: ________________
Resource Teacher 1: _____________________ Signature: _____________ Date: ___________
Resource Teacher 2: _____________________ Signature: _____________ Date: ___________
Resource Teacher 3: _____________________ Signature: _____________ Date: ___________
Cooperating School: ____________________________________________________________
Introduction
Teaching is a respectable profession the world over. The status of teachers has been comparable in all parts of the globe hence each year there is a celebration of the WORLD TEACHER’S DAY!
This alone would tell us, the recognition and honor given to the best profession of all: TEACHING. A teacher is an extra-ordinary person in whose hands lies the future of the world hence any teacher regardless of the country of origin should be a GLOBAL TEACHER or a TEACHER of the WORLD.
Thus you, too, should have qualities, skills, knowledge, views, with wider breadth and deeper sense because you, too, will be a global teacher.
This Experiential Learning Episode focuses on the global teacher.
My Target
Identified competencies of the global Filipino teacher
Knowledge of other countries teachers’ competencies and requirements as professional.
My Concrete Experience
Activity 1 – The Filipino Global Teacher
Let us begin with ourselves, the Filipino teachers. Why are Filipino teachers doing very well in classrooms and schools outside our country? Many of them are awarded as exemplar teachers, best teachers and model teachers. They are honoured by the school, parents and community as well. Would you like to be a global teacher, too, someday?
A Filipino teacher should be equipped with personal and professional qualities and competencies of the Effective Teacher. These competencies are enshrined in the National Competency-Based Teacher Standards (NCBTS) of the Philippines.
Let us see, what competencies our Filipino public school teachers possess in terms of the domains and strands of the NCBTS-TSNA.
Here are the steps:
1. Request for an interview of any public school teacher (Elem or High School).
2. Ask her/him about her/his Individual Profile on the NCBTS-TSNA Tool of the DepEd.
3. Ask for information on the following:
1. In which of the seven domains do you find yourself HIGH?
2. In which of the seven domains do you find yourself LOW?
3. In which strand, are you an Expert? Experienced? Developing or Beginning?
4. Record the answers on the Matrix below:
Name of the Teacher: Ana Lou D. Peñarejo
School: Magsaysay Elementary School
Grade level/Year Level: Grade 1 Section A
NCBTS – TSNA DOMAINS
DESCRIPTION
(HIGH or LOW)
Domain 1
Social Regard for Learning
HIGH
Domain 2
Learning Environment
LOW
Domain 3
Diversity of Learners
HIGH
Domain 4
Curriculum
HIGH
Domain 5
Planning Assessing and Reporting
HIGH
Domain 6
Community Linkages
HIGH
Domain 7
Personal Growth &
Professional Development
HIGH
NCBTS STRANDS
STRANDS
DESCRIPTION , (Expert, Experienced, Developing, Beginning)
1. Teachers actions demonstrate value for learning.
DEVELOPING
2. Demonstrate that learning is of different kinds.
EXPERIENCED
3. Creates an environment that promotes learning.
EXPERT
4. Makes the classroom environment safe and conducive for learning.
EXPERT
5. Communicates higher learning expectations to each learner.
EXPERIENCED
6. Establishes and maintains consistent standards.
DEVELOPING
7. Creates healthy psychological climate for learning.
EXPERT
8. Determines, understands and accepts the learners’ diverse knowledge and experiences.
EXPERT
9. Demonstrate mastery of the subject.
EXPERT
10. Communicates clear learning goals for the lessons.
EXPERT
11. Makes good use of allotted instructional time.
EXPERIENCED
12. Recognizes general learning processes and unique processes of individual learners.
EXPERIENCED
13. Promotes purposive study.
DEVELOPIN
14. Demonstrates skills in the use of ICT.
DEVELOPING
15. Develops and utilizes creative and appropriate instructional plan.
EXPERIENCED
16. Develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning.
EXPERIENCED
17. Monitors regularly and provides feedback on learners.
EXPERIENCED
18. Communicates promptly and clearly to learners, parents…
EXPERT
19. Teacher establishes learning environment that responds to the aspirations of the community.
EXPERT
20. Takes prides in the nobility of the profession.
EXPERIENCED
21. Builds professional links with colleagues to enrich.
EXPERT
22. Reflects on the extent of the attainment of professionals.
EXPERT
Activity 2 – Global Teachers the World Over
Activity 1 describes the competencies that a global Filipino Teacher should possess. Now, we need to also know the competencies required of other teachers from other countries of the world.
