Fs Buneg

FS 6: On Becoming A Teacher
Field Study 6 “On Becoming A Teacher” is one of the Experiential Learning Courses of
the prospective teacher. It tells the journey of how to become a teacher as exemplified in the
Teacher Education and Development Map in the pre-service education. Like any point in the
map, pre-service education is connected to the core which is the National Competency-Based
Teacher Standards (NCBTS).
One of the professional education subjects for Teacher Education as mandated by CMO
30, s. 2004 is The Teaching Profession. It is on this subject, that Field Study 6 is anchored.
Thus, all the experiential activities for this Field Study are related to the in-depth understanding,
testing of learned theories and concepts through immersion and observation in real life situations
that relate to the teaching profession for personal reflection, formation of concepts and future
application.
Kolb’s Experiential Learning Cycle, shown below guides the flow of the processes that
every student should undergo. The model presents the four elements which are: concrete
experiences, observation and reflection, formation of abstract concepts and testing in new
situations.
1. Concrete experiences includes everything that the prospective teacher is tasked to do in

the school setting and the learning environment, where engagement in real and authentic
situation is required. The underlying principle is based on Dewey’s philosophy of learning by
doing. The series of experiences will motivate , encourage and enable students to go on to have
more valuable experiences.
2. Observation and reflection follow concrete experiences. For situations and episodes
which cannot be concretely experienced, one can make direct observations. The observations
become environmental experiences and first hand encounters through the use of different senses.
Reflections on both concrete experiences and observations should always follow. This would
clarify understanding, deepen values and appreciation.
3. Forming concepts follows observation and reflections. This is the validation of

prior understanding gained from the previous courses taken as well as formation of new ones.
This stage can best be done through clearing house or journal writing.
4. Testing in new situation. This stage may not happen during the current Field Study
subject, but in latter course like Practicum or Student Teaching where transfer of learning will
find its place very clearly.
As we continue our journey to become a professional teacher, let us remember the stages
or elements we have to go through: CONCRETE EXPERIENCE, OBSERVATION,
REFLECTION, FORMING/ AFFIRMING CONCEPTS and in the further TESTING IN A NEW
SITUATION.
FS6: On Becoming a Teacher
FIELD STUDY
Episode 1
THE TEACHER AS A PERSON
Name of FS Student:
Course: Year and Section:
Resource Teacher: Signature:
Cooperating School:
Introduction
“Teachers are born” an old saying goes. What attributes and qualities should you posses
to indicate that you would be an effective teacher in the future? If you are born a teacher, you
will find some of your qualities that are befitting of a teacher. Let us find out in this episode.
MY TARGET
 Deeper understanding of a Teacher as a Person
 Knowledge of myself as a Person who will become a teacher.
MY PERFORMANCE (How will I be Rated?)

Field Study 6, Episode 1- The Teacher as a Person
Focused on: The Teacher as a Person, Myself as a Person
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
Observations/ All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation done with tasks were done were done with of tasks were
outstanding with high quality acceptable done; or most
quality; work quality objectives met
exceeds but with poor
expectations quality
4 3 2 1
My Analysis Analysis Analysis Analysis Analysis
questions were questions were questions were questions were
answered answered not answered not answered
completely. In completely completely.
depth answers. Grammar and
Clear connection Vaguely related spelling
Thoroughly with theories to theories unsatisfactory
grounded on
theories Grammar and Grammar and
spelling are spelling are
Exemplary superior acceptable.
grammar and
spelling.
4 3 2 1
My Reflection Reflection Reflection Reflection No reflection
statements are statements are statements are statements are
thoughtful and clear, but not supported by provided.
clear, supported clearly supported experiences from
by experiences by experiences this episode.
from this episode from this episode
4 3 2 1
My Future Application is Application is Application is Application is
Application very clear and clear and clear but not very not clear, not all
highly consistent consistent with consistent with consistent with
with reflection reflection and reflection and reflection and
and affirmed affirmed affirmed affirmed
concepts; very concepts; very concepts; not concepts not
doable and doable and doable doable
feasible feasible.
4 3 2 1
Submission Before deadline On the deadline A day after the Two days or
deadline more after the
deadline
4 3 2 1
Sub Totals
Rating
Over-all Score (Based on
Transmutation)
Signature of FS Teacher above Date

Printed Name
Transmutation of score to grading/ 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
14 2.25 84
MY CONCRETE EXPERIENCE
1. Who am I as a person? Do I have personal; qualities that would make me a better teacher
someday?
2. With the use of the checklist find your personal characteristics which would help you
become a good teacher. The qualities listed are few of the many attributes needed but
the list given you would suffice.
Look into yourself very well and answer each item very honestly. All your answers were
correct, so you do not need to worry.
Name: School: Sem:
Am I This Person?
Bilbao, 2010
Below are indicators of personal qualities which may describe you. Place a check mark
on the blank before each item if the indicator fits you most of the time or an X mark if the
description does not fits you most of the time.
√ 1. I am mentally alert. 17. I appreciate other people.

√ 2. I make correct decisions. 18. I am tolerant of other people.
3. I give attention to details. 19. I am kind and sympathetic.
4. I analyze every situation. 20. I help voluntarily.
5. I am quick to make solutions. 21. I adjust to different situations
6. I maintain poise. 22. I look at the brighter side of
7. I remain undisturbed under life.
pressure 23. I enjoy the company of others.
8. I hold my anger. 24. I laugh at my own mistake.
9. I am calm in the midst of chaos. 25. I can adjust to any group as a
10. I maintain dignity in all member.
circumstances. 26. I think that my suggestions are
11. I am very imaginative. not always correct.
12. I create new things. 27. I do not consider self as better
13. I like to try out new things. than others.
14. I accept responsibility and do 28. I treat everybody fairly.
it well. 29. I see other’s opinion as
15. I utilize to the maximum every different as mine.
material. 30. I give equal chance to
16. I have happy disposition. everybody to be heard.
31. I work beyond the objectives 47. I behave appropriately in
set. occasions.
32. I do things without being told. 48. I select social functions to
33. I do not give up easily on attend.
tasks. 49. I use appropriate language.
34. I set high goals for oneself. 50. I adjust comfortably in a
35. I work with the sense of crowd.
urgency. 51. I have deep concern for others.
36. I feel sure of what I do. 52. I am always willing to share.
37. I work for others. 53. I volunteer to do task for other.
38. I initiate to do the job for all. 54. I give up personal time for the
39. I assume responsibility with group.
confidence. 55. I work for the group even
40. I work to succeed. without assurance in return.
41. I am pleasant in action, words 56. I am fair in giving judgment.
and appearance. 57. I am consistent in words and
42. I am clean and neat as a actions.
person. 58. I am punctual in attendance.
43. I dress up appropriately. 59. I am sincere in giving
44. I am simple, suggestions.
beautiful/handsome. 60. I extend help to others.
45. I am appealing to others.
46. I treat everybody with
courtesy.
Number of checks in each cluster (Min.-1 to Max. 5)
Personal Attributes Cluster of Items Number of Check Interpretation

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

Attributes
T1 T2 T3 T4 T5 T6 T7 T8 T9 T10
1. Intelligence 5 4 5 4 4 5 5 4 5 5 4.6 Very
High
2.Emotional 5 4 3 5 5 4 3 4 4 4 4.1 High
Stability
3. 5 5 5 5` 5 5 5 5 5 5 5.0 Very
Resourcefulness High
4. Compassion 5 4 3 4 3 4 3 3 4 4 3.7 High
5. Buoyancy 5 5 3 5 4 4 4 5 3 4 4.2 High
6. Objectiveness
7.Self- 4 5 3 4 4 4 4 5 5 4 4.2 High
Motivation
8.Self- 5 4 4 5 5 5 4 5 4 5 4.6 Very
Confidence High
9.Pleasantness 3 3 4 4 5 5 4 4 4 3 3.9 High
10.Refinement 5 5 3 4 4 3 3 4 4 4 3.9 High
11.Cooperativen 4 4 4 4 5 5 5 4 4 5 4,4 High
ess
12.Reliability 5 5 4 4 3 4 4 4 4 4 4.1 High
The Observed Information
Procedure:
1. To get the average, add the scores of the 10 teachers and divide by 10.
2. Look at the legend on your checklist, and determine the description of the average.
3. Study the results.
Questions:
1. Which of the 12 attributes is the highest among the teachers?
The highest attribute among teacher is resoucefulness.
2. Which of the 12 attributes is the lowest among the teachers?
The attributes are pleasantness, refinement and compassion.
3. How many teachers are low in emotional stability?
There are only two teachers.
4. How many teachers are high in compassion?

There is only one teacher.
5. What six attributes are found to be strong among teachers?
6. What six attributes are found to be weak among teachers?
7. What interesting observations can you spot from the data not asked?
MY REFLECTIONS
After studying the results of your teacher survey, write down your reflections on the
following situations to have happened in the school setting.
1. Why are some teachers reported to have bumped a learner’s head on the wall or made a
child swallow a scratch paper or pencil filings? What attribute do you think is low for
this teacher?
The use physical punishment is kinda humiliating the student lower levels of teacher’s
emotional stability are more high-tempered associated with an increased risk of reacting
violent, As educators, they need to be calm no matter what happen just take a deep
breathe and think twice to avoid emotionally upset.
2. Why do you think some teachers are better loved by students than others?
According to Daniel Tanguay “A good teacher will perform for their students to keep them
going... It’s not about sitting back and just lecturing, it’s about engaging in the work.
As far as I know some teachers are better loved by students because of their friendliness
building relationships with students which promotes a positive learning environment,helps
to build our classroom community, and is probably one of the best investments we can make
with our students are to spend time with a student, develop an interest in their interests, and
promotes fair treatment despites of their personality diffirences which creates a harmonious
classroom management.
3. If you were to choose, which personal attributes should all teachers possess? Why?
Compassion, intelligence, resourcefulness, and self- motivation are the attributes that teacher
must possess because they need to work constantly evolving environment and maintain their
personal appearance for their profession.
MY AFFIRMED CONCEPTS
After reflecting on this episode and recalling my previous subjects, I have realized that
there are several concepts in the teaching profession about personal attributes I learned that has
been affirmed and confirmed, examples of which are given below:
1.
2.
MY FUTURE APPLICATION
Using what I have learned from this episode, when I become a teacher, I should..

FIELD STUDY
Episode 2
THE TEACHER’S PHILOSOPHY OF EDUCATION
Name of FS Student:
Cooperating School:
Introduction
What do you firmly believe about schools and education? This episode will clarify your
belief or philosophy about teaching and education.
Perhaps you have already decided that you would become a teacher. Your belief or
philosophy of teaching will explain your actions as a future teacher. The foundations of all that
you do in school and in teaching is usually based on a strong belief called philosophy of
education
MY TARGET
 Clear understanding of my philosophy of teaching and education
 Identify teacher’s learnings on the different educational philosophies.
Field Study 6, Episode 1- The Teacher as a Person
Focused on: The Teacher as a Person, Myself as a Person
4 3 2 1
4 3 2 1
grounded on
grammar and
spelling.
4 3 2 1
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feasible feasible.
4 3 2 1
deadline
4 3 2 1
Sub Totals
Rating
Transmutation)

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
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 on the Survey Questionnaire very honestly. There is no right nor wrong
answer for each item. After you have answered each item, record your answers and look at the
interpretation at the back of this work text.
After you have answered the questionnaire yourself, you are to ask two teachers to do the
same activity.
WHAT IS YOUR PHILOSOPHY OF EDUCATION?

(bases on Sadker and Sadker, 1998 Teachers, Schools and Society)
Each of us has a philosophy of education or a set of fundamental beliefs regarding how

we think schools should be run. What is your philosophy of education? To find out, read each of
the following statements about the nature of education. Decide whether you agree or disagree
with each statement. Use the following numbers to express your response:
4 Agree strongly 2 Disagree

3 Agree 1 Disagree strongly
1. The student learning should be centered around basic subjects such as

reading, writing, history, math and science.
2. The school subjects should focus on the great thinkers of the past.
3. Many students learned best by engaging in real-world activities rather than
reading.
4. The students should be permitted to determine their own curriculum.
5. Subject matter is taught effectively when it is broken down into small parts.
6. The school subjects should be determined by information that is essential
for all students to know.
7. Schools, above all, should develop students’ abilities to think deeply, analytically
and creatively; than develop their social skills or provide them with a useful body of
knowledge about the ever- changing world.
8. Teaching should prepare students for analyzing and solving the types of problems
they will face outside the classroom.
9. Reality is determined by each individual’s perceptions. There is no objective
and universal reality.
10.People are shaped much more by their environment than by their genetic
dispositions or the exercise of their free will.
11. Students should not be promoted from one grade to the next until they have read
and mastered certain key material.
12. An effective education is not aimed at the immediate needs of the student or
the society.
13. The curriculum of the school should be built around the personal experiences
and needs of the students.
14. Students who do not want to study much should not be required to do so.
15. Programmed learning is an effective method of teaching information.
16. Academic rigor is an essential component of education.
17. All students, regardless of their ability, should study more or less the
same curriculum.
18. Art classes should focus primarily on individual expression and creativity.
19. Effective learning is unstructured and informal.
20. Students learn best through reinforcement.
21. Effective schools assign a substantial amount of homework.
22. Education should focus on the discussion of timeless questions such as “What is
beauty?” or “What is truth?”
23. Since students learn effectively through social interaction, schools should plan for
substantial social interaction in their curricula.
24. The purpose of school is to help students understand themselves and find
the meaning of their existence.
25. Frequent objective testing is the best way to determine what students know.
26. Countries must become more competitive economically with other countries
hence, schools must bolster their academic requirements to facilitate such
competition.
27. Students must be taught to appreciate learning primarily for its own sake, because
it will help them in their careers.
28. Schools must place their own emphasis on teaching about the concerns of
minorities and women.
29. Each person has free will to develop as he or she sees fit.
30. Reward students well for learning and they will remember and be able to apply
what they learned even if do not understand why the information is worth
knowing
31. Philippine schools should attempt to instill traditional Filipino values in students.
32. Teacher-gained discovery of profound truths is a key method of teaching students.
33. Students should be active participants in the learning process.
34. There are no external standards of beauty. Beauty is what an individual decides it.
35. We can place a lot of faith in our schools and teachers to determine which
student behaviors are acceptable and which are not.
36. Schools must provide students with a firm grasp of basic facts regarding the books
people and events that have shaped the Filipino heritage.
37. Philosophy is ultimately at least as practical a subject to study as is
computer science.
38. Teachers must stress for students the relevance of what they are learning for their
lives outside, as well as inside the classroom.
39. It is more important for students to develop a positive self-concept than to learn
Specific concept.
40. Learning is more effective when students are given frequent tests to
determine what they have learned.
NOTE: Photocopy two copies of this instrument. Request two teachers to answer the
remaining questionnaire. Tabulate all the answers in the matrix provided.
Now that you have responded to all 40 items, write the number of response to each
statement in the matrix below. Add the numbers in each column to determine your attitude and
those of the two teachers toward key educational philosophies.
My Philosophy of Education
Essentialism Perennialism Progressivism Essentialism Behaviorism
Item S T T Item S T T Item S T T Item S T T Item S T T
1 2 2 2 1 2 1 2 1 2
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
Tota Tota Tota Tota Tota
l l l l l
Legend: S-Self T1- Teacher 1 T2- Teacher 2
MY OBSERVATIONS
Visit a teacher in a school and observe what school/classroom activities reflect his/her
philosophy of education while she is teaching. identify and describe teacher’s action or behavior
and match each with the identified educational philosophy.
1. Observed actions of a teacher who is a progressivist:

2. Observed actions of a teacher who is a behaviorist:
MY REFLECTIONS
Based on your concrete experience and the actions of the teacher you have observed, how
important is your philosophy of education to your future career as a teacher? How would your
experiences and observations contribute to your becoming a teacher?
Identify at least three concepts learned in your previous subject like The Teaching
Profession which are related to the Experiential Learning Episode 3 (Teaching
Belief/Philosophy) that are confirmed or affirmed in this activity? Enumerate.
1. Affirmed Concept 1
Using the first hand experiences in this activity, how will I use these when I become a
teacher in the future?
 In teaching and learning

 In addressing diversity of learners
 In creating a conducive learning environment
FIELD STUDY
Episode 3
THE TEACHER IN THE SCHOOL SETTING
Name of FS Student:
Cooperating School:
Introduction:
A teacher as a professional will always be found in the school setting. There will be no
school without the teacher because a teacher’s official working place is the school. A school is an
institution where learning occurs under the guidance of a professional called a teacher.
You will also find yourself in one of these schools when you become a full fledged
teacher.
How does a teacher operate or function in the school setting? How will a teacher manage
the physical as well as the psychological environment in the school setting?
MY TARGET
 Description of a typical school day of a teacher
 Enduring understanding the teacher’s role in creating a conducive
learning environment in the school.

Field Study 6, Episode 3- The Teacher in the School Setting
Focused on: A typical school day of a teacher, the teacher’s role in creating a conducive
learning environment in the school.
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grounded on
grammar and
spelling.
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feasible feasible.
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deadline
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Sub Totals
Rating
Transmutation)

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
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 to your journey in this episode are as follows:
1. Visit a particular teacher as your resource person in a school.
2. Secure the teacher’s program. Study the time schedule and the activities.
3. Make a class observation at certain period of the day’s activities.
Based on the daily program, find out what the teacher is supposed to do during the time
of your visit. Observe what the teacher is doing. Take note of the different activities.
Class Program of the Teacher:
Name of the Teacher:
Name of the School:
District of:
Division of:
CLASS PROGRAM
Grade:
Period Minutes Learning Activities
Morning
NOON INTERMISSION
Interview the teacher to verify the class program.
MY OBSERVATIONS
At the time you are in the school, what significant observations have you made?
Areas of Focus for Observation My Observations
in the School Setting
PHYSICAL SETTING
1. Classroom Arrangement
2. Bulletin Board Display
3. School Playground
4. Learning Resource Center
SOCIO-PSYCHOLOGICAL SETTING
1. Class Routines
2. Teacher Activities
3. Learners Activities
4. Co-curricular Activities
5. Extra-curricular Activities
MY REFLECTIONS
Based on the teacher’s program, your observations and your interviews, would you now
see teaching to be full time job? Why? Why not?
How do you feel about the teacher’s workplace? Are the conditions, healthy for the
welfare of both the learners and the teachers?
Do you find the relationships of the teachers and the learners pleasant? Explain your
answer.
What previous learning or concepts that you have gained in your professional education
courses are affirmed by this learning episode? Give at least three, by completing the sentences
below
My previous learning in the content courses that were confirmed by this learning episode is
the following:
1. That….
2. That….
3. That….
How can I improve the school setting that I have observed when I become a teacher?
1. Classroom Management
2. Bulletin Board Display
3. School Playground
4. Classroom Routines
5. Teacher Activities
6. Co-curricular Activities
7. Extra-curricular Activities
FIELD STUDY
Episode 4
THE TEACHER IN THE COMMUNITY
Name of FS Student:
Cooperating School:
Introduction:
In the Philippines, the government has built schools in almost all strategic barangays,
town or city. This is done to provide access and equal opportunity for every school child to
achieve quality education. At present, there are more than half a million public school teachers
deployed in all these schools throughout the country. The school and the teacher in every school
have very crucial responsibilities in contributing to the change and development in the
community.
MY TARGET
 Community data from Rapid Appraisal Survey
 List of identified community resources available for use by the teachers in the school.
Field Study 6, Episode 4- The Teacher in the Community
Focused on: Community Data and Community Resources
4 3 2 1
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grounded on
grammar and
spelling.
4 3 2 1
4 3 2 1
feasible feasible.
4 3 2 1
deadline
4 3 2 1
Sub Totals
Rating
Transmutation)

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
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:

1. Report to the Barangay Captain or Punong Barangay upon arrival in the community.
2. Peruse a community map to find out the area you are going to cover.
3. Secure the available information from the records of the Barangay Secretary.
4. Provide the opportunity to go around the barangay for visual observation.
5. Interview some folks from whom you can secure or verify the data.
ACTIVITY 1-RAPID COMMUNITY APPRAISAL

Name of the School in the Barangay:
Name of the Barangay: Type Rural Urban
Name of the Town/Municipality:
Name of the Province:
I. Barangay Location
1. Distance from the City(in km)
2. Distance from the College/University where enrolled
II. Demography
1. Population
2. Number of Households
3. Number of School-going children
III. Physical Features(Please Check)
1. Lowland
2. Upland
3. Mountainous
4. Coastal
IV. Facilities(Please Check)
1. School 7. Cooperative Store
2. Community Center 8. Church/Chapel
3. Plaza 9. Electricity
4. Health Center 10. Drinking Water Supply
5. Market 11. Reading Center
6. Road Network 12. Others(Specify)
V. Agricultural Resources(Please Check)
1. Rice fields 7. Bananas
2. Corn fields 8. Machine shops
3. Sugarcane fields 9. Livestocks(carabao, cattle)
4. Coconut palms 10. Fishes (ponds, deepsea)
5. Fruit trees(mango, jackfruits,etc.)
6. Forest trees(mahogany, narra,etc.)
VI. Commercial Resources(Please Check)
1. Sari-sari store 6. Factory
2. Trading Center 7. Machine shops
3. Rural banks 8. Beauty parlor
4. Cooperative stores 9. Bookstore
10. Others (specify)
5. Carinderia
VII. Common Means of Transportation (Please Check)
1. Jeepney 5. Bicycle
2. Bus 6. Horseback
3. Tricycle 7. Animal driven transpo
4. Trisikad 8. Others (specify)
VIII. Development Programs in the Barangay

1. Brigada Eskwela
2. Clean and Green
3. Gulayan ng Bayan
4. Peace and Order
5. Others (specify)
IX. Annual Community Activities
1. Barangay Fiesta
2. Community Festival
3. sports Festival
4. Search for Miss Barangay
5. Christmas Celebration
6. Others(Please List)
X. Other Significant Information about the Community:
MY OBSERVATIONS
ACTIVITY 2- INTERVIEW OF THE SCHOOL TEACHER

Your second concrete experience will be to visit the school in the community which you
surveyed. Interview a Resