F S6ONBECOMI NG AT EACHER OCTOBER 29, 2013 BY IRONHIDE520
You Y ou can recommend recommend thi to !our "riend "riend or re#ati$e% re#ati$e% &oted' 02(19(15
ON BECOMING A TEACHER ______________________________ A Portfolio Presented To:
TEACHER EDUCATION DEPARTMENT NORTHERN NEGROS STATE COLLEGE OF SCIENCE AND TECHNOLOG Old S!"!#$ S!"!# Cit# Ne"ros O%%ident!l ______________________________ In P!rti!l F&l'll(ent of t)e Re*&ire(ents in FS +
First Se(ester S, -./01-./2 ______________________________ S&3(itted To: Prof, M!r# Gr!%e Of*&eri! S&34e%t Instr&%tor
S&3(itted B#: 5A 5A AR ASPERO CARLO CASTILLO 5ASMINE SIFEL SANCHE6 CRISTINE MAE 7ILLALOBOS GERALD 7ILLARUEL BSED I71B OCTOBER -./0 A%8no9led"e(ent We owe a debt of gratitude to those who were so generous with their time and expertise:
To our Almighty God, for the knowledge, strength and wisdom. His guidance leads us to select the most desirable way to success.
To our parents who proided us their !nancial support, loe, moral alues and adices.
First Se(ester S, -./01-./2 ______________________________ S&3(itted To: Prof, M!r# Gr!%e Of*&eri! S&34e%t Instr&%tor
S&3(itted B#: 5A 5A AR ASPERO CARLO CASTILLO 5ASMINE SIFEL SANCHE6 CRISTINE MAE 7ILLALOBOS GERALD 7ILLARUEL BSED I71B OCTOBER -./0 A%8no9led"e(ent We owe a debt of gratitude to those who were so generous with their time and expertise:
To our Almighty God, for the knowledge, strength and wisdom. His guidance leads us to select the most desirable way to success.
To our parents who proided us their !nancial support, loe, moral alues and adices.
To "rof. #ary Grace $f%ueria, as our mentor for our &ield 'tudy (. We really appreciate your utmost e)ort in facilitating and checking our errors. Thank you for molding us to be competent and knowledgeable knowledgeable about *$n +ecoming a Teacher. Teacher. We are so grateful to hae you as our mentor and we feel so blessed.
To our cooperating teachers, principal and barangay o-cials for their cooperation. We wish we could express our appreciation to them for their warm hospitality hospitality..
The expertise in this portfolio belongs to those listed aboe. Any errors are ours.
T!3le of Contents )c*no+#edement-----------)c*no+#ed ement-----------------------------1 -----------------1 Teacher T eacher .ra!er .ra!er ------------------------------%2 ------------------------------%2 /tudent Reume a! )r)&ero -----------------------3 /tudent Reume aimine/i"e# /anche --------------------------------------4 -4 /tudent Reume Critine ae 6i##a# 6i##a#o7----------------o7---------------------5 ----5 /tudent Reume 8era#d 6i##arue# -----------%-----------
/tudent Reume Car#o Cati##o ---%--------------------: ---%--------------------: /tatement o" .ur&oe ----------------------------; ----------------------------; Our Teachin .hi#oo&h! --------------------------%9 Oraniation o" .ort"o#io Entrie I%
The Teacher ) ) &eron E&iode 1 -----------------------%--------%-%%10 %%10 1%
Tea eache cherr Inter$ie Inter$ie+ +
2%
Teach eacher= er= 6a#ue a#ue and and .hi# .hi#oo&h oo&h! ! atri> atri> --------------------% ----%%13 %13
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Our i iion ion /tat /tatemen ementt a a
4%
Our Re?e e?ecti ctionon--------% --%%-%------------------------% --%%-1 %-15 5
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)ddit )d dition iona# a# En@ En@o!a o!a7#e 7#e Re?e e?ecti cti$e $e )c )cti$ ti$iti itie e
B!' Critine ae 6i##a#o7o---------------%---%1: B!' 8era#d 6i##arue#------------------%----1; B!' amin /i"e# H% /anche------------------%%19 B!' a! )r )&ero-----------------------20 % Documentation-----Documentation-----------------------------------------------21 ----21 II%
The Teacher In The C#aroom E&iode 2 ------%%-------%%---------2 -------22 2 1%
C#ar C#a room oom ana anaeme ement nt atri> atri>--------------------------------% --%%23 %23
2%
Our )na )na#! #!ii----------------------------------------------25 25
3%
Re?ection
Critine ae 6i##a#o7 6i##a#o7o o ----------------------------------------2 -----2 a! )r B% )&ero-------)&ero--------------------------% ------------------%2: 2: amin /i"e# H% /anche-------------/anche-----------------------%2; ---------%2; Car#o D% Cati##o----Cati##o--------------------------------------------%30 --%30
8era#d 6i##a 6i##arue#--------------rue#--------------------------%%31 -----------%%31 1% III%
Docume Doc umenta ntatio tion-n-------------------------------------------33 -33 The Teacher )nd The Communit! E&iode 3 ------%%------%%-------%%35 ------%%35
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Commun Com munit! it! Tour Tour O7er$ O7er$at ation ion Re&or Re&ort-t----------------------------3 -3
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Our )na )na#! #!ii----------------------------------------------39 39
3%
Our Re?e e?ecti ction on---------------------------------------------40 40
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Docume Doc umenta ntatio tion-n-------------------------------------------41 -41
I6%% I6
The 8#o7a# Teacher E&iode 4 -----------------------------------44 ---44