Since we cannot travel physically to other countries, we can reach these places through the use of modern technology like surfing the World Wide Web, interviews and use of other sources of information.
Choose two countries other than the Philippines. Search for the personal and professional competencies required of the teachers in that particular country. You may also interview a Filipino teacher who has taught in these countries
Be guided by the Matrix given below:
Global Teacher from Other Countries
Name of Country
Personal Qualities of Teachers
Professional Qualities of Teacher
Requirements to become Professional Teachers
United States of America preparedness positive attitude fairness sense of humor creative high expectation compassion personal touch sense o belonging forgiving
Teachers are committed to students and their learning..
Teachers know the subjects they teach and how toteach those subjects to students.
Teachers are responsible for managing and monitoringstudent learning.
Teachers think systematically about their practice andlearn from experience.
Teachers are members of learning communities.
Degree from accredited teacher's college
Bachelor's or Master's degree
Proficiency in core content areas
State license
Thailand
Empathetic
Enthusiastic
Motivated/motivating
Good at building rapport
Creative
Discipline
Pragmatic
Sense of humour
Well-qualified
Good teaching skills
Resourceful
Don't lecture
Technology-savvy and computer-literate
Patient
Punctual
Reliable
Flexible
Speaks English
Knowledge of the subject matter
Patience
Intellectual curiosity
Confidence
Compassion a license is required. To acquire a license, one must be: at least 20 years of age, hold a degree in education or equivalent, and possess the professional standards of knowledge and experience.
On Becoming A Teacher
Episode 6
THE TEACHER AS A PROFESSIONAL
Name of the FS Student: ________________________________________________________
Course: _______________________________ Year and Section: ________________
Resource Teacher 1: _____________________ Signature: _____________ Date: ___________
Resource Teacher 2: _____________________ Signature: _____________ Date: ___________
Resource Teacher 3: _____________________ Signature: _____________ Date: ___________
Cooperating School: ____________________________________________________________
Introduction
There are fundamental requirements to meet to become a professional teacher.
My Target
Identified competencies of the global Filipino teacher
Knowledge of other countries teachers’ competencies and requirements as professional.
My Concrete Experience
Find a professional teacher in your neighbourhood or a school. Conduct an interview with the teacher by asking the following questions:
1. Where did you graduate your degree? When?
I graduated at University of Mindanao Tagum College, March 27, 1997.
2. How did your University prepare you to become a good teacher?
My University prepares me to become a good teacher through teaching me to have Self- confidence and Freedom of Speech.
3. When did you pass the Licensure Examination for teachers? What was your passing rating?
I have passed my Licensure Examination for teachers on August 1997, with the passing rate of 78.60%.
4. When did you start teaching in the public school?
I start teaching in the public school on June 19, 2004.
5. What makes you happy as a teacher?
As a teacher it makes me happy to witness the success of my students in all aspects of life. These achievements can either be physical, emotional, spiritual and mental.
6. What disappoints you as a teacher?
As a teacher it disappoints me to witness the failure of my students to face the challenges in life righteously.
7. What professional development activities/training have you participated in?
MTB- MLE, Computer Summer Training for Teachers, Basic Guidance Counselling and Strategies, Teachers Orientation and Training Program on handling Children.
8. Are you a member of a professional organization? What is the name of the organization?
CAPSTEA
9. As a professional teacher, what Code of Conduct do you strictly follow? Can you name the specific behaviour that should be followed to the utmost?
As a professional teacher, the Code of Conduct I strictly follow is HONESTY.
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
Gathered ideas on how to be a good teacher.
4-10 years in service
More strategies on handling pupils with multiple intelligences.
11-15 years in service
One of the mentors of the newly hired teachers.
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