FIELD STUDY 6 EPISODE 4: The Teacher in the Community Setting My FS Learning Task Overview
In the Philippines, the government has built schools in almost all barangays, town or city. This was down to provide access and equal opportunity for every school child for quality education. education. t present, there are more than half a million million public public school teachers teachers deployed in all this schools throughout the country. The School and the teacher have a very crucial responsibility in bringing about change and development in the community on one hand and the community provides a lot of learning opportunities on the other hand. !here else can one find resources that are authentic authentic and are in the conte"t of the school setting# The C$%%&'IT(. !ho is the significant person who earns great respect of the community# The T)C*)+. My Desired Learning Outcoes •
• •
Identify community resources available for use by the teachers in the school through a +apid ppraisal Survey. $bserve how teachers utilie community resources in teaching. Collect information on how the teacher is loo-ed upon in the community.
My Learning Essentia!s
*ere are are some -ey points in this episode: •
!hile the school is the official wor-ing place of the teacher, the community is the wider
•
learning environment. Schools are often perceived to be transformative agent of change hence the teachers are
•
agents of change. The teachers are loo-ed upon as important agent of change. Teacher/s roles and functions do not stop within the four walls of the school, but the
•
e"tend beyond the community. The community provides the authentic resource for teaching and learning.
•
My Learning Ma"
*ow will I achieve the desired learning outcomes# 0oin me, as we through the steps we have to follow.
1. Step 1 2 Conduct a +apid Survey of the 3arangay 4in groups5 1.1 1.6 1.7 1.8 1.9
+eport to the Punong 3arangay 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 3arangay Secretary. Spend time to go around the barangay for visual observation. Interview some fol-s from whom you can secure or verify the data.
6. Step 6 2 %a-e an inventory or list of the e"isting community resources based on the +apid Survey. 7. Step 7 2 3ased on the inventory, match the available resources with the subect areas taught in schools. 8. Step 8 2 9.
$bserve classes and identify what community resources are utilied.
Step 9 2 Conduct a random survey to find out how the school teachers are perceived in the community.
My Learning #ctivities #ctivity $ % &a"id 'ounity Survey
Permission to conduct the community survey should be secured from the teacher. The same permission shall be as-ed from the 3arangay $fficials. It is suggested that this activity will be done by groups of five 495, to facilitate the collection of the data and to enhance your understanding of the community situation. ;ollow the suggested guidelines. (uide!ines in t)e &a"id 'ounity Survey
1. 6. 7. 8. 9.
+eport to the 3arangay Captain upon arriving 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 3arangay Secretary. Provide the opportunity to go around the barangay for visual observation. Interview some fol-s from whom you can secure or verify the data.
PID 'OMMU*ITY #PPIS#L FO&M
'ame of the school in the 3arangay: Maki!ing *ationa! +ig) Sc)oo! 'ame of the 3arangay: ,arangay Maki!ing 'ame of the Town<%unicipality: 'ame of the Province< City: 'a!a-a 'ity. Laguna I.
3arangay =ocation $/ >istance from the City 4in ?m5: 0 k/ 6. >istance from the &niversity where enrolled: $4 k/
II.
III.
>emography $/ Population: 0.612 6. 'umber of households: 243$ 7. 'umber of school2going children: Physical ;eatures 4Circle the number of the facilities e"ist5 U"!and
I@.
@.
;acilities Sc)oo! 'ounity 'enter +ea!t) 'enter Market ')urc)')a"e! E!ectricity Drinking 5ater Su""!y Po!ice Station ,arangay out"ost
gricultural +esources 'ornie!ds Sugarcane ie!ds 'oconut "a! ,ananas &oot cro"s Livestock
@I.
Commercial +esources Sari7sari store Trading center &ura! -anks Product sa!es Ma!!
@II.
>evelopment Programs in 3arangay ,rigada Eskwe!a '!ean and (reen (u!ayan ng -ayan Peace and order Liga ng -arangay (enera! asse-!y Feeding "rogra 8o- air Denge contro! "rogra Denta! and edica! ission Inrastructure 9 )ig)wayroad: Street!ig)ts
@III.
nnual Community ctivities ,rgy Fiesta S"orts Festiva! ')ristas ce!e-ration
IA.
$ther significant data of the community &egistered ;oters< 4642 ,udget92=$1:<0.4>=.31> Five Puroks Four su-divisions Tota! area< 461.30= eter s?uare
#ctivity 2 %
'!assroo Uti!i@ation o 'ounity &esources in Lesson
fter ma-ing the inventory of community resources, spend some time to observe classes and find out which are being utilied by the teachers. dd the chart in your portfolio.
'ounity &esources Uti!i@ed in '!assroo Su-Aect in Sc)oo!