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The 8#o7a 8#o7a## Tea Teache cherr atri>atri>------------------------------------45 45
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Our )na )na#! #!ii-------------------------------------------% --%%4; %4;
3%
Our Re?e e?ecti ctionon-------------------------------------------5 --51 1
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8#o7 8# o7a# a# Tea each cher er Ai" Ai"e( e(Ai Aine ne
amin /i"e# H% /anche-------------/anche-----------------------%52 ---------%52 Car#o Cati##o---Cati##o----------------------------------------------%53 ---%53 a! )r )&ero-----------------)&ero---------------------------%54 ---------%54 Critine ae 6i##a#o7 6i##a#o7o----------------o-----------------------%%55 ------%%55 8era#d 6i##a 6i##arue#--------------rue#---------------------------5 ------------5 1%
8#o7a 8# o7a## teache teacherr c#i& c#i& art--art--------------------------------------%% %%5: 5:
2%
Docume Doc umenta ntatio tion-n-------------------------------------------%5 -%5; ;
6%
The teacher ) a .ro"eiona# E&iode 5-----% 5-----%-------------------%59 --%59 1%
Too# oo#-------------------------------------------------- --0 0
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)na#! )na #!ii------------------------------------------------ --1 1
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Our re re?ec ?ectio tion-n-------------------------------------------- --2 2
)dditiona# Entrie Comment o" the "acu#t!----------------%%---------%%4 "acu#t!----------------%%---------%%4 Ru7ric "or
ame % etca#"
I +ant to teach m! tudent ho+ to #i$e thi #i"e on earth, to "ace it tru#e and it tri"e and to im&ro$e their +orth%
Not @ut the #eon in a 7oo*, or ho+ the ri$er ?o+, 7ut to chooe the &ro&er &ath, +here$er the! ma! o%
To undertand eterna# truth, and *no+ riht "rom +ron, and ather a## the 7eaut! o" a ?o+er and a on,
For i" I he#& the +or#d to ro+ in +idom and race, then I "ee# that I ha$e +on and I ha$e ##ed m! &#ace%
And o I a* !our uidance, 8od that I ma! do m! &art, "or character and condence and ha&&ine o" heart%
St!te(ent of P&rose The intent of this portfolio is to proide and share experiences and ideas to those who will undergo the same undertakings. Through the experiences written, some latest innoations and strategies in teaching were shared. Their applicability will ary depending on whateer and wheneer it suits to the classroom situation. 'ome classroom problems were also mentioned whether they are seere or not, they are somehow enriching experiences that will guide and teach future mentors in performing teaching endeaors
This portfolio will sere as a tool for information sources.
O&r Te!%)in" P)iloso)# To educate is to become a better educated. t is circular process that improes with time/ we beliee the responsibility of educators is to proide students with the necessary knowledge and skills to succeed in academic, business and personal arenas. $ur teaching philosophy is based on the belief that education is a solution to many social problems. 0ducation proides the tools to make informed decisions, synthesi1e ideas, and critically ealuate releant issues and to en2oy life. Therefore pursuing knowledge and working to improe our skills as an educator are among our highest priorities.
As an educator, we will strie to encourage excellence in our students and ourseles. 3ourse material should be challenging, interactie and releant to current issues and eents. 'tudents learn and retain more information if the material is presented in an enironment that is interesting and interactie. &or this reason, we beliee that using a ariety of multimedia including ideo, slides, and the internet, is an e)ectie way to complement traditional course lectures remains the foundation of the educational experience. We feel that we can encourage students to seek new knowledge and explore their own ideas by an enthusiastic presentation of both what is. And what is not known about sub2ects. When appropriate, the classroom setting should be expanded to include experience in the !eld. What better way to make the necessary connections among biological concepts than by obsering how organisms interact with their enironment4
n our interaction with students, we will strie always to be respectful, especially when dealing with di)ering opinions that may arise as product of scienti!c thinking. We want our student to learn to think critically, not merely to accept our ideas and opinions/ our drie to pursue higher education was due in part to seeral teachers who inspired catalyst for other people to pursue their dreams.
FIELD STUD
THE TEACHER AS A PERSON N!(e of Fs St&dent: Aspero, 3astillo, 'anche1, 5illalobos, and 5illaruel Co&rse:+achelor $f 'econdary 0ducation
e!r ; Se%tion: 56+
Reso&r%e Te!%)er: 7orena +. "alang Cooer!tin" S%)ool: $ld 'agay 0lementary 'chool O&r T!r"et At the end of this episode, we will gain competence in clarifying our alues about teaching, and in articulating and demonstrating one8s personal philosophy of teaching the end goal is to be a positie role model for students.
