FS 6 episode 1

Field Study 6

Episode 1 The Teacher as a Person

TARGET  Deeper understanding of a Teacher as a Person  Knowledge of myself as a Person who will become a teacher

Clyde Chloe D. Traya

BSE – IV Biological Sciences

PERFORMANCE

EXPLEMENTARY 4 All tasks were done with outstanding quality; work exceeds expectations - Analysis questions were answered completely; answers thoroughly grounded on theories -Exemplary grammar and spelling - Reflections statements are profound and clear - Supported by the experiences from the episode

SUPERIOR 3 All or nearly all tasks were done with high quality

SATISFACTORY 2 Nearly all tasks were done with acceptable quality

UNSATISFACTORY 1 Fewer than half of tasks were done; or most objectives met with poor quality

- Analysis questions were answered completely; - clear connections with theories -Grammar and spelling are superior

- Analysis questions were answered completely - Vaguely related to the theories - Grammar and spelling acceptable

- Analysis questions were not answered - Grammar and spelling unsatisfactory

- Reflection statements are clear but not clearly supported by experiences from the episode

- Reflection statements are shallow, supported by experiences from the episode

My Portfolio

- Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated

- Portfolio is complete, clear well-organized and most supporting documentation are available and/or in logical and clearly marked locations

- Portfolio is incomplete; supporting documentation is organized but lacking

- Reflection statements are unclear and shallow and are not supported by experiences from the episode Portfolio has many lacking components; is unorganized and unclear

Submission

- Before deadline

- On the deadline

- A day after the deadline

TASKS Observation/ Documentation

My analysis

My Reflections

- two days after the deadline

SUB-TOTALS OVERALL SCORE

Clyde Chloe D. Traya

Rating:

BSE – IV Biological Sciences

EXPERIENCE

AM I THIS PERSON? Bilbao, 2010 Below are indicators of personal qualities which may describe you. Place a √ mark on the blank before each item if the indicator fits you most of the time or an x mark, if the description does not fit you most of the time.

    X  X        X               

1. I am mentally alert. 2. I make correct decisions. 3. I give attention to details. 4. I analyze every situation. 5. I am quick to make solutions. 6. I maintain poise. 7. I remain undisturbed under pressure. 8. I hold my anger. 9. I am calm in the midst of chaos. 10. I maintain dignity in all circumstances. 11. I am very imaginative. 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 a different situation. 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 myself 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.

Clyde Chloe D. Traya

 X   X                  X    X X  

31. I work beyond the objective set. 32. I do things without being told. 33. I do not give up easily on the task. 34. I set high goals for one self. 35. I work with a sense of urgency. 36. I feel sure of what I do. 37. I work for others. 38. I initiate to do the job for all. 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 dress up appropriately. 44. I am simple, beautiful/handsome. 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. 50. I adjust comfortably in a crowd. 51. I have deep concern for others. 52. I am always willing to share. 53. I volunteer to do task for others. 54. I give up personal time for the group. 55. I work for the group even without assurance in return. 56. I am fair in giving judgment. 57. I am consistent in words and actions. 58. I am punctual in attendance. 59. I am sincere in giving suggestions. 60. I extend help to many others.

BSE – IV Biological Sciences

MY PERSONAL RATINGS Personal Attributes 1. Intelligence 2. Emotional Stability 3. Resourcefulness 4. Compassion 5. Buoyancy 6. Objectives 7. Self – motivation 8. Self – confidence 9. Pleasantness 10. Refinement 11. Cooperativeness 12. Reliability

Cluster of Items

Number of Check Marks

Interpretation

1–5 6 – 10 11 – 15 16 – 20 21 – 25 26 – 30 31 – 35 36 – 40 41 – 45 46 – 50 51 – 55 56 – 60

4 4 4 5 5 5 3 5 5 5 4 3

High High High Very High Very High Very High Average Very High Very High Very High High Average

Legend for Interpretation: 5 – Very High; 4 – High; 3 – Average; 2 – Low; 1 – Very Low

OBSERVATIONS

ARLENE JUMAMOY Personal Attributes

1. Intelligence 2. Emotional Stability 3. Resourcefulness 4. Compassion 5. Buoyancy 6. Objectives 7. Self – motivation 8. Self – confidence 9. Pleasantness 10. Refinement 11. Cooperativeness 12. Reliability

Cluster of Items

Number of Check Marks

Interpretation

1–5 6 – 10 11 – 15 16 – 20 21 – 25 26 – 30 31 – 35 36 – 40 41 – 45 46 – 50 51 – 55 56 – 60

4 4 4 4 4 3 4 4 5 5 5 5

HIGH HIGH HIGH HIGH HIGH AVERAGE HIGH HIGH VERY HIGH VERY HIGH VERY HIGH VERY HIGH

Legend for Interpretation: 5 – Very High; 4 – High; 3 – Average; 2 – Low; 1 – Very Low

Clyde Chloe D. Traya

BSE – IV Biological Sciences

NOEL COQUILLA Personal Attributes 1. Intelligence 2. Emotional Stability 3. Resourcefulness 4. Compassion 5. Buoyancy 6. Objectives 7. Self – motivation 8. Self – confidence 9. Pleasantness 10. Refinement 11. Cooperativeness 12. Reliability

Cluster of Items

Number of Check Marks

Interpretation

1–5 6 – 10 11 – 15 16 – 20 21 – 25 26 – 30 31 – 35 36 – 40 41 – 45 46 – 50 51 – 55 56 – 60

5 4 4 5 5 5 4 3 5 4 5 4

VERY HIGH HIGH HIGH VERY HIGH VERY HIGH VERY HIGH HIGH AVERAGE VERY HIGH HIGH VERY HIGH HIGH

Legend for Interpretation: 5 – Very High; 4 – High; 3 – Average; 2 – Low; 1 – Very Low

CYRUS BARCENAS Personal Attributes 1. Intelligence 2. Emotional Stability 3. Resourcefulness 4. Compassion 5. Buoyancy 6. Objectives 7. Self – motivation 8. Self – confidence 9. Pleasantness 10. Refinement 11. Cooperativeness 12. Reliability

Cluster of Items

Number of Check Marks

Interpretation

1–5 6 – 10 11 – 15 16 – 20 21 – 25 26 – 30 31 – 35 36 – 40 41 – 45 46 – 50 51 – 55 56 – 60

3 2 3 5 2 5 4 2 4 4 3 5

AVERAGE LOW AVERAGE VERY HIGH LOW VERY HIGH HIGH LOW HIGH HIGH AVERAGE VERY HIGH

Legend for Interpretation: 5 – Very High; 4 – High; 3 – Average; 2 – Low; 1 – Very Low

Clyde Chloe D. Traya

BSE – IV Biological Sciences

RUBY C. MONTANES Personal Attributes 1. Intelligence 2. Emotional Stability 3. Resourcefulness 4. Compassion 5. Buoyancy 6. Objectives 7. Self – motivation 8. Self – confidence 9. Pleasantness 10. Refinement 11. Cooperativeness 12. Reliability

Cluster of Items

Number of Check Marks

Interpretation

1–5 6 – 10 11 – 15 16 – 20 21 – 25 26 – 30 31 – 35 36 – 40 41 – 45 46 – 50 51 – 55 56 – 60

4 2 3 5 5 2 3 4 4 4 3 5

HIGH LOW AVERAGE VERY HIGH VERY HIGH LOW AVERAGE HIGH HIGH HIGH AVERAGE VERY HIGH

Legend for Interpretation: 5 – Very High; 4 – High; 3 – Average; 2 – Low; 1 – Very Low

GUILLESAR VILLARENTE Personal Attributes 1. Intelligence 2. Emotional Stability 3. Resourcefulness 4. Compassion 5. Buoyancy 6. Objectives 7. Self – motivation 8. Self – confidence 9. Pleasantness 10. Refinement 11. Cooperativeness 12. Reliability

Cluster of Items

Number of Check Marks

Interpretation

1–5 6 – 10 11 – 15 16 – 20 21 – 25 26 – 30 31 – 35 36 – 40 41 – 45 46 – 50 51 – 55 56 – 60

5 5 3 4 5 5 4 5 5 5 4 4

VERY HIGH VERY HIGH LOW HIGH VERY HIGH VERY HIGH HIGH VERY HIGH VERY HIGH VERY HIGH HIGH HIGH

Legend for Interpretation: 5 – Very High; 4 – High; 3 – Average; 2 – Low; 1 – Very Low

Clyde Chloe D. Traya

BSE – IV Biological Sciences

Personal Attributes

1. Intelligence 2. Emotional Stability 3. Resourcefulness 4. Compassion 5. Buoyancy 6. Objectives 7. Self – motivation 8. Self – confidence 9. Pleasantness 10. Refinement 11. Cooperativeness 12. Reliability

Clyde Chloe D. Traya

Scores of Checkmarks for each cluster T1

T2

T3

T4

T5

4 4 4 4 4 3 4 4 5 5 5 5

5 4 4 5 5 5 4 3 5 4 5 4

3 2 3 5 2 5 4 2 4 4 3 5

4 2 3 5 5 2 3 4 4 4 3 5

5 5 3 4 5 5 4 5 5 5 4 4

Average

4 3 3 5 4 4 4 4 5 4 4 5

Description

HIGH AVERAGE AVERAGE VERY HIGH HIGH HIGH HIGH HIGH VERY HIGH HIGH HIGH VERY HIGH

BSE – IV Biological Sciences

INTERPRETATION

Questions:

1. Which of the twelve attributes is the highest among the teachers? 

The highest attributes are compassion, pleasantness and reliability.

2. Which of the twelve attributes is the lowest among the teachers? 

The lowest attributes are resourcefulness and Emotional Stability.

3. How many teachers are low in emotional stability? 

There are two teachers who are low in emotional stability.

4. How many teachers are high in compassion? 

There are three teachers who are high in compassion.

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

Only three (3) attributes are found to be strong or very high enough among the teachers – compassion, pleasantness and reliability

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

Only four attributes are found to be weak among the teachers - resourcefulness, self- motivation and selfconfidence.

7. What interesting observations can you spot from the other data not asked? 

Looking at the individual ratings of the five (5) teachers, I have observed, except for one teacher, that their level of intelligence and level of self-confidence are somehow directly proportional. The higher they rate in intelligence, the higher their self-confidence is, and vice versa.

Clyde Chloe D. Traya

BSE – IV Biological Sciences

REFLECTIONS

1. Why are some teachers reported to have bumped a learner’s head on the wall or made a child swallow scratch paper or pencil filings? What attribute do you think is low for this teacher? 

I think the attribute low for such teachers is emotional stability. Emotional stability is an individuals' steadiness of mood, their ability to withstand minor setbacks, failures, difficulties, and other stresses without becoming upset emotionally. Emotionally stable persons tolerate minor stresses and strains of day to day living without becoming emotionally upset, anxious, nervous, tense, or angry. They are able to maintain composure under minor emotional stress. The unstable person, on the other hand, is subject to fairly wide, frequent, and often unpredictable mood shifts that may swing from pole to pole. A teacher low in emotional stability tends to be easily provoked in anger and get controlled by his/her emotions that he/she ends up hurting his/her student/s.

Clyde Chloe D. Traya

BSE – IV Biological Sciences

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

I think it’s because of how the teachers treat their students both inside and outside the classroom. Based on my experience, those affable with happy disposition teachers are better loved by students that those teachers who are very strict and seemingly unapproachable in aura.

3. If you were to choose, which personal attributes should all teachers’ posses? Why? 

For me, all of the personal attributes being rated in the questionnaire must be possessed by the teachers. The reason is that I think those 12 attributes are what defines a holistically

developed

and

capable

teachers.

Such

attributes are the ones that teachers ought to posses in order to fully play their part as efficient teachers.

Clyde Chloe D. Traya

BSE – IV Biological Sciences

AFFIRMATIONS

Teaching Profession Concepts about Teacher’s Personal Attributes 1. A teacher must be emotionally mature. 2. Teaching is not merely about intelligence, it’s also all about good personality.

APPLICATION

Using what I have learned in this episode, when I become a teacher, I should… be one who is not just intelligent enough to share, but someone with such a very good personality to inspire. Teaching is more than just sharing, it’s all about inspiring. Inspiration drives motivation. It’s such a powerful tool one can use to impact lives and cause change. Inspiring people takes the spotlight as people see your good deeds. In other words, people get inspired as your actions touch their lives. As I model the right attitude and personality, my students may be inspired and they may be motivated to become not just intelligent mob but a bunch of blessings to the community.

Clyde Chloe D. Traya

BSE – IV Biological Sciences