Field Study 6 Portfolio

FIELD STUDY 6 36

Field Study 6 Portfolio

Submitted to:
Faculty of the BTTE Program
COLLEGE OF TECHNOLOGY
University of Southeastern Philippines
Obrero Campus, Davao City

In Partial Fulfillment
of the Requirements in FS 6
On Becoming A Teacher
Bachelor of Technical Teacher Education
Major in Computer Technology

by:
FLOUR G. HARINA
Pre-Service Teacher

October 00, 2013

Republic of the Philippines


Submitted to:
Faculty of the BTTE Program

In Partial Fulfilment
of the Requirements in FS 6
Bachelor of Technical Teacher Education
Major in Computer Technology

by:
FLOUR G. HARINA
Pre-Service Teacher

October 00, 2013

Acknowledgment

Table of Contents

Acknowledgement …………………………………………………………….. i
Table of Contents …………………………………………………………….. ii
VMGO …………………………………………………………….. iv
Philosophy of Education …………………………………………………….. vi
Resume …………………………………………………………….. vii
Transmittal Letter …………………………………………………………….. viii
Statement of Purpose ………………………………………………… ix
Personal Reflection ………………………………………………… x

Episode 1 ………………………………………………… 1
Episode 2 …………………………………………………
Episode 3 …………………………………………………
Episode 4 …………………………………………………
Episode 5 …………………………………………………
Episode 6 …………………………………………………
Episode 7 …………………………………………………

APPENDICES
Clearance Form …………………………………………………
Certificate …………………………………………………
My Daily Journals …………………………………………………
My Cooperating School …………………………………………………
Vicinity Map …………………………………………………
Daily Time Record …………………………………………………

VISION
A premier University in the ASEAN Region
By becoming a premier university in the ASEAN Region, the University of Southeastern Philippines shall be a center of excellence and development, responsive and adaptive to fast-changing environments. USEP shall also be known as the leading university in the country that fosters innovation and applies knowledge to create value towards social, economic, and technological developments.

MISSION
USEP shall produce world-class graduates and relevant research and extension through quality education and sustainable resource management.
Particularly, USEP is committed to:
Provide quality education for students to grow in knowledge, promote their well-rounded development, and make them globally competitive in the world of work.
Engage in high impact research, not only for knowledge's sake, but also for its practical benefits to society
Promote entrepreneurship and industry collaboration.

CORE VALUES
The University of Southeastern Philippines (USeP) is a community of scholars that values:
Unity
Stewardship
Excellence
Professionalism

As a Learning Organization, we shall demonstrate PROFESSIONALISM in all our dealings promote UNITY among us and our stakeholders harness STEWARDSHIP in managing our resources in order to exemplify EXCELLENCE in Instruction, Research, Extension, Production, and Development.

CT GOALS
To produce technician graduates with marketable skills and potentials for growth to address the manpower needs of business and industry.
To produce occupationally and professionally prepared teachers and specialists in vocational technical education.
To engage in production activities that will enhance the development of knowledge, skills and capabilities for entrepreneurial endeavors or self-employment among graduates.
To provide professional services to industries, technical and vocational schools, professional organizations and other agencies, in upgrading and developing existing technical and supervisory manpower.
To integrate research and extension programs in collaboration with other institutions primarily for the development in the region.

BTTE OBJECTIVES
The Bachelor of Technical Teacher Education graduates can:
Apply technical teaching competencies in a globally competitive world.
Facilitate learning opportunities to meet current and emerging educational needs.
Apply research methodologies for the improvement of instruction.
Exhibit innovativeness and versatility in an ever-changing educational environment.
Lead in the implementation of community development programs and linkages.
Demonstrate and practice the professional and ethical requirements of the teaching profession.

Philosophy of Education

PictureHere
Picture
Here

Flour G. Harina
Name
Mobile Phone Number/E-Mail Address

Personal Information
Date of Birth: Place of Birth:
Civil Status: Gender:
Weight: Height:
Religion: Citizenship:
Father's Name: Occupation:
Mother's Name: Occupation:

Educational Attainment
Elementary:
Secondary:
College:
Course:

Certificates

Republic of the Philippines

October 00, 2013

DR. ROMEL V. GADOR
Dean
This College
Thru:

PROF. RUSHDEE M. CUBIAN
BTTE Program Head
This College

Sir:

The accompanying portfolio, entitled "On Becoming A Teacher Portfolio", is hereby submitted in accordance with the requirements of the FS 6 – Field Study 6 subject of the BTTE Program this First Semester, SY 2013 -2014. May this merit your favorable approval.

