FS 6 the Teaching Profession

FS 6: On Becoming A Teacher Field Study 6 “On Becoming A Teacher” is one of the Experiential Learning Courses of the prospective teacher. It tells the journey of how to become a teacher as exemplified in the Teacher Education and Development Map in the pre-service education. Like any point in the map, pre-service education is connected to the core which is the National Competency-Based Teacher Standards (NCBTS). One of the professional education subjects for Teacher Education as mandated by CMO 30, s. 2004 is The Teaching Profession. It is on this subject, that Field Study 6 is anchored. Thus, all the experiential activities for this Field Study are related to the in-depth understanding, testing of learned theories and concepts through immersion and observation in real life situations that relate to the teaching profession for personal reflection, formation of concepts and future application. Kolb’s Experiential Learning Cycle, shown below guides the flow of the processes that every student should undergo. The model presents the four elements which are: concrete experiences, observation and reflection, formation of abstract concepts and testing in new situations. 1. Concrete experiences includes everything that the prospective teacher is tasked to do in the school setting and the learning environment, where engagement in real and authentic situation is required. The underlying principle is based on Dewey’s philosophy of learning by doing. The series of experiences will motivate , encourage and enable students to go on to have more valuable experiences. 2. Observation and reflection follow concrete experiences. For situations and episodes which cannot be concretely experienced, one can make direct observations. The observations become environmental experiences and first hand encounters through the use of different senses. Reflections on both concrete experiences and observations should always follow. This would clarify understanding, deepen values and appreciation. 3. Forming concepts follows observation and reflections. This is the validation of prior understanding gained from the previous courses taken as well as formation of new ones. This stage can best be done through clearing house or journal writing. 4. Testing in new situation. This stage may not happen during the current Field Study subject, but in latter course like Practicum or Student Teaching where transfer of learning will find its place very clearly.

C x E 1 s e T itu n o a w ) 4 ( O f v d 2 l m r F c g b p 3

As we continue our journey to become a professional teacher, let us remember the stages or elements we have to go through: CONCRETE EXPERIENCE, OBSERVATION, REFLECTION, FORMING/ AFFIRMING CONCEPTS and in the further TESTING IN A NEW SITUATION.

FS6: On Becoming a Teacher FIELD STUDY Episode 1 THE TEACHER AS A PERSON Name of FS Student: Course: Resource Teacher: Cooperating School:

Year and Section: Signature:

Introduction “Teachers are born” an old saying goes. What attributes and qualities should you posses to indicate that you would be an effective teacher in the future? If you are born a teacher, you will find some of your qualities that are befitting of a teacher. Let us find out in this episode. MY TARGET  Deeper understanding of a Teacher as a Person  Knowledge of myself as a Person who will become a teacher. MY PERFORMANCE (How will I be Rated?) Field Study 6, Episode 1- The Teacher as a Person Focused on: The Teacher as a Person, Myself as a Person Tasks Exemplary Superior Satisfactory 4 3 2 Observations/ All tasks were All or nearly all Nearly all tasks Documentation done with tasks were done were done with outstanding with high quality acceptable quality; work quality exceeds expectations 4 3 2 My Analysis Analysis Analysis Analysis questions were questions were questions were answered answered not answered completely. In completely completely. depth answers. Clear connection Vaguely related Thoroughly with theories to theories grounded on theories Grammar and Grammar and spelling are spelling are Exemplary superior acceptable. grammar and spelling. 4 3 2

Unsatisfactory 1 Fewer than half of tasks were done; or most objectives met but with poor quality 1 Analysis questions were not answered Grammar and spelling unsatisfactory

1

My Reflection

My Future Application

Submission

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

Reflection statements are clear, but not clearly supported by experiences from this episode

Reflection statements are supported by experiences from this episode.

No reflection statements are provided.

4 Application is very clear and highly consistent with reflection and affirmed concepts; very doable and feasible

3 Application is clear and consistent with reflection and affirmed concepts; very doable and feasible.

2 Application is clear but not very consistent with reflection and affirmed concepts; not doable

1 Application is not clear, not all consistent with reflection and affirmed concepts not doable

4 Before deadline

3 On the deadline

2 A day after the deadline

4

3

2

1 Two days or more after the deadline 1

Sub Totals Rating (Based on Transmutation)

Over-all Score

______________________________ ______________________________ Signature of FS Teacher above Date Printed Name Transmutation of score to grading/ rating Score 20 18-19 17 16 15 14

Grade 1.0 1.25 1.5 1.75 2.00 2.25

99 96 93 90 87 84

Score 12-13 11 10 8-9 7-below

Grade 2.50 2.75 3.00 3.5 5.00

81 78 75 72 and

MY CONCRETE EXPERIENCE 1. Who am I as a person? Do I have personal; qualities that would make me a better teacher someday? 2. With the use of the checklist find your personal characteristics which would help you 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 answers were correct, so you do not need to worry. Name:____________________________

School:_____________________

Sem:_________

Am I This Person? Bilbao, 2010 Below are indicators of personal qualities which may describe you. Place a check 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 fits you most of the time. __________1. I am mentally alert. __________2. I make correct decisions. __________3. I give attention to details. __________4. I analyze every situation. __________5. I am quick to make solutions. __________6. I maintain poise. __________7. I remain undisturbed under pressure __________8. I hold my anger. __________9. I am calm in the 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. __________31. I work beyond the objectives set. __________32. I do things without being told. __________33. I do not give up easily on tasks. __________34. I set high goals for oneself. __________35. I work with the sense of

__________17. I appreciate other people. __________18. I am tolerant of other people. __________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 mistake. __________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 as mine. __________30. I give equal chance to everybody to be heard. __________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.

urgency. __________51. I have deep concern for others. __________36. I feel sure of what I do. __________52. I am always willing to share. __________37. I work for others. __________53. I volunteer to do task for other. __________38. I initiate to do the job for all. __________54. I give up personal time for the __________39. I assume responsibility with group. confidence. __________55. I work for the group even __________40. I work to succeed. without assurance in return. __________41. I am pleasant in action, words __________56. I am fair in giving judgment. and appearance. __________57. I am consistent in words and __________42. I am clean and neat as a actions. person. __________58. I am punctual in attendance. __________43. I dress up appropriately. __________59. I am sincere in giving __________44. I am simple, suggestions. beautiful/handsome. __________60. I extend help to others. __________45. I am appealing to others. __________46. I treat everybody with courtesy. Number of checks in each cluster (Min.-1 to Max. 5) Personal Attributes

Cluster of Items

Number of Check Marks

Interpretation

1. Intelligence 2. Emotional Stability 3. Resourcefulness 4. Compassion 5. Buoyancy 6. Objectiveness 7. Self- motivation 8. Self- confidence 9. Pleasantness 10. Refinement 11. Cooperativeness 12. Reliability Legend for Interpretation: 5-Very high, 4- High, 3- Average, 2- Low, 1- Very Low MY OBSERVATIONS Your concrete experience, enabled you to describe, what you are as a person. The qualities reflect who you are. Make a similar observation on 10 active teachers in a school. Your observations will be doe through a survey and will produce empirical evidences. This observation method will enhance your skills to collect data, like when you are doing a research. You will be provided with a Survey Checklist for you to reproduce 10 copies for your 10 respondent teachers. Make proper request from these teachers who will become your respondents.

Tabulate the results in the matrix found below Personal Attributes

Scores of checkmarks for each cluster T1

T2

T3

T4

T5

T6

Ave T7

T8

T9

Desc

T10

1. Intelligence 2.Emotional Stability 3. Resourcefulness 4. Compassion 5. Buoyancy 6. Objectiveness 7.SelfMotivation 8.SelfConfidence 9.Pleasantness 10.Refinement 11.Cooperativen ess 12.Reliability The Observed Information Procedure: 1. To get the average, add the scores of the 10 teachers and divide by 10. 2. Look at the legend on your checklist, and determine the description of the average. 3. Study the results. Questions: 1. Which of the 12 attributes is the highest among the teachers? 2. Which of the 12 attributes is the lowest among the teachers? 3. How many teachers are low in emotional stability? 4. How many teachers are high in compassion? 5. What six attributes are found to be strong among teachers? 6. What six attributes are found to be weak among teachers? 7. What interesting observations can you spot from the data not asked? MY REFLECTIONS After studying the results of your teacher survey, write down your reflections on the following situations to have happened in the school setting.

1. Why are some teachers reported to have bumped a learner’s head on the wall or made a

child swallow a scratch paper or pencil filings? What attribute do you think is low for this teacher? 2. Why do you think some teachers are better loved by students than others? 3. If you were to choose, which personal attributes should all teachers possess? Why? MY AFFIRMED CONCEPTS After reflecting on this episode and recalling my previous subjects, I have realized that there are several concepts in the teaching profession about personal attributes I learned that has been affirmed and confirmed, examples of which are given below: 1. 2. MY FUTURE APPLICATION Using what I have learned from this episode, when I become a teacher, I should..

FS6: On Becoming a Teacher

FIELD STUDY Episode 2 THE TEACHER’S PHILOSOPHY OF EDUCATION Name of FS Student: Course: Resource Teacher: Cooperating School:

Year and Section: Signature:

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 or philosophy of teaching will explain your actions as a future teacher. The foundations of all that you do in school and in teaching is usually based on a strong belief called philosophy of education MY TARGET  Clear understanding of my philosophy of teaching and education  Identify teacher’s learnings on the different educational philosophies. MY PERFORMANCE (How will I be Rated?) Field Study 6, Episode 1- The Teacher as a Person Focused on: The Teacher as a Person, Myself as a Person Tasks Exemplary Superior Satisfactory Unsatisfactory 4 3 2 1 Observations/ All tasks were All or nearly all Nearly all tasks Fewer than half Documentation done with tasks were done were done with of tasks were outstanding with high quality acceptable done; or most quality; work quality objectives met exceeds but with poor expectations quality 4 3 2 1 My Analysis Analysis Analysis Analysis Analysis questions were questions were questions were questions were answered answered not answered not answered completely. In completely completely. depth answers. Grammar and Clear connection Vaguely related spelling Thoroughly with theories to theories unsatisfactory grounded on theories Grammar and Grammar and spelling are spelling are Exemplary superior acceptable. grammar and spelling.

My Reflection

My Future Application

Submission

4 Reflection statements are thoughtful and clear, supported by experiences from this episode

3 Reflection statements are clear, but not clearly supported by experiences from this episode

2 Reflection statements are supported by experiences from this episode.

1 No reflection statements are provided.

4 Application is very clear and highly consistent with reflection and affirmed concepts; very doable and feasible

3 Application is clear and consistent with reflection and affirmed concepts; very doable and feasible.

2 Application is clear but not very consistent with reflection and affirmed concepts; not doable

1 Application is not clear, not all consistent with reflection and affirmed concepts not doable

4 Before deadline

3 On the deadline

2 A day after the deadline

4

3

2

1 Two days or more after the deadline 1

Sub Totals Rating (Based on Transmutation)

Over-all Score

______________________________ ______________________________ Signature of FS Teacher above Date Printed Name Transmutation of score to grading/ rating Score 20 18-19 17 16 15 14

Grade 1.0 1.25 1.5 1.75 2.00 2.25

99 96 93 90 87 84

MY CONCRETE EXPERIENCE

Score 12-13 11 10 8-9 7-below

Grade 2.50 2.75 3.00 3.5 5.00

81 78 75 72 and

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 on the Survey Questionnaire very honestly. There is no 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 the same activity. WHAT IS YOUR PHILOSOPHY OF EDUCATION? (bases on Sadker and Sadker, 1998 Teachers, Schools and Society) 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 3 Agree

2 Disagree 1 Disagree strongly

________1. The student learning should be centered around basic subjects such as reading, writing, history, math and science. ________2. The school subjects should focus on the great thinkers of the past. ________3. Many students learned best by engaging in real-world activities rather than reading. ________4. The students should be permitted to determine their own curriculum. ________5. Subject matter is taught effectively when it is broken down into small parts. ________6. The school subjects should be determined by information that is essential for all students to know. ________7. Schools, above all, should develop students’ abilities to think deeply, analytically and creatively; than develop their social skills or provide them with a useful body of knowledge about the ever- changing world. ________8. Teaching should prepare students for analyzing and solving the types of problems they will face outside the classroom. ________9. Reality is determined by each individual’s perceptions. There is no objective and universal reality. ________10.People are shaped much more by their environment than by their genetic dispositions or the exercise of their free will. ________11. Students should not be promoted from one grade to the next until they have read and mastered certain key material. ________12. An effective education is not aimed at the immediate needs of the student or the society. ________13. The curriculum of the school should be built around the personal experiences

and needs of the students. ________14. Students who do not want to study much should not be required to do so. ________15. Programmed learning is an effective method of teaching information. ________16. Academic rigor is an essential component of education. ________17. All students, regardless of their ability, should study more or less the same curriculum. ________18. Art classes should focus primarily on individual expression and creativity. ________19. Effective learning is unstructured and informal. ________20. Students learn best through reinforcement. ________21. Effective schools assign a substantial amount of homework. ________22. Education should focus on the discussion of timeless questions such as “What is beauty?” or “What is truth?” ________23. Since students learn effectively through social interaction, schools should plan for substantial social interaction in their curricula. ________24. The purpose of school is to help students understand themselves and find the meaning of their existence. ________25. Frequent objective testing is the best way to determine what students know. ________26. Countries must become more competitive economically with other countries hence, schools must bolster their academic requirements to facilitate such competition. ________27. Students must be taught to appreciate learning primarily for its own sake, because it will help them in their careers. ________28. Schools must place their own emphasis on teaching about the concerns of minorities and women. ________29. Each person has free will to develop as he or she sees fit. ________30. Reward students well for learning and they will remember and be able to apply what they learned even if do not understand why the information is worth knowing ________31. Philippine schools should attempt to instill traditional Filipino values in students. ________32. Teacher-gained discovery of profound truths is a key method of teaching students. ________33. Students should be active participants in the learning process. ________34. There are no external standards of beauty. Beauty is what an individual decides it. ________35. We can place a lot of faith in our schools and teachers to determine which student behaviors are acceptable and which are not. ________36. Schools must provide students with a firm grasp of basic facts regarding the books people and events that have shaped the Filipino heritage. ________37. Philosophy is ultimately at least as practical a subject to study as is computer science. ________38. Teachers must stress for students the relevance of what they are learning for their lives outside, as well as inside the classroom. ________39. It is more important for students to develop a positive self-concept than to learn Specific concept. ________40. Learning is more effective when students are given frequent tests to determine what they have learned. NOTE: Photocopy two copies of this instrument. Request two teachers to answer the remaining questionnaire. Tabulate all the answers in the matrix provided.

Now that you have responded to all 40 items, write the number of response to each statement in the matrix below. Add the numbers in each column to determine your attitude and those of the two teachers toward key educational philosophies. My Philosophy of Education Essentialism Perennialism Progressivism Essentialism Item S T T Item S T T Item S T T Item S T T 1 2 2 2 1 2 1 2 1 2 3 4 6 7 8 9 11 12 13 14 16 17 18 19 16 22 23 24 26 27 28 29 31 32 33 34 36 37 38 39 Tota Tota Tota Tota l l l l Legend: S-Self T1- Teacher 1 T2- Teacher 2

Behaviorism Item S T T 1 2 5 10 15 20 25 30 35 40 Tota l

MY OBSERVATIONS Visit a teacher in a school and observe what school/classroom activities reflect his/her philosophy of education while she is teaching. identify and describe teacher’s action or behavior and match each with the identified educational philosophy. 1. Observed actions of a teacher who is a progressivist: 2. Observed actions of a teacher who is a behaviorist: MY REFLECTIONS Based on your concrete experience and the actions of the teacher you have observed, how important is your philosophy of education to your future career as a teacher? How would your experiences and observations contribute to your becoming a teacher? MY AFFIRMED CONCEPTS Identify at least three concepts learned in your previous subject like The Teaching Profession which are related to the Experiential Learning Episode 3 (Teaching Belief/Philosophy) that are confirmed or affirmed in this activity? Enumerate. 1. Affirmed Concept 1 2. Affirmed Concept 2

3. Affirmed Concept 3 MY FUTURE APPLICATION Using the first hand experiences in this activity, how will I use these when I become a teacher in the future?   

In teaching and learning In addressing diversity of learners In creating a conducive learning environment

FS6: On Becoming a Teacher FIELD STUDY Episode 3 THE TEACHER IN THE SCHOOL SETTING Name of FS Student: Course: Year and Section: Resource Teacher: Signature: Cooperating School: Introduction: A teacher as a professional will always be found in the school setting. There will be no school without the teacher because a teacher’s official working place is the school. A school is an institution where learning occurs under the guidance of a professional called a 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 the school setting? How will a teacher manage the physical as well as the psychological environment in the school setting? MY TARGET  Description of a typical school day of a teacher  Enduring understanding the teacher’s role in creating a conducive learning environment in the school. MY PERFORMANCE (How will I be Rated?) Field Study 6, Episode 3- The Teacher in the 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 Superior Satisfactory Unsatisfactory 4 3 2 1 Observations/ All tasks were All or nearly all Nearly all tasks Fewer than half Documentation done with tasks were done were done with of tasks were outstanding with high quality acceptable done; or most quality; work quality objectives met exceeds but with poor expectations quality 4 3 2 1 My Analysis Analysis Analysis Analysis Analysis questions were questions were questions were questions were answered answered not answered not answered completely. In completely completely. depth answers. Grammar and Clear connection Vaguely related spelling Thoroughly with theories to theories unsatisfactory grounded on theories Grammar and Grammar and spelling are spelling are Exemplary superior acceptable.

My Reflection

My Future Application

Submission

grammar and spelling. 4 Reflection statements are thoughtful and clear, supported by experiences from this episode

3 Reflection statements are clear, but not clearly supported by experiences from this episode

2 Reflection statements are supported by experiences from this episode.

1 No reflection statements are provided.

4 Application is very clear and highly consistent with reflection and affirmed concepts; very doable and feasible

3 Application is clear and consistent with reflection and affirmed concepts; very doable and feasible.

2 Application is clear but not very consistent with reflection and affirmed concepts; not doable

1 Application is not clear, not all consistent with reflection and affirmed concepts not doable

4 Before deadline

3 On the deadline

2 A day after the deadline

4

3

2

1 Two days or more after the deadline 1

Sub Totals Rating (Based on Transmutation)

Over-all Score

______________________________ ______________________________ Signature of FS Teacher above Date Printed Name Transmutation of score to grading/ rating Score 20 18-19 17 16 15 14

Grade 1.0 1.25 1.5 1.75 2.00 2.25

99 96 93 90 87 84

Score 12-13 11 10 8-9 7-below

Grade 2.50 2.75 3.00 3.5 5.00

81 78 75 72 and

MY CONCRETE EXPERIENCE 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 to your journey in this episode are as follows: 1. Visit a particular teacher as your resource person 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. Class Program of the Teacher: Name of the Teacher:_________________________________ Name of the School: _________________________________ District of: _________________________________________ Division of:_________________________________________ CLASS PROGRAM Grade:______ Period Minutes Learning Activities Morning NOON INTERMISSION Interview the teacher to verify the class program. MY OBSERVATIONS At the time you are in the school, what significant observations have you made? Areas of Focus for Observation My Observations in the School Setting PHYSICAL SETTING 1. Classroom Arrangement 2. Bulletin Board Display 3. School Playground 4. Learning Resource Center SOCIO-PSYCHOLOGICAL SETTING 1. Class Routines 2. Teacher Activities 3. Learners Activities 4. Co-curricular Activities 5. Extra-curricular Activities MY REFLECTIONS Based on the teacher’s program, your observations and your interviews, would you now see teaching to be full time job? Why? Why not?

How do you feel about the teacher’s workplace? Are the conditions, healthy for the welfare of both the learners and the teachers? Do you find the relationships of the teachers and the learners pleasant? Explain your answer. MY AFFIRMED CONCEPTS What previous learning or concepts that you have gained in your professional education courses are affirmed by this learning episode? Give at least three, by completing the sentences below My previous learning in the content courses that were confirmed by this learning episode is the following: 1. That…. 2. That…. 3. That…. MY FUTURE APPLICATION How can I improve the school setting that I have observed when I become a teacher? 1. Classroom Management 2. Bulletin Board Display 3. School Playground 4. Classroom Routines 5. Teacher Activities 6. Co-curricular Activities 7. Extra-curricular Activities

FS6: On Becoming a Teacher FIELD STUDY Episode 4 THE TEACHER IN THE COMMUNITY Name of FS Student: Course: Year and Section: Resource Teacher: Signature: 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 the community. MY TARGET  Community data from Rapid Appraisal Survey  List of identified community resources available for use by the teachers in the school. MY PERFORMANCE (How will I be Rated?) Field Study 6, Episode 4- The Teacher in the Community Focused on: Community Data and Community Resources Tasks Exemplary Superior Satisfactory Unsatisfactory 4 3 2 1 Observations/ All tasks were All or nearly all Nearly all tasks Fewer than half Documentation done with tasks were done were done with of tasks were outstanding with high quality acceptable done; or most quality; work quality objectives met exceeds but with poor expectations quality 4 3 2 1 My Analysis Analysis Analysis Analysis Analysis questions were questions were questions were questions were answered answered not answered not answered completely. In completely completely. depth answers. Grammar and Clear connection Vaguely related spelling Thoroughly with theories to theories unsatisfactory grounded on theories Grammar and Grammar and spelling are spelling are Exemplary superior acceptable. grammar and spelling. 4 3 2 1

My Reflection

My Future Application

Submission

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

Reflection statements are clear, but not clearly supported by experiences from this episode

Reflection statements are supported by experiences from this episode.

No reflection statements are provided.

4 Application is very clear and highly consistent with reflection and affirmed concepts; very doable and feasible

3 Application is clear and consistent with reflection and affirmed concepts; very doable and feasible.

2 Application is clear but not very consistent with reflection and affirmed concepts; not doable

1 Application is not clear, not all consistent with reflection and affirmed concepts not doable

4 Before deadline

3 On the deadline

2 A day after the deadline

4

3

2

1 Two days or more after the deadline 1

Sub Totals Rating (Based on Transmutation)

Over-all Score

______________________________ ______________________________ Signature of FS Teacher above Date Printed Name Transmutation of score to grading/ rating Score 20 18-19 17 16 15 14

Grade 1.0 1.25 1.5 1.75 2.00 2.25

99 96 93 90 87 84

Score 12-13 11 10 8-9 7-below

Grade 2.50 2.75 3.00 3.5 5.00

81 78 75 72 and

MY CONCRETE EXPERIENCE 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. 1. 2. 3. 4. 5.

Here are the steps: Report to the Barangay Captain or Punong Barangay upon arrival in the community. Peruse a community map to find out the area you are going to cover. Secure the available information from the records of the Barangay Secretary. Provide the opportunity to go around the barangay for visual observation. Interview some folks from whom you can secure or verify the data.