'ounity &esources Uti!i@ed
none
Science
Mat)eatics
The fees of 1B selected students amounted 6, BBB pesos for their %TP class solicited from baranga y.
Socia! Studies
none
#ctivity 2 7 Interview o t)e Sc)oo! Teac)er
@isit the school in the community which you surveyed. Interview a teacher.
Buestions<
1. !hat school activities do you conduct that allow the participation of the people in the barangay# 6. re there community activities that you, as teachers oin# Please name. >o your learners oin also these activities# 7. !hat learning do your students gain from the participation# 8. !hat does the community benefit from oining in your school activities# 9. s per your observation, are the lessons that you taught in the school transferred to the homes or the community# +ecord the answers and ma-e a narrative report of your observations. Interview o t)e Sc)oo! Teac)er 1. %TP classes, parade
6. Career uidance2 administered by teachers and it was oined by rade D students. Spea-ers of the said activity are from P)S$ and >$=). 7. %TP class2 the students will have advance -nowledge in mathematics. Career guidance2 additional -nowledge or learning about ?216 program 8. Career guidance2 awareness about the ?216 program 9. (es, because the curriculum of ?216 program are all based in real2life situations. Teacher: %rs. =ourdes $rdillano *arrative &e"ort
In %a-iling 'ational *igh School, the activities that allow the participation of people in the community are during parade, %TP classes and Career uidance. In %TP classes, students will have advance -nowledge in %athematics. Then in career guidance, they were oriented about the ?216 Program. Community cooperates by giving sufficient resources that are needed in school li-e financial assistance, materials, facilities and security. #ctivity 4 7 +ow is t)e Teac)er ;iewed -y t)e 'ounity
1. +andomly select 1B community members for a survey. &se the survey instrument below.
'ounity ;iew o t)e Teac)ers
;or community %embers: )lected $fficial: EEEEEEEEEEEEEEEEEEEE 1. 6. 7. 8. 9. F.
Community member: EEEEEEEEEEEEEEEEEEEE
>o you as- teachers/ advice for a solution for a problem# >o you cooperate when teachers request you to do something in school# >o you consider the teacher as s respected person by community members# >o teachers help in the improvement of your community# >o teachers serve as models in their behaviour in the community# *ow best will you describe all teachers in the school#
&odo!o ;i!!anueva 3rgy. Councior2)ducation
1. 'o, because they are the one who go to us for a solution of a problem. 6. (es, when there are seminars or any activities they requesting our security and our patrol cars. 7. (es, because they serve as a second parent to our chidren. 8. (es, because they are providing education especially they teach good behavior to the students.
9. (es F. Second parent Edi!-erto Pascua! 3rgy. Councilor2Peace and $rder
1. (es 6. (es they usually as- assistance in a program and parade 7. (es, because they provide -nowledge to us. 8. (es, when in terms of cleanliness, they teach students to be responsible in disposal of their wastes. 9. (es F. )ducator Matias Li@ardo 3rgy. Councilor2!aste and %eans, ppropriations
1. 6. 7. 8.
(es, when a student have a problem (es, when a student have a problem (es, because they teach good manners and respect (es, sometimes a teacher informs us to resolve an issue or crime. )"ample of this is the trading of drugs inside of school 9. (es F. Symbol of -nowledge
1. 6. 7. 8. 9. F.
*oe! Tesoro Chief of 3arangay Police (es (es, during brigade es-wela and tree planting (es (es, they teach us -nowledge and behaviour (es Persevere person 8ani!yn Tesoro 3rgy. *ealth !or-ers
1. 6. 7. 8. 9. F.
(es, when my children have a problem (es, during deworming of the children and feeding program (es, they are -nowledge provider. (es, because they give total learning li-e s-ills, -nowledge, and values. (es %odel
Fe!y Eergo 3rgy. *ealth !or-er
1. 6. 7. 8. 9. F.
(es, when my children have a problem (es, when it comes to the health of the students (es (es, beacause they help with the students/ -nowledge and good behavior. (es +espected person E!!en (race '!ores Store owner
1. 6. 7. 8. 9. F.
'o (es, during e"amination (es (es Sometimes, because there are some teachers who have bad behaviors. reat educator Leonida Sui@o Store owner
1. 6. 7. 8. 9. F.
(es, when my children have a problem (es, during PT meeting (es, because they served as second parent (es, because they educate students to have good behavior. (es Parent Mede!ita &oan *ouse-eeper
1. 6. 7. 8. 9. F.
(es, when my children have a problem with their behaviour (es, when there are fees in school (es, because they served as a second parent (es (es +ole model 8essa Ma!i)an Student
1. (es, when it is about my grades 6. (es, when they as- me to help them for e"ample, chec-ing e"ams. 7. (es, because they help us in our study
8. (es, because they are teaching students 9. (es F. *ero, diligent person
6. Consolidate the answers of 1B respondents and include the report as an entry in your portfolio. *arrative &e"ort on t)e 'ounity ;iew o Teac)ers
;rom the ten selected community members of 3arangay %a-iling were the %a-iling 'ational *igh School belong three of them are elected officials, one chief of barangay police, two barangay help wor-ers, two store owners, one parent, and one student shared their view about teachers in their community. 'ine of them said that they as- teacher/s advice when a student or their child has a problem. !hile one of them said that the teacher is the one who see- advice from them, it was said by an elected official. ll of them cooperated with the teacher when there is a program, parade, deworming and feeding program, e"aminations, and PT meetings. lso all of them agree that teachers are models, must be respected and they help in improvement of the community. They described teachers as second parents, educators, symbol of -nowledge, persevere, diligent, respected, a model and a hero.
My &e!ections Insig)ts
fter ma-ing a survey of the barangay and interviewing the teacher, answer the following questions: 1. *ow do you feel about the participation of the school, teacher and learners in the celebration of the barrio fiesta# I feel the cooperation between the community and the school. They prioritie the students learning and development. 6. *ow does the view of the people in the community improve the teacher/s status# The view of the people in the community improve the status of a teacher by what they contributed and acted to help in developing the student -nowledge, s-ills and behaviour 7. !hat realiation that relates to your becoming a teacher, have you gained from your concrete e"periences and observations in the community# I realied that a teacher is an important personality in a community. They have big influence to all community members. They were respected and praised by this people. Integrating T)eory and Practices Directions : Choose the letter of the correct answer from the choices given.
1. !hich statement is T+&) about the community where the school is located# #/ It is part of the =earning )nvironment. 3. It is outside and so is not part of the school. C. There are no learning resources in the community. >. It serves as the school garden.
6. The 3arangay $fficials if as-ed as a resource person can best spea- on EEEEEEEEEEEEEE. I. II. III.
Community governance *ealth and well being =iteracy Program . I only 3. II only C. I and II D/ I, II and III
7. 'atural resources li-e rivers, la-es, mountains, and hills found in the community ca be used best as resources in teaching EEEEEEEEEEEEEEEE. . %athematics ,/ Science C. )nglish >. Physical )ducation 8. It is always important for a teacher to transfer learning and practices from the school to the EEEEEEEEEEEEEEE. . Church ,/ Community C. City >. Sports Comple" 9. The community holds higher respect of a teacher if he.ambler
My Learning Porto!io
+ecommended entries include:
1. Picture of the landscape view of the community.
6. 'arrative
*arrative &e"ort
In %a-iling 'ational *igh School, the activities that allow the participation of people in the community are during parade, %TP classes and Career uidance. In %TP classes, students will have advance -nowledge in %athematics. Then in career guidance, they were oriented about the ?216 Program. Community cooperates by giving sufficient resources that are needed in school li-e financial assistance, materials, facilities and security 7. +eport on the Community @iew of Teachers *arrative &e"ort on t)e 'ounity ;iew o Teac)ers
;rom the ten selected community members of 3arangay %a-iling were the %a-iling 'ational *igh School belong three of them are elected officials, one chief of barangay police, two barangay help wor-ers, two store owners, one parent, and one student shared their view about teachers in their community. 'ine of them said that they as- teacher/s advice when a student or their child has a problem. !hile one of them said that the teacher is the one who see- advice from them, it was said by an elected official. ll of them cooperated with the teacher when there is a program, parade, deworming and feeding program, e"aminations, and PT meetings. lso all of them agree that teachers are models, must be respected and they help in
improvement of the community. They described teachers as second parents, educators, symbol of -nowledge, persevere, diligent, respected, a model and a hero.
P$=(T)C*'IC &'I@)+SIT( $; T*) P*I=IPPI')S STO/ TOM#S ,*'+
Sto. Tomas, 3atangas
;I)=> ST&>( F G MY 8OU&*#L > MY U*DE&ST#*DI*( OF CT+E TE#'+E& I* # S'+OOL SETTI*(
Semester: 1st School (ear: 6B1926B1F
Student 'o.: 6B112BB1FH2ST2B
'%) $; ST&>)'T: *igoy, %elicyn %.
'ame of +esourceTeacher: $rdillano, %aria =ourdes P.
'ame of School $bserved: %a-iling 'ational *ighschool
School ddress: 3rgy. %a-iling, Calamba City
+esource Class: rade G 'arra (ear<rade: rade
Class =esson: Sum and Product of Juadratic )quations
>ate of $bservation: %onday
>uration: 9B minutes
Section: 'arra