Sincerely,

FLOUR G. HARINA
Pre – Service Teacher

Noted by:

DR. NORMAN O. BLANCIA
Practicum Coordinator

Statement of Purpose

Personal Reflection

My Field Study 6 Portfolio
My

MATRIX OF FIELD STUDY 6

Subject Title
Domain
Competencies
Units
Professional Education Subject
Field Study 6
On Becoming a Teacher
Community Linkages

Personal Growth and Professional Development
6.1.1 Involves community in sharing accountability for the learners' achievement
6.1.2 Uses community resources( human, material) to support learning
6.1.3 Uses the community as a laboratory for learning
6.1.4 Participates in community activities that promote learning
6.1.5 Uses community networks to publicize school events and achievements
6.1.6 Encourages students to apply classroom learning to the community
7.1.1 Maintains stature and behaviour that upholds the dignity of teaching
7.1.2 Allocates time for personal and professional development through:
Participation in educational seminars and workshops
Reading educational materials regularly
Engaging in educational research
7.1.3 Manifests personal qualities such as enthusiasm, flexibility and caring
7.1.4 Articulates and demonstrates one's personal philosophy of teaching
7.2.1 Keeps abreast with recent developments in education
7.2.2 Links with other institutions, organizations for sharing best practices
7.3.1 Reflects on the quality of his/ her own teaching
7.3.2 Improves teaching performance based on feedback from students, peers, and superiors and cooperating teachers
7.3.3 Accepts personal accountability to learners' achievement and performance
7.3.4 Uses self-evaluation to recognize and enhance one's strengths, and correct one's weaknesses
1
The Teaching Profession

Suggested Guidelines for Field Study Students
This set of guidelines is suggested to help pre-service students in the successful conduct of their field studies. Each TEI shall address some institutional peculiarities that are covered in this guideline.
Field study students are required to accomplish successfully activities in at least 17 hours for every semester in every field study course to earn a 1 unit credit.
Field study activities should be under the supervision of the Field Study Faculty of the TEI in collaboration with the Field Study Cooperating Schools.
Field Study student shall secure appropriate Field Study permits and undergo orientation/briefing before he/she is deployed in cooperating schools.
Each Field Study student shall wear official school/university uniform during the field study in cooperating schools.
Each Field Study student shall secure a Field Study Notebook for each course.
Field Study student shall demonstrate personal qualities that reflect a good image of a teacher. These qualities includes as courtesy, respect, honesty, diligence, open-mindedness, critical thinking and others while doing field study.
Field Study student shall demonstrate proper behaviour in the presence of the learners, teachers, school personnel, administration and parents.
Field Study student shall request the signature of the resource teacher or person or the field study faculty immediately after the activity has been done.
Field Study student is required to prepare a portfolio for every field study course. The FS teacher is encouraged to prepare his/her own rubric for authentic assessment of the portfolios. This rubric can be discussed with the students as part of the orientation so they would know what criteria would be used and how their portfolio will be assessed.

Field Study 6 "On Becoming A Teacher" is one of the Experimental 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, the field Study 6 is anchored. Thus, all the experiential activities for this Field Study are related to in-depth understanding, testing of learned theories and concepts trough 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 environment, should undergo. The model presents the four elements which are: concrete experiences, observation and reflection, formation of abstract concepts and testing in new situations.
Concrete experience 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.
Observation and reflection follow concrete experiences. For situations or episodes which cannot be concretely experienced, one can make direct observations. The observations become environmental experiences and first hand encounters through the use of the different senses. Reflections on both concrete experiences and observation should always follow. This would clarify understanding, deepen values and appreciation.
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.
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.

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 further TESTING IN A NEW SITUATION.

FIELD STUDY
Episode 1------------------------------------------------------------------------------------------
Episode 1

THE TEACHER AS A PERSON

Name of the FS Student: ________________________________________________________
Course: _______________________________ Year and Section: ________________
Resource Teacher 1: _____________________ 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.

My Target
My Target
Deeper understanding of a Teacher as a Person.
Knowledge of myself as a Person who will become a teacher.

My Performance (How I will be rated)
My Performance (How I will be rated)
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

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
My Concrete Experience

Who am I as a person? Do I have personal qualities that would make me better teacher someday?
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 X mark if the description does not fit 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.

_______ 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.

_______ 31. I work beyond the objectives set.

_______ 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.

_______ 36. I feel sure of what I do.

_______ 37. I work for others.

_______ 38. I initiate to 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 address 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 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.
Number of checks in each cluster (Min-1 to Max-5)

Personal Attributes

Cluster of Items

Number of
Check Marks

Interpretation
Intelligence
1-5

Emotional Stability
6-10

Resourcefulness
11-15

Compassion
16-20

Buoyancy
21-25

Objectiveness
26-30

Self-motivation
31-35

Self-confidence
36-40

Pleasantness
41-45

Refinement
46-50

Cooperativeness
51-55

Reliability
56-60

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

My Observations
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 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.

Personal
Attributes
Scores of Checklist for each cluster
Ave
Desc.

T1
T2
T3
T4
T5
T6
T7
T8
T9
T10

Intelligence

Emotional Stability

Resourcefulness

Compassion

Buoyancy

Objectiveness

Self-motivation

Self-confidence

Pleasantness

10. Refinement

11.Cooperativeness

12.Reliability

Tabulate the results in the matrix found below:

The Observed Information
Procedure:
To get the average, add the scores of the ten teachers and divide by 10.
Look at the legend in your own checklist, and determine the description of the average.
Study the results.

Questions:
Which of the twelve attributes in the highest among the teachers?
Answer:
Which of the twelve attributes in the lowest among the teachers?
Answer:
How many teachers are low in emotional stability?
Answer:
How many teachers are high in compassion?
)
What six attributes are found to be strong among the teachers?

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

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

Use the information from your personal results and those of the ten teachers in making your reflections that follow.

My Reflections
My Reflections
After studying the results of your teacher survey, write down your reflections on the following situations reported to have happened in the school setting.
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?

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

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:



FIELD STUDY
Episode 2------------------------------------------------------------------------------------------
Episode 2

THE TEACHER'S PHILOSOPHY OF EDUCATION


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.

My Target
My Target
Clear understanding of my philosophy of teaching and education.
Identify teacher's leanings on the different educational philosophies

My performance (How I Will Be Rated)
My performance (How I Will Be Rated)
Field Study 6, Episode 2 – The Teacher's Philosophy of Education Focused on: Clear
understanding on my philosophy of teaching and education; Identifying
teacher's learnings 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
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

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 clear, but not clearly supported by experiences from the episode
No reflection statements are provided

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

Submission
Before deadline
On the deadline
Sub Totals

Over-all Score

Rating:
(Based on
Transmutation)

_______________________________ ___________________
Above Printed Name
Transmutation of score to grade/rating
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 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

______1.The student learning should be centered on basic subjects such as reading, writing, history, math and science.
______ 2. The schools subjects should focus on the great thinkers of the past.
______ 3. Many students learn best by engaging in real-world activities rather than reading.
______ 4. The students should be permitted to determine their own curriculum.
____ _ _5.. Subject matter is taught effectively when it is broken down in 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 disposition or the exercise of their free will.
______ 11. Students should not be promoted from one grade to the next until they have read and mastered certain key material.
______ 12. An effective education is not aimed at the immediate needs of the students or society.
______ 13. The curriculum of a school should be built around the personal experiences and needs of the students.

______ 14. Students who do not want to study much should not be required to do so.
______ 15. Programmed learning is an effective method of teaching information.
______ 16. Academic rigor is an essential component of education.
______ 17. All students, regardless of 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 more emphasis on teaching about the concerns of minorities and women.
______ 29. Each person has free will to develop as he or she sees fit.
_____ 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-guided 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 to be.
_____ 35. We can place a lot faith in our schools and teachers to determine which students behaviors are acceptable an 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 a student 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 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
Essentialism
Behaviorism
Item
S1
S2
T1
Item
S1
S2
T2
Item
S1
S2
T1
Item
S1
S2
T1
Item
S1
S2
T1
1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

16

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

Total

Total

Total

Total

Total

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?
Essentialist- S1 Perennialist- S2
Progressivist- S2 On Becoming A Teacher
Essentialist- S1, S2, T1 Behavior- S2

My Observations
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.
Observed actions of a teacher who is progressivist:

Observed actions of a teacher who is a behaviourist:

My Reflections
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?


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.
Affirmed Concept 1

Affirmed Concept 2

Affirmed Concept 3


Using the first hand experiences in this activity, how will I use when I become a teacher in the future?


FIELD STUDY
Episode 3------------------------------------------------------------------------------------------
Episode 3

THE TEACHER IN A SCHOOL SETTING


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?

My Target
My Target
Description of a typical school day of a teacher.
Enduring understanding of the teacher's role in creating a conducive learning environment in the school.

MY PERFORMANCE (HOW I WILL BE RATED)
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 or nearly all tasks were done with high quality


My Analysis
Analysis questions were answered completely; in depth answers thoroughly grounded on theories



Analysis questions were not answered completely
vaguely related to the theories




My Reflection


No reflection statement are provided

My future application
Submission
Before deadline
On deadline


Sub totals

Over-all Score

Rating:
(Based on
transmutation)

____________________________________ _____________________
above Printed Name

Transmutation of score to grade/ rating
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:
Visit a particular teacher as your resource in a school.
Secure the teacher's program. Study the time schedule and the activities.
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
Grade: 7
Period
Minutes
Learning Activities
Morning:

NOON INTERMISSION
Afternoon:

Interview the teacher to verify the class program.

My Observation
My Observation
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
Classroom Arrangement

Bulletin Board Display

School Playground

Learning Resource Center

Socio-Psychological Setting
Class routines

Teacher Activities

Learners Activities

Co-curricular Activities

Extra-curricular Activities

.
My Reflections
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 teachers?

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

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:
That . . .

That . . .

That . . . .

How can I improve the school setting that I have observed when I become a teacher?
Classroom Arrangement

Bulletin Board display

School Playground

Classroom routines

Teacher activities

Co-curricular activities

Extra-curricular activities


FIELD STUDY
Episode 4------------------------------------------------------------------------------------------------------------
Episode 4

THE TEACHER IN THE COMMUNITY


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.

My Target
My Target
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




My Analysis








My Reflection



Submission
Before deadline
On deadline


Sub totals

Over-all Score

Rating:
(Based on
transmutation)

____________________________________ _____________________
above Printed Name

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:
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/City:
Barangay Location
Distance from the City (in Km):
Distance from the College/University where enrolled:
Demography
Population:
Number of households:
Number of schools-going children:

Physical Features (Please check)
Lowland Upland
Mountainous
Coastal
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
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)
Commercial Resources (Please check)
Sari-sari stores
Trading center
Rural banks
Cooperative stores
Carinderia/Restaurant
Factory
Machine shops
Beauty parlor
Bookstore
Others (specify)
Common Means of Transportation (Please check)
Jeepney
Bus
Tricycle
Trisikad
Bicycle
Horseback
Animal driven transpo
Others (Specify)
Development Programs in the Barangay
BrigadaEskwela
Clean and Green
Gulayanng Bayan
Peace and Order
Others (please list)
Annual Community Activities (please check)
Barangay Fiesta
Community Festival
Sports Festival
Search for Miss Barangay
Christmas Celebration
Others (please list)
Other significant Information about the Community
Presence of resorts (beach and in-land)

My Observations
My Observations

I observe that the barangay officials and the community members are united with each other. Both of them are cooperate and helping each other for the improvement of their community.

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 may ask your Resource Teacher the following questions:
What school activities do you conduct that allow the participation of the people in the barangay?

Are there community activities that you, as teachers join? Please name. Do you students/pupils also join these activities?

What learning do you pupils/students gain for the participation?

What does the community benefit from joining in your school activities?

As per your observation, are the lessons that you taught in the school transferred to the homes or the community?

What community resources have you used in your teaching?

Record the answer and make a narrative report in your observations.

My Reflections
My Reflections

Describe the data that you have gathered from your community survey. Make a short narrative below describing the data which you gained. Present 1-2 pictures of the community or barangay in your photo essay.

The School's Community

This is the time that we conduct a survey in . . .

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 and reflect on each.
Which resources that you have identified are present in the community? Can these be utilized in your teaching? How?

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)
A teacher can utilize resources available in the community.

A teacher should teach with a view in mind that the learners transfer their learning in home and community.

Teachers are agents of change of the community.

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

The teacher should always be willing to support the community in various activities.

Teachers and schools should be unmindful of the community activities.

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

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

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

Community officials should take over the responsibilities of the teachers.

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

Episode 5
THE GLOBAL TEACHER


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.


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:
Request for an interview of any public school teacher (Elem or High School).
Ask her/him about her/his Individual Profile on the NCBTS-TSNA Tool of the DepEd.
Ask for information on the following:
In which of the seven domains do you find yourself HIGH?
In which of the seven domains do you find yourself LOW?
In which strand, are you an Expert? Experienced? Developing or Beginning?
Record the answers on the Matrix below:

Name of the Teacher:
School:
Grade level/Year Level:

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 & Professional Development

NCBTS STRANDS
STRANDS
DESCRIPTION, (Expert, Experienced, Developing, Beginning)
Teacher's actions demonstrate value for learning.

Demonstrate that learning is of different kinds

Creates an environment that promotes learning

Makes the classroom environment safe and conducive for learning

Communicates higher learning expectations to each learner

Establishes and maintains consistent standards

Creates healthy psychological climate for learning

Determines, understands and accepts the learners diverse knowledge and experiences

Demonstrates mastery of the subject

Communicates clear learning goals for the lessons

Makes good use of allotted instructional time

Recognizes general learning process and unique processes of individual learners

Promotes purposive study

Demonstrates skills in the use of ICT

Develops and utilizes creative and appropriate instructional plan

Develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning

Monitors regularly and provides feedback on learners

Communicates promptly and clearly to learners, parents and superiors about progress of learners

Teacher establishes learning environment that responds to the aspirations of the community

Takes prides in the nobility of the profession

Builds professional links with colleagues to enrich teaching practice

Reflects on the extent of the attainment of professional developmental 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 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

New Zealand

Thailand

Indonesia

Australia

My Observations
Based on your personal interview of the Filipino Teacher on the competencies of the national standards for teachers, has the teacher met the requirements? Explain.

If the NCBTS is the measure of a global teacher, can the teacher you interviewed meet the challenges of global education? Why? Why not?

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

Would Filipino teachers be comparable to their fellow teachers in other countries? Explain your 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?

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:

How would you prepare yourself to become a global teacher?

End of the Experiential Learning Episode 6
My Performance (How I Will Be Rated)
Field Study 6, Episode 5 – The Global Teacher
Focused on: Competencies of the global Filipino teacher; knowledge of other countries' teachers' competencies and requirements as professional.
TASKS
EXEMPLARY
4
SUPERIOR
3
SATISFACTORY
2
UNSATISFACTORY
1




My Analysis








My Reflection



Submission
Before deadline
On deadline


Sub totals

Over-all Score

Rating:
(Based on
transmutation)

____________________________________ _____________________
above Printed Name

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

Episode 6
THE TEACHER AS A PROFESSIONAL


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.

Find a professional teacher in your neighbourhood or a school. Conduct an interview with the teacher by asking the following questions:
Where did you graduate your degree? When?

How did your University prepare you to become a good teacher?

When did you pass the Licensure Examination for teachers? What was your passing rating?

When did you start teaching in the public school?
What makes you happy as a teacher?

What disappoints you as a teacher?

What professional development activities/training have you participated in?

Are you a member of a professional organization? What is the name of the organization?

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?

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



15 years and above years in service

My Observations
From the answers given by the teacher you interviewed, is the teacher professional teacher?

Why do you think so?

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 non-professional teacher?

My Reflections
Considering that you will be a future professional teacher, what standards of behaviour should you uphold based on the Code of Ethics for Professional Teachers?

Based on the learning I gained in my previous courses on the professional teacher, this experimental learning episode has affirmed by concepts that:
Professional teachers






My Performance (How I Will Be Rated)
Field Study 6, Episode 5 – The Global Teacher
Focused on: Competencies of the global Filipino teacher; knowledge of other countries' teachers' competencies and requirements as professional.
TASKS
EXEMPLARY
4
SUPERIOR
3
SATISFACTORY
2
UNSATISFACTORY
1




My Analysis








My Reflection



Submission
Before deadline
On deadline


Sub totals

Over-all Score

Rating:
(Based on
transmutation)

____________________________________ _____________________
above Printed Name

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

MY PERSONAL REFLECTION

Rubrics for the Portfolio
Comments from the Faculty
Self Evaluation
Narrative Journal Entries
Class List
Documentation
Survey Questioners
Daily Time Record

Rubric for FS Portfolio (Product)

(For practicum supervisor's use)
Name:
Course: Year Section:
Direction: Check () the appropriate column that best describes the current level of mastery of each listed competency.
Criteria
Description

5
4
3
2
1
1. Contents of the portfolio.
Has 90-100% of the needed content. (__)
Has less than 59% of the needed content. (__)
Has less than 40% of the needed content. (__)
2. Objectives of the Portfolio.
Objectives are SMART and cover the whole course. (__)
Objectives are SMART and cover only a minimum of 75% of the course. (__)
Objectives are SMART and cover only less than 75% of the course. (__)
Some objectives are not SMART and do not cover the whole course. (__)
Most objectives are not SMART and cover only a minimum of the course. (__)
3. Quality of entries.
Entries are of best quality, well selected and very substantial. (__)
Entries are of better quality; many are well selected and substantial. (__)
Entries are of acceptable quality; some are well selected and substantial. (__)
Some entries are of acceptable quality, limited selection and substantial. (__)
Few entries are of acceptable quality, not well-selected and very minimal substance.(__)

4. Presentation of entries.
Creative, neat and has a very strong impact / appeal. (__)
Creative, neat and has strong impact / appeal. (__)
Creative, neat and an average impact / appeal. (__)
Minimal creativity, neat with minimal impact / appeal. (__)
No creativity in disarray, no impact / appeal. (__)
5. Promptness in the submission.
Submitted ahead of schedule. (__)
Submitted on schedule. (__)
Submitted 10 days after schedule. (__)
Submitted from 11-30 days after schedule. (__)
Submitted 31 or more days after schedule. (__)

Comment from the Cooperating Teacher

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

Field Study Supervisor

Comment from the Cooperating Teacher
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

Cooperating Teacher

SELF EVALUATION

Name: . Course: Year/Section:

Direction: Check () the appropriate column that best describes your current level of mastery of each listed competency.

COMPETENCY
I cannot do this yet
I am learning how to do this
I can do this but I need to learn more and improve.
I can do this very well.
Identifies varied methods and strategies, instructional materials and assessment tools used in the learning environment.

Distinguishes general learning processes as well as unique process of individual learners.

Identifies teacher actions that demonstrate value for learning.

Distinguishes general learning processes as well as unique learning process of individual learners.

Explains the importance of using varied learning experiences.

States the significance of using instructional materials that provide meaningful learning.

Describes the significance of using varied assessment tools in diverse situations.

Obtains important information on the learning styles, multiple intelligences and needs of learners.

Proposes strategies to address the needs of differently-abled students.

Determines and accepts learners' diverse background and experiences.

Identifies and analyzes the factor to be considered in the selection of learning experiences, instructional materials and assessment tools.

Develops and utilizes creative and appropriate instructional planning.

Shows proof of instructional planning.

Uses appropriate assessment strategies to evaluate learning.

Sets appropriate learning goals.

Delivers accurate and updated content knowledge using appropriate strategies.

Engages and sustains learners' interest in the subject through the use of meaningful and relevant content.

Makes good use of allotted instructional time.

Certificate

My daily journal

ABOUT THE SCHOOL

THE BIRTH OF THE SCHOOL

FIRST SCHOOL BUILDING

THE SCHOOL SITE

THE DEVELOPMENT OF ITS NAME

Vicinity Map

Daily time record

Field Study 6 Portfolio

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