ACTIVITY 1-RAPID COMMUNITY APPRAISAL Name of the School in the Barangay:_______________________________________________ Name of the Barangay:_____________________________________Type____Rural____Urban Name of the Town/Municipality:_________________________________________________ Name of the Province:__________________________________________________________ I. Barangay Location 1. Distance from the City(in km)_____________ 2. Distance from the College/University where enrolled____________ II. Demography 1. Population____________________________ 2. Number of Households_______________________ 3. Number of School-going children_______________ III. Physical Features(Please Check) 1. Lowland_____________ 2. Upland______________ 3. Mountainous_________ 4. Coastal______________ IV. Facilities(Please Check) 1. School__________ 7. Cooperative Store_______ 2. Community Center__________ 8. Church/Chapel_________ 3. Plaza__________ 9. Electricity_____________ 4. Health Center__________ 10. Drinking Water Supply__ 5. Market__________ 11. Reading Center________ 6. Road Network__________ 12. Others(Specify)________ V. Agricultural Resources(Please Check) 1. Rice fields_____ 7. Bananas_____ 2. Corn fields_____ 8. Machine shops_______ 3. Sugarcane fields_____ 9. Livestocks(carabao, cattle)________ 4. Coconut palms______ 10. Fishes (ponds, deepsea)_________

5. Fruit trees(mango, jackfruits,etc.)________ 6. Forest trees(mahogany, narra,etc.)________ VI. Commercial Resources(Please Check) 1. Sari-sari store_______ 6. Factory_______ 2. Trading Center_______ 7. Machine shops_______ 3. Rural banks________ 8. Beauty parlor_______ 4. Cooperative stores_______ 9. Bookstore_________ 5. Carinderia_________ 10. Others (specify)_______ VII. Common Means of Transportation (Please Check) 1. Jeepney_______ 5. Bicycle______ 2. Bus________ 6. Horseback______ 3. Tricycle_______ 7. Animal driven transpo_______ 4. Trisikad_______ 8. Others (specify) ________ VIII. Development Programs in the Barangay 1. Brigada Eskwela_______ 2. Clean and Green_______ 3. Gulayan ng Bayan______ 4. Peace and Order________ 5. Others (specify)________ IX. Annual Community Activities 1. Barangay Fiesta________ 2. Community Festival________ 3. sports Festival__________ 4. Search for Miss Barangay_________ 5. Christmas Celebration________ 6. Others(Please List)___________ X. Other Significant Information about the Community: MY OBSERVATIONS

ACTIVITY 2- INTERVIEW OF THE SCHOOL TEACHER Your second concrete experience will be to visit the school in the community which you surveyed. Interview a Resource Teacher. In your interview, you mat ask your Resource Teacher the following questions: 1. What school activities do you conduct that allow the participation of the people in the barangay? 2. Are the community activities that you, as teachers join? Please name. do your students/pupils also join these activities? 3. What learning do your pupils/students gain from the participation? 4. What does the community benefit from joining in your school activities? 5. As per your observation, are the lessons that you taught in the school transferred to the homes or the community? 6. What community resources have you used in teaching?

Record the answer and make a narrative report in your observations. MY REFLECTIONS 1. Describe the data that you have gathered from your community survey. Make a short narrative below the data which you gathered. Present 1-2 pictures of the community or barangay in your photo essay. Barangay_________________________________________________ The School’s Community

2. Make a narrative report on the interview that you have done with the teacher. School Community Collaboration View of a Teacher After making a survey of the barangay and interviewing the teacher, answer the following questions: 1. Which resources that you have identified are present in the community? Can these be utilized in your teaching? How? MY AFFIRMED CONCEPTS What concepts learned from your previous courses are affirmed by this Experiential Learning Episode? Place a check mark on the concepts which are confirmed and place an X mark on those which are not confirmed. 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 the community. 3. Teachers are agents of change of the community. 4. Barangay officials, health workers and other human resources can be invited as resource speakers in school setting. 5. The teacher should always be willing to support the community in various activities. 6. Teachers and schools should be unmindful of the community aactivities. 7. Communities should provide support for the learning of their children in school. 8. The sole responsibility of a 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 teachers. MY FUTURE APPLICATION Based on Experiential Learning Episode 4, I should do the following when I become a teacher……..

FS6: On Becoming a Teacher FIELD STUDY Episode 5 THE GLOBAL TEACHER Name of FS Student: Course: Year and Section: Resource Teacher: Signature: 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 PERFORMANCE (How will I be Rated?) Field Study 6, Episode 4- The Teacher in the Community Focused on: Community Data and Community Resources Tasks Exemplary Superior Satisfactory Unsatisfactory 4 3 2 1 Observations/ All tasks were All or nearly all Nearly all tasks Fewer than half Documentation done with tasks were done were done with of tasks were outstanding with high quality acceptable done; or most quality; work quality objectives met exceeds but with poor expectations quality 4 3 2 1 My Analysis Analysis Analysis Analysis Analysis questions were questions were questions were questions were answered answered not answered not answered completely. In completely completely. depth answers. Grammar and Clear connection Vaguely related spelling Thoroughly with theories to theories unsatisfactory grounded on theories Grammar and Grammar and spelling are spelling are Exemplary superior acceptable.

My Reflection

My Future Application

Submission

grammar and spelling. 4 Reflection statements are thoughtful and clear, supported by experiences from this episode

3 Reflection statements are clear, but not clearly supported by experiences from this episode

2 Reflection statements are supported by experiences from this episode.

1 No reflection statements are provided.

4 Application is very clear and highly consistent with reflection and affirmed concepts; very doable and feasible

3 Application is clear and consistent with reflection and affirmed concepts; very doable and feasible.

2 Application is clear but not very consistent with reflection and affirmed concepts; not doable

1 Application is not clear, not all consistent with reflection and affirmed concepts not doable

4 Before deadline

3 On the deadline

2 A day after the deadline

4

3

2

1 Two days or more after the deadline 1

Sub Totals Rating (Based on Transmutation)

Over-all Score

______________________________ ______________________________ Signature of FS Teacher above Date Printed Name Transmutation of score to grading/ rating Score 20 18-19 17 16 15 14

Grade 1.0 1.25 1.5 1.75 2.00 2.25

99 96 93 90 87 84

Score 12-13 11 10 8-9 7-below

Grade 2.50 2.75 3.00 3.5 5.00

81 78 75 72 and

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 the country? Many of them are awarded as exemplar teachers, best teachers and model teachers. They are honored 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 stands of the NCBTS-TSNA. Here are the steps: 1. Request for an interview of any public school teacher( Elem. Or High school) 2. Ask him/her about his/her 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? NCBTS DOMAINS NCBTS-TSNA DOMAINS

DESCRIPTION (high or low)

Domain 1_ Social Regard for Learning Domain 2_Learning Environment Domain 3_Diversity of Learners Domain 4_Curriculum Domain 5_ Planning Assessing and Reporting Domain 6_ Community Linkages Domain 7_ Personal Growth and Professional Development NCBTS STRANDS STRANDS 1. Teacher’s actions demonstrate value for learning. 2. Demonstrates that learning is of different kinds. 3. Creates an environment that promotes learning. 4. Makes the classroom environment safe and conducive for learning. 5. Communicates higher learning expectations to each learner. 6. Establishes and maintains consistent standards. 7. Creates healthy psychological climate for learning. 8. Determines, understands and accepts the learners diverse knowledge and experiences.

DESCRIPTION(Expert, Experienced, Developing, Beginning)

9. Demonstrates mastery of the subject matter. 10. Communicates clear learning goals for the lesson. 11. Makes good use of allotted instructional time. 12. Recognizes general learning processes and unique processes of individual learners. 13. Promotes purposive study. 14. Demonstrates skills in using ICT. 15. Develops and utilizes creative and appropriate instructional plan. 16. Develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning. 17. Monitors regularly and provides feedback on learners. 18. Communicates promptly and clearly to learners, parents and superiors about progress of learners. 19. Teacher establishes learning environment that responds to the aspirations of the community. 20. Takes pride in the nobility of the profession. 21. Builds professional links with colleagues to enrich teaching practice. 22. Reflects on the extent of the attainment of professional development goals. ACTIVITY 2- GLOBAL TEACHERS THE WORLD OVER Activity 1 describes the competencies that a global Filipino teacher should possess. Now, we need to also know the competencies required of other teachers from other countries of the world. Since we cannot travel physically to other countries, we can reach these places through the use of modern technology like surfing the world wide web, interviews and use of other sources of information. Choose two countries other than the Philippines. Search for the personal and professional competencies required of the teachers ih that particular country. You may also interview a Filipino teacher who has taught in these countries. GLOBAL TEACHER FROM OTHER COUNTRIES Name of Country Personal Qualities of Professional Qualities Requirements to Teachers of a Teachers Become Professional Teachers United States of America New Zealand Thailand Indonesia Australia

MY OBSERVATIONS 1. Based on your interview of the Filipino teacher on the competencies of the national standards for teachers, has the teacher met the requirements? Explain. 2. If the NCBTS is the measure of a global teacher, can the teacher you interviewed meet the challenges of global education? Why? Why not? 3. Are there similarities or differences among teachers in other countries in terms of the requirements of a professional teacher? Explain your answer. 4. Would Filipino teachers be comparable to their fellow teachers in other countries? Explain you answer. MY REFLECTIONS Indeed, becoming a global teacher requires certain standards. As observed, there are more similar expectations of teachers, the world over. As a pre-service teacher education student, how do you see yourself, ten years from now vis a vis the other teachers from all over the world? Can you meet the challenges of being a global teacher? MY AFFIRMED CONCEPTS After undergoing this Experiential Learning Episode, what prior learning in the previous courses has been affirmed? Identify at least three concepts about the global teacher. The concepts I have learned before and are affirmed now include the following: Concept 1: Concept 2: Concept 3: MY FUTURE APPLICATION How would you prepare yourself to become a global teacher?

FS6: On Becoming a Teacher FIELD STUDY Episode65 THE TEACHER AS A PROFESSIONAL Name of FS Student: Course: Year and Section: Resource Teacher: Signature: Cooperating School: Introduction: There are fundamental requirements to meet to become a professional teacher. One has to graduate a teacher education degree, pass the professional board examination for teachers, officially called Licensure Examination for Teachers (LET), join professional organizations and abide by the Code of Ethics for Professional Teachers. In addition , teachers must continuously grow in the profession by undertaking continuing professional development activities. MY TARGET  Clear description of a professional teacher  Identified characteristics of a professional teacher MY PERFORMANCE (How will I be Rated?) Field Study 6, Episode 6- The Teacher as a Professional Focused on: Clear description of a professional teacher;characteristics of a professional teacher. Tasks Exemplary Superior Satisfactory Unsatisfactory 4 3 2 1 Observations/ All tasks were All or nearly all Nearly all tasks Fewer than half Documentation done with tasks were done were done with of tasks were outstanding with high quality acceptable done; or most quality; work quality objectives met exceeds but with poor expectations quality 4 3 2 1 My Analysis Analysis Analysis Analysis Analysis questions were questions were questions were questions were answered answered not answered not answered completely. In completely completely. depth answers. Grammar and Clear connection Vaguely related spelling Thoroughly with theories to theories unsatisfactory grounded on theories Grammar and Grammar and spelling are spelling are Exemplary superior acceptable. grammar and spelling. 4 3 2 1

My Reflection

My Future Application

Submission

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

Reflection statements are clear, but not clearly supported by experiences from this episode

Reflection statements are supported by experiences from this episode.

No reflection statements are provided.

4 Application is very clear and highly consistent with reflection and affirmed concepts; very doable and feasible

3 Application is clear and consistent with reflection and affirmed concepts; very doable and feasible.

2 Application is clear but not very consistent with reflection and affirmed concepts; not doable

1 Application is not clear, not all consistent with reflection and affirmed concepts not doable

4 Before deadline

3 On the deadline

2 A day after the deadline

4

3

2

1 Two days or more after the deadline 1

Sub Totals Rating (Based on Transmutation)

Over-all Score

______________________________ ______________________________ Signature of FS Teacher above Date Printed Name Transmutation of score to grading/ rating Score 20 18-19 17 16 15 14

Grade 1.0 1.25 1.5 1.75 2.00 2.25

99 96 93 90 87 84

Score 12-13 11 10 8-9 7-below

Grade 2.50 2.75 3.00 3.5 5.00

81 78 75 72 and

MY CONCRETE EXPERIENCE Find a professional teacher in your neighborhood or in a school. Conduct an interview with the teacher by asking the following questions: 1. Where did you graduate your degree? When? 2. How did your University prepare you to become a global teacher? 3. When did you pass the Licensure Examination for Teachers? What was your passing rating? 4. When did you start teaching in public school? 5. What makes you happy as a teacher? 6. What disappoints you as a teacher? 7. What professional development activities/trainings have you participated in? 8. Are you a member of a professional organization? What is the name of the organization? 9. As a professional teacher, what Code of Conduct do you strictly follow? Can you name the specific behavior that you should be followed to the utmost? 10. What kind of teacher would you dream to become before you retire? Do you have a career path? Describe what kind of professional teacher you are along the timeline presented below: 1-3 years in service 4-10 years in service 11-15 years in service 15 years and above years in service MY OBSERVATIONS From the answers given by the teacher you interviewed, is the teacher a professional teacher? 1. Why do you think so? 2. Why don’t you think so? Can you find other teachers who are professional teachers among the teachers whom you know? What characteristics or qualities distinguish a professional teacher from a nonprofessional teacher? MY REFLECTIONS Considering that you will be a professional teacher, what standards of behavior should you uphold based on the Code of Ethics for Professional Teacher? MY AFFIRMED CONCEPTS Based on the learning I gained in my previous courses on the professional teacher, this Experiential Learning Episode has affirmed my concepts that: 1. Professional teachers…

2. Professional teachers 3. Professional teachers…… MY FUTURE APPLICATION When I become a professional teacher, I should………