Te!%)er Inter
#rs. 7orena +. "alang
S&34e%t T!&")t:
0nglish 9 'peciali1ation in eading
1%
!,
M# "o!l>s for (# &ils>st&dents is>!re:
Le
Grade
I 7e#ie$e each and e$er! chi#d ha the &otentia# to 7rin omethin uniue and &ecia# to the +or#d% I +i## he#& chi#dren to de$e#o& their &otentia# 7! 7e#ie$in in them a ca&a7#e indi$idua#% I +i## ait chi#dren in dico$erin +ho the! are, o the! can e>&re their o+n o&inion and nurture their o+n idea% I ha$e a $iion o" a +or#d +here &eo&#e #earn to re&ect, acce&t and em7race the dierence 7et+een u a the core o" +hat ma*e #i"e o "acinatin% 1%
3,
?)!t I re!ll# 9!nt to te!%) to te!%) to (# &ils>st&dents is>!re:
E$er! c#aroom &reent a uniue communit! o" #earner that $arie not on#! ina7i#itie 7ut a#o in #earnin t!#e% ! ro#e a a teacher i to i$e chi#dren the too# +ith +hich to cu#ti$ate their o+n arden o" *no+#ede% To accom&#ih thi oa#, I +i## teach each chi#d o that a## #earner +i## 7e ca&a7#e and ucce"u#% I +i## &reent curricu#um that in$o#$e the interet o" the chi#dren and ma*e #earnin re#e$ant to #i"e% I +i## incor&orate theme, interated unit and &ro@ect, rou& +or*, indi$idua# +or*, &ort and cu#tura#(oriented and hand(on #earnin in order to ma*e chi#dren acti$e #earner% Aat#!, I +i## tie #earnin into the +or#d communit! to he#& chi#dren 7ecome carin and acti$e mem7er o" the ociet!%
1%
%,
I 9ill te!%) (# &ils>st&dents 3#:
/ho+in them a## the 7eaut! the! &oe inide, i$e them a ene o" &ride! c#aroom +i## 7e a carin, a"e and euita7#e en$ironment +here each chi#d can 7#oom and ro+% I +i## a##o+ chi#dren to 7ecome re&oni7#e mem7er o" our c#aroom communit! 7! uin trateie uch a c#a meetin, &oiti$e dici&#ine, and democratic &rinci&#e% In ho+in chi#dren ho+ to 7ecome re&oni7#e "or theme#$e a +e## a to their o+n #earnin, I am i$in them the too# to 7ecome ucce"u# in #i"e, to #o$e and 7e#ie$e in theme#$e%
Te!%)er=s 7!l&es !nd P)iloso)# M!tri@
Te!%)er=s Resonses
O&r
O&r An!l#sis
O&r Ree%ti on
An!l#sis 7!l&es Ree%ted
1%
!, ? )# Te!%)
1%
3, ?)!t to te!%)
1%
%, H o9 to te!%)
3oncern and care for the students for them to become a productie and successful indiidual in the society
The complexitie s of knowledge and the incorporatio n of di)erent learning actiities for the students to perform actually
ntegration and resourcefuln ess in gathering tools and releant materials
P)iloso)# Ree%ted
Pro"ressi
We all agree because the idea of our critic teacher has similarit y in our own iews.
So%i!l Re%onstr&%ti
We still agree though the idea of our critic teacher is di)erent with our own point of iew.
Pro"ressi
We all agree because the idea of our critic teacher has
for learning of the students
O&r Mission St!te(ent !s F&t&re Te!%)ers
FE are TE)CHER/ -
OUR PERSONAL ATTRIBUTES
D#n!(i%
Fe +i## ue man! +a! uch a method and trateie
M!"neti% Fe +i## ha$e a ene o" attachment to our tudent
OUR PERSONAL UALITIES
P!ssion
H&(or
similarit y to our point of iew
7!l&es !nd Attit&de
F!irness Sin%erit# !nd Honest#
Profession!lis(
P!tien%e
Ent)&si!s(
Aro!%)!3le
O&r Ree%tions 1%
/,
?)i%)
We all agree to the statement of our critic teacher that * will help children to deelop their potentials by belieing in them as capable indiiduals. 0ery student has hidden potentials but the problem is that they are afraid of showing it due to lack of con!dence. They need reinforcement in order to be motiated. n order for them to be con!dent, we, as future
teachers must deelop and enhance !rst our students to be competent, self6determined and to hae self6respect because these are the components in order to be component %
1%
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T)is ti(e$ it=s #o&r t&rn to !ns9er t)e t)ree senten%es %o(letion
ite(s, 2%
M# "o!l>s for (# &ils>st&dents is>!re'
0ery teacher aims to the betterment of h their students in the di)erent !elds. $ur goals for our pupils are: to make our students be fully prepared for the upcoming future, to help them reali1e that education is ery signi!cant in human life and to let them understand that the best way for a successful career is through education..
1%
3,
?)!t I re!ll# 9!nt to te!%) to (# &ils>st&dents is>!re:
The alue and signi!cance of education for all, on how it can transform the life of eery indiidual from a mere student into a productie indiidual in the future.
1%
c.
I 9ill te!%) (# &ils>st&dents 3# '
Giing them a concrete ideas for eery lesson that we hae in order for them to clearly isuali1e and understand it. #oreoer, we will teach them by the process of learning by doing because this is more appropriate in the transferring of learning.
?)!t P)iloso)# do #o& !d)ere to ?)# t is the progressiism that we want to adhere to because we beliee on the progressiist8s point of iew that the student8s world is the focus and starting point of education. We are a !rm belieer of the statement *'tudents are the key par ticipants of education. We will let our students construct new knowledge as they conduct experiment or during actiities and our role is to facilitate and guide students in order to make learning actie and democratic.
Addition!l En4o#!3le Ree%ti
1%
!,
If #o& 9ere ! s%)ool tool r&ler$ en%il$ !er$ et%,$ 9)!t 9o&ld #o&
3e ?)#
Dr!9in"
?)# There are so many tools used by the students in the school like ruler, pencil, eraser, book, etc. ndeed, all of them plays a signi!cant part in the students8 lies. +ut if were a school tool and relate it to the kind of teacher would want to be, would choose a ruler, because want to guide my students into the right direction. Howeer, want to straighten their lies so that it would not be put into waste. $biously, 2ust like a ruler want to gie my students a straight path towards a better future.
Why? Table, chair, blackboard are only some of the furniture that can be found in school likewise door and window. +ut if were a school furniture would want to be a window, because want to gie my students something to look up especially when all the doors are closing on them. #oreoer, would always be open on them to gie them light during the darkest hour of their lies.
Dr!9in"
B#: CRISTINE MAE 7ILLALOBOS Dr!9in"
Why? choose pencil because as a teacher, must accept my mistakes if eer that committed something that is really personal to my learners can erase my faults then make something better for the improement not only for myself but of course to my learners. am full of arts in transferring learning to my students.
Why? chose door because being a teacher, must be open6minded to eery circumstances that will occur or appear in my profession. should gie di)erent opportunities to my students so that biases will be aoided. should accept any challenges and be determined in order to become an e)ectie teacher.
Dr!9in"
B#: GERALD 7ILLARUEL
Dr!9in" Why? f were a school tool, will be a ruler because like a ruler, will guide my students to become a
productie indiidual later on by teaching them the concepts they ought to learn and will proide them the knowledge so that they would be in the right path, doing the right actions and that they will succeed eentually.
Why? f were a school tool, would be a chair. ;ust like a chair which supports a person who sits on it, will be the supporting person to my students, encouraging them to learn more and alue education so as for them to ac%uire knowledge which is a ery important factor for their success and like a chair, will make them comfortable through showing respect to each of them, their weaknesses and strengths and their inclinations to learning.
Dr!9in"
B#: 5ASMIN SIFEL H, SANCHE6 Dr!9in" Why? f were a school tool, would be a class record because will sere as an eidence when parents of my
students hae complaints with regards to the grades of their children. will also sere as a re
Why? f were a school tool, would be a door because want to be open6minded kind of teacher for my students. will always be open to all the ideas, suggestions and een reactions of my students so that none of them will deelop fear or hesitations in approaching me. will accept any type of students because am a !rm belieer of a statement that the youth is the hope of our motherland by =r. ;ose ". i1al.
Dr!9in"
B#: 5A AR ASPERO
DOCUMENTATION
D&rin" T)e Inter
Gi
Te!%)er !nd Us
C)ild Poli%# A%t
FIELD STUD
THE TEACHER IN THE CLASSROOM
N!(e of Fs St&dent: Aspero, 3astillo, 'anche1, 5illalobos, and 5illaruel Co&rse:+achelor $f 'econdary 0ducation
e!r ; Se%tion: 56+
Reso&r%e Te!%)er: #rs. 5isitacion +. Ta2anlangit Cooer!tin" S%)ool:$ld 'agay 0lementary 'chool O&r T!r"et At the end of this episode, we will gain competence in establishing routines and procedures, to make the physical enironment conducie to learning.
Cl!ssroo( M!n!"e(ent M!tri@
O3ser
O&r An!l#sis
O&r An!l#sis
Cl!ssroo( M!n!"e(ent Are!
Decri&tion o" the /u&&orti$e eaure O7er$ed
/, Or"!ni !tion!l Pl!n The classroom is both structured and
The classroom is both structured and
S%)ed 2. &le =epends upon the skills to be done for the day and time is allotted properly for each actiity
The schedule depends on what are the necessary skills re%uired in the goals or ob2ecties. Time allotted for actiities: >? minutes@ac tiity
1%
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Comment on the Eecti$e ne o" the /u&&orti$ e eaure
Recommenda tion
The e)ectie ness of the supporti e measure is importan t in the class discussio n and een in actiities because it can aoid con
$ur recommenda tion is to hae an organi1ation al plan that is suited and appropriate to the students, classroom and also in instructions.
The e)ectie ness of the supporti e measure is useful in such a way that there is a guideline in executin g the actiities
$ur recommenda tion is to strictly follow the said schedule and the students must be informed about the schedules of eery actiities
0, Re%or d eein" )ttendance i chec*ed e$er! da! throuh the ue o" c#a record% The tudent ha$e indi$idua# &ort"o#io to #e. 1%
2, P)#si% !l En
Dis%il 5. ine There is strict implementation of discipline with accordance to the child protection 1%
The attendance of the students is tracked eery day and strict monitoring is implement ed especially for the Grade 5 students for the ealuation and interentio n and for the AT preparation As of this year, the classroom is crowded since it holds BB pupils Homogeno us arrangeme nt by gender C #ale and &emaleD There is proper entilation and lightings
Although discipline is administer ed, the teachers see to it that the
The e)ectie ness of the supporti e measure is useful in giing grades to the students.
$ur recommenda tion is to hae a class record that is neat and well6 arranged. The portfolio must hae criteria that are approed by both the teacher and the students.
The e)ectie ness of the safety measure is importan t on the learning of the students because they will be comforta ble in studying and in performi ng their actiities
$ur recommenda tion is to hae a bulletin board that is updated in eery grading period
The e)ectie ness of the safety measure is
$ur recommenda tion is to establish discipline where in it is appropriate
policy. The approach to discipline is preentie for the welfare of the students
pupils are not harmed physically, emotionally and psychologic ally. 'chedules are followed accordingly : &rom E:F? am 9 am 9 &lag 3eremony and Ground mproeme nt am onwards 9 Academic
Ro&tin 6. es 'chedules proisioned by the authorities are followed and actiities are done accordingly 1%
O&r An!l#sis
#ondays 9 considered AT day6all skills for the AT are taken Tue6&ri 9 regular classes
bene!ted by the students in the sense that they will be responsi ble in their tasks and obligatio ns as students.
without harming the students physically, emotionally and psychological ly.
The e)ectie ness of the safety measure is useful and importan t in deelopi ng the students8 nationali sm, skills, retention and attitude
$ur recommenda tion is to establish routines that are re%uired by the authorities and it must be done accordingly
In 9)!t !re! of %l!ssroo( (!n!"e(ent 9!s t)e te!%)er (ost ee%ti
In 9)!t !re! of %l!ssroo( (!n!"e(ent 9!s t)e te!%)er le!st ee%ti
Howeer, this cannot be attributed solely to the teacher8s management since it is already out the teacher8s hands but to the proper authorities who must had proided the school premise with enough classroom and resources to cater the needs of the students.
S&""est (ore ee%ti? minutes for the students to comply the said actiity.
M# Ree%tions Cristine M!e 7ill!lo3os 1%
/,
Des%ri3e !t le!st 01 %)!r!%teristi%s of ! te!%)er 9)o %!n est!3lis) !
9ell1(!n!"ed %l!ssroo(, $ne of the characteristics of a teacher who can establish a well6managed classroom is a teacher with good goernance. f a teacher has a good goernance with her students as her people and with the classroom as her territory surely she could be able to establish a well6 managed classroom. +ecause as a teacher she has the power to rule her students and with her characteristic as a good goernance students will follow her most especially if she tell them to maintain classroom cleanliness and organi1ation so as for them to hae a conducie learning enironment.
1%
-,
?)!t %)!r!%teristi%s do #o& )!
ee%ti
1%
0,
?)!t %)!r!%teristi%s do #o& )!
fro( 3e%o(in" !n ee%ti&ect it to 7e I +i## @ut remind m!e#" to ta! ca#m and nd an a&&ro&riate o#ution that +i## o#$e the &ro7#em%
M# Ree%tions 5!# Ar B, Asero 1%
/,
Des%ri3e !t le!st 01 %)!r!%teristi%s of ! te!%)er 9)o %!n est!3lis) !
9ell1(!n!"ed %l!ssroo(, A disciplinarian kind of teacher can establish a well6managed classroom by setting a rules and regulations with the approal of all students. ules and regulations that are obserable and it must be followed by the students as well as the teacher. A disciplinarian without harming the students physically, emotionally and psychologically/ moreoer, a disciplinarian that is patient and has a friendly approach so as to aoid fear and hesitation from the students.
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?)!t %)!r!%teristi%s do #o& )!
ee%ti
that has a friendly approach, with this, students will not be hesitant to approach me and they will deelop a sense of respect that results to the students to be responsible in following the rules and regulations. A responsible kind of a person will hae a sense of commitment to my work and to my students through this will be obliged to establish a well6 managed classroom.
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0,
?)!t %)!r!%teristi%s do #o& )!
fro( 3e%o(in" !n ee%ti
M# Ree%tions5!s(in Sifel H, S!n%)e 1%
1.
Des%ri3e !t le!st 01 %)!r!%teristi%s of ! te!%)er 9)o %!n est!3lis) !
9ell1(!n!"ed %l!ssroo(, A teacher who is committed enough to his or her profession can hae a well6managed classroom since he will not settle on 2ust a poor performance of his students. He will not stop seeking ways and strategies 2ust to make sure that his students arried at the understanding of eery lesson presented. f a teacher could not manage well of his classroom, then there will be no longer learning to take place on the part of his students.
Also, a teacher who is sensitie to the needs of his eery student and a teacher who has a strong determination who will neer be swayed in giing his policies in the classroom in order to establish order that will eentually result to the learning of the students.
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-,
?)!t %)!r!%teristi%s do #o& )!
ee%ti
1%
0,
?)!t %)!r!%teristi%s do #o& )!
fro( 3e%o(in" !n ee%ti
This think should be changed. should be more patient to my students and will hae to learn to be considerate to them because not at all times that a person is positiely inclined to something, therefore, will gie them enough time but in the same manner, will set a speci!c time frame for them to pass the speci!c actiity for them not take their work for granted
M# Ree%tions CARLO D, CASTILLO 1%
1.
Des%ri3e !t le!st 01 %)!r!%teristi%s of ! te!%)er 9)o %!n est!3lis) !
9ell1(!n!"ed %l!ssroo(, )%
a.
Neat and tid! 9 a teacher who possesses this characteristic can establish
a well6managed classroom, since that being clean and neat in yourself can also be applied in the classroom by organi1ing an eeryday chores that the students should do. Thus, this re
B%
b.
Dici&#ined 9 if a teacher is well6disciplined, he or she can impact it into
the students to behae properly and act as a well6mannered one. "roblems regarding disorgani1ation of students will be lessen.
C%
c.
Oranied 9 a teacher should know on how to organi1e his or her
lessons to aoid misleading of concepts with regards to the lesson to be discussed.
D%
d.
)7#e to create time manaement 9 a teacher should know when to start
or to end his or her lessons so that a time allowed for the lesson to be discussed will be followed without getting left behind the other concepts.
E%
2.
?)!t %)!r!%teristi%s do #o& )!
!n ee%ti
1%
a.
+eing punctual of a teacher to come to school can be contagious to the
students, hence if this happens, a teacher can start his or her lessons early. &or me being punctual to attend my class will help me to study my lessons before the class start.
2%
b.
am organi1ed in a way that can handle my chores on which one comes !rst
and which one comes last. +y this it will help me to !nish things systematically.
3%
c.
Able to utili1e time management haing a time management table will help
me to utili1e and do my task in a gien time without hassle.
4%
3.
?)!t %)!r!%teristi%s do #o& )!
fro( 3e%o(in" !n ee%ti
1%
a.
At times that don8t know something usually ask someone who can help me
without relying on my capabilities.
2%
b.
When some things went wrong always, tend to become la1y to !nd for
solutions in which become dependent to others.
M# Ree%tions Ger!ld 7ill!r&el 1%
/,
Des%ri3e !t le!st 01 %)!r!%teristi%s of ! te!%)er 9)o %!n est!3lis) !
9ell1(!n!"ed %l!ssroo(, &or me, a teacher who established a well6 managed classroom is a teacher who is determined, patient, dedicated, relate herself or himself to his or her students and gie consideration to his or her students. Through this characteristics, strongly beliee that there will be a well6 managed classroom.
1%
-,
?)!t %)!r!%teristi%s do #o& )!
ee%ti
1%
0,
?)!t %)!r!%teristi%s do #o& )!
fro( 3e%o(in" !n ee%ti
DOCUMENTATION D&rin" t)e Inter
Li")tin"s !nd 7entil!tion
B&lletin Bo!rd
Se!tin" Arr!n"e(ent
Cl!ss Re%ord
Gi
Te!%)er !nd Us
FIELD STUD
THE TEACHER AND THE COMMUNIT
N!(e of Fs St&dent: Aspero, 3astillo, 'anche1, 5illalobos, and 5illaruel Co&rse:+achelor $f 'econdary 0ducation Reso&r%e Te!%)er: #r. onnie G. ;aa Cooer!tin" S%)ool:0scalante ational High 'chool O&r T!r"et
e!r ; Se%tion: 56+
At the end of this episode, we will gain competence in identifying possible linkages between the school and the communities, particularly those that will help attain curricular goals.
Co((&nit# To&r O3ser
N!(e of t)e S%)ool O3ser
Lo%!lit# of t)e S%)ool The school is located along the national road heading to the $$ "ort linking the proince of egros to the proince@island of 3ebu. ts neighboring community composes of residential houses which are conerted into boarding houses that cater to the needs of the students coming from far places like #olocaboc sland. There was the historical landmark of the *The &ist, the F6!st statue@structure which symboli1es and in honor for the death of the persons who were killed in the ill6fated 0scalante #assacre on 'eptember ?, IJB, who died in defending for their rights and for the freedom for themseles, their families and for the whole nation. 'ome goernment institutions can be found in the community like the 3ity Health $-ce, 3ity 7ibrary, "ost $-ce, 'hopping 3enter, 'enior 3iti1ens "aillon, "ublic #arket, 3ity Hall, "olice Head%uarters, 3ity Hospital and 3oliseum. G$8s are the "KA" and other youth organi1ations. The thrusts of this G$8s is the assistance during the city8s actiities like taking part of their designation on di)erent tasks in those actiities like tree planting and coastal clean6up.
Issues/Concerns/Problems of the Community
The main issue of the community that bothers the most is the problem on dengue feer which a)ects F? indiiduals in the barangay. Tra-c condition was okay and there was neer a problem with it as well as the pollution. "eace and order was also good, though there was some cases of erbal con
Co((&nit# Reso&r%es P!r8s J ma! aid in the lesson of the sub2ect utili1ed through community !eld trips % Cit# li3r!r# can be used for research and for other reference tasks of any ndiidual especially the students.
Cit# (&se&( for research and other reference purposes. "roide insights and knowledge on the city8s history, products, culture and the early inhabitants from the earlier times.
Cit# )e!lt) oK%e proide releant seminars for the awareness of the community for the di)erent health issues, integrated@collaborated in the school. proide instructional resources like posters and printed hand6outs that aid in health care instruction.
Cit# %olise&( can be utili1ed wheneer actiities and eents of the school need to be performed@held in outdoor areas.
Co((&nit#>Assist!n%e>Ser
O&r An!l#sis S&""est ne9 9)!t 9!#s 3# 9)i%) t)e s%)ool %!n %re!ti
Ho9 %!n t)e s%)ool !ddress t)e iss&e>%on%erns !nd ro3le(s of t)e %o((&nit# The problems and concerns and issues of the community can be addressed by the school through its participation in the di)erent actiities. The school can hold symposiums in helping the community to be aware on how to lessen their ulnerability on dengue feer. The school can proide tips on how to maintain cleanliness at home and lessens the cases of dengue through conducting meetings to the "TA@"T3A at schools.
?)!t ossi3le lin8!"es %!n t)e %o((&nit# !nd t)e s%)ool )!
O&r Ree%tions
Ho9 did #o& feel 9)ile #o& 9ere "oin" !ro&nd t)e %o((&nit# ?)!t t)in"s did #o& le!rn t)!t #o& (i")t )!
As ! f&t&re te!%)er$ 9)!t do #o& t)in8 9ill 3e #o&r role in t)e %o((&nit# As a future teacher, we think we will be an adiser as well as a surrogate parents to our students as well as to the community through making them aware of the things they ought to do and ought not to do. Giing them adices een on simple actiity or task and proiding them choices on what to employ in terms of materials so as to produce better if not the best results of their re%uired task.
Ho9 9ill #o& en%o&r!"e (ore %o((&nit# !rti%i!tion !(on" te!%)ers !nd st&dents We will encourage more community participation among teachers and students by 2oining the actiities conducted by the community most especially during !esta celebrations, so as to enhance the participation and alues and attitudes of the students in which the teacher must also sere as a guide and a trainer before and during the said actiities. #oreoer, 2oining on the actiities conducted by the community will show that students8 abilities are not only limited in indoors but it can be also useful during outdoors.
DOCUMENTATION Lo%!tion of t)e S%)ool
Nei")3orin" Co((&nit#
Histori%!l L!nd(!r8
GO7ERNEMNT INSTITUTION Cit# Li3r!r#
Senior Citiens P!
Cit# He!lt) OK%e
He!lt) Center
D!# C!re Center
Cit# Hosit!l
B!r!n"!# H!ll
Cit# Colise&(
FIELD STUD
THE GLOBAL TEACHER N!(e of Fs St&dent: Aspero, 3astillo, 'anche1, 5illalobos, and 5illaruel Co&rse:+achelor $f 'econdary 0ducation
e!r ; Se%tion: 56+
Reso&r%e Te!%)er:#r. "hilamer"edriLaand#rs. "hoebe 7obaton Cooer!tin" S%)ool: 7ab High 'chool and $ld 'agay 0lementary 'chool O&r T!r"et At the end of this episode, we will gain insights and describe the characteristics of a global teacher.
T)e Glo3!l Te!%)er M!tri@
no9led"e
S8ills
7!l& es
Ot)er s)!red e@erien%es
Mr, P)il!(er Pedri!(NONE/CO/T Co(o&eratin Teacher
$ Mnowledge on the di)erent teaching methods and approaches $ +ased on teacher8s experiences $ 'eminars and workshops $ Training outside the country
$ Good written and oral communic ation skills
Teachers should impart alues like being/ $ $pen minded
$ &lexible $ Able to ad2ust to new changes and challenge s $ ew curriculu m, new
M to I6 helps in training the students to be globally competitie C)!llen"es>ro3le( s:
$ 7ack of facilities Cchairs and classroomsD $ nstructional materials Cbooks ratio: I:F studentsD
Sol&tions: $ +ooks are shared
teaching methods and strategies
$ "roide hand outs and photo copies at the teacher8s expense
Mrs, P)oe3e Lo3!ton O/E/ ater Teacher
C)!llen"es>ro 3le(s: $ Absenteeism $ =rop6out rate $ 3lassroom performance of students
$ Mnowle dge on the modern technolo gies
$ Mnows how to manipulate modern technologi es $ +e good in these 3T as tools in teaching the lesson $ 'hould be updated
Sol&tions: $ Home isitation
$ .atience $ Ao$e $ Com&aion
$ Teaching with the consideration on the di)erent leels of understanding of each students C#ultiple ntelligencesD
O&r An!l#sis Fro( t)e resonses of t)e te!%)ers$ 9)!t %on%l&sions %!n #o& (!8e !3o&t t)e 8no9led"e t)!t ! "lo3!l te!%)er s)o&ld )!
Fro( t)e resonse of t)e te!%)ers$ 9)!t %on%l&sion %!n #o& (!8e !3o&t t)e s8ills t)!t ! "lo3!l te!%)er s)o&ld )!
Fro( t)e resonse of t)e te!%)ers$ 9)!t %on%l&sion %!n #o& (!8e !3o&t t)e
Colle%t !rti%les>re!din" !3o&t Glo3!l ed&%!tion t)e "lo3! te!%)er, Enri%) #o&r !ns9ers in one to t)ree re!din"s, Pl!%e t)e !ddition!l le!rnin"s>insi")ts #o& "ot fro( #o&r re!din"s, n these moderntimes,we cannot deny the great in
great impct to education/ because of these trends in teaching, we also allow ourseles to grow. We are no longer stagnant to the traditional methods.
A Glo3!l Citien$ ! Glo3!l Te!%)er Arti%le B!
+ou#d +e *ee& oure#$e inide a nuthe## +hen +e can e>&#ore the +or#d The +or#d i at our ad$antae, the +or#d i +aitin "or u% e *no+in that that the For#d Fide Fe7 or +++ can &ro$ide the much needed in"ormation% Fe cou#d not @ut do that% Fe are not teachin them an!more% Fe are "eedin them +ith in"ormation that i not an!more #tered i" the! teach mora# or ethica# $a#ue% odern de$ice uch a com&uter are on#! a too# "or #earnin% It i not the one +ho +i## teach u% It i ti## "ar more dierent than ha$in a teacher in " ront +ho cou#d e>&#ain the in"ormation 7ein "ed to thee !oun mind% Fe @ut ha$e to remem7er that the 7et com&uter in the +or#d in our mind% Fe, the teacher, don=t @ut "ed in"ormation nor @ut teach thee chi#dren the 7aic o" addition and u7traction or the &ro&er ue o" rammar, +e a#o touch their #i$e, +e 7ecome a &art o" them, a &art o" their #i$e that cou#d not @ut 7e erae or de#eted 7! @ut a c#ic* a+a!% Fe remain in their heart "ore$er% 8i$en thee "act, +e are no+ more than read! to ca## oure#$e not @ut modern teacher 7ut 8AOB)A TE)CHER/% Becaue #o7a# teacher do not @ut ue modern +a! o" teachin or uti#ie modern de$ice "or im&ro$ed #earnin, 7ut a#o ha a heart- a heart that tender#! care "or e$er! indi$idua# and a hand that ent#! ho#d e$er! #earner= mind to 7e a reat contri7ution to the +or#d% ) tudent +ho i not @ut a &roduct o" modern +or#d 7ut can a#o 7e conidered a 8AOB)A CITIEN O< THE FORAD% )nd no+ a 8AOB)A TE)CHER, creatin 8AOB)A CITIEN/ O< THE FORAD, +hat e#e cou#d +e a* "or more
O&r Ree%tion 1%
Frite a on a7out !our iniht a to the *no+#ede, *i## and $a#ue that ma*e u& a #o7a# teacher% Create !our o+n tune%
M# Glo3!l Te!%)er Son"
Title of o&r son": ) 8#o7a# Teacher Teacher teach me, teacher help me, 'how me what to doNN.
Teacher make my life much better, Teacher need youNNN To teach me how to change my world t8s something you can doN Teacher teach me, teacher loe me, Teacher makes me newN..
Glo3!l Te!%)er Life1Line 5!s(inSifel H, S!n%)e Ai"e Aine
10 !ear "rom no+, I +i##Be enro##in in m! Doctorate deree%
C!rlo C!stillo Ai"e Aine
10 !ear "rom no+, I +i##Be in m! Doctorate= deree%
5!# Ar B, Asero Ai"e Aine
10 !ear "rom no+, I +i##Be ta*in m! mater= teacher%
Cristine M!e 7ill!lo3os Ai"e Aine
10 !ear "rom no+, I +i##Continue im&art m! *no+#ede to thoe +ho need me%
Ger!ld 7ill!r&el Ai"e Aine TITAE'
Our re?ection' n this modern era, one should be well6e%uipped with the knowledge and skills in the modern technologies. #uch more with being a teacher if a teacher has a good understanding of how these adanced technologies work, he@she can apply it to teaching, resulting to a better understanding of the students and proiding them insights and opportunities to improe their lies through the use and application of these technologies.
DOCUMENTATION D&rin" t)e inter
D&rin" t)e inter
FIELD STUD
THETEACHER AS A PROFESSIONAL
N!(e of Fs St&dent: Aspero, 3astillo, 'anche1, 5illalobos, and 5illaruel Co&rse:+achelor $f 'econdary 0ducation Reso&r%e Te!%)er: Cooer!tin" S%)ool:7a 3onsolacion 3ollege +acolod O&r T!r"et
e!r ; Se%tion: 56+
Poli%ies>G&ideli nes
7!l&ess)o 9n
Pertinent l!9s>ro"&ideline At the end of this episode,
Ri")ts of Te!%)ers
we will demonstrate as deeper
o discrimination
espectfuln ess
#agna 3arta for "ublic 'chool Teachers C'ection I?D
understanding of the rights, duties, and responsibilities of a professional teacher and their
Academic freedom
ndependen ce
#agna 3arta for "ublic 'chool Teachers C'ection ID
D&ties>o3li"!tio ns of Te!%)ers
"erform his duty to the school by discharging his responsibilities with accordance with the philosophy, goals and ob2ecties of the school.
impact on us a teacher.
Tools
An!l#sis /, ?)!t
esponsible
The 0ducation Act $f IJ C3hapter F, 'ec I(D
!re ree%ted 3# t)e oli%ies !nd "&idelines fo&nd in t)e s%)ool or
efrain from making deductions in students8 scholastic ratings for acts that are clearly not manifestation of poor scholarship.
te!%)er (!n&!l, P&t #o&r !ns9ers in t)e (!tri@ !3o
The 0ducation Act $f IJ C3hapter F, 'ec I(D
to &t so(e !ddition!l %o((ents )ere, The alues that
E%ono(i% !nd So%i!l Bene'ts
are re
'alary scale
"rogression
The #agna 3arta for "ublic 'chool Teachers C'ection I(D
guidelines are respectfulness, independence, responsible, 2ustice and fairness, progression, and discipline. These alues must be possessed by all teachers so as to aoid any con
-, Cite t)e le"!l rol!9s t)!t !re e@e(li'ed 3# e!%) of t)e oli%ies> "&idelines t)!t #o& in%l&ded in #o&r (!tri@, To )el #o& $ fo%&s on t)e ro
Addition!l %o((ents A deeper understanding of the rights, duties and responsibilities f a professional teacher is of great help when we are on the !eld. Those rights, duties and responsibilities will sere as our basis and guidelines so that we will be knowledgeable and we will not be deceied by other o-cials when it comes to our rights. We can apply our knowledge about the rights, duties and responsibilities of a professional teacher when there are situations related to the rights, duties ands responsibilities %
O&r ree%tion Ho9 do #o& feel !3o&t t)e oli%ies !nd "&idelines %on%ernin" te!%)ers Ho9 9ill #o& resond to t)e( in t)e f&t&re With regards to the policies and guidelines concerning teachers, we feel that it is really necessary that we must be committed, a)ectionate, and serious in teaching students. We
will respond to them in the future by becoming a good person or citi1en today so that we will become a good teacher someday. We should also abide by those policies and guidelines in order for us to become a good teacher and a good citi1en as well.
?)!t insi")ts>re!li!tions did #o& )!
?)!t !re #o&r
COMMENTS OF THE FACULT
_____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ ________________________________________________________ B!'JJJJJJJJJJJJJJJJJJJJJJJJ /inature O$er .rinted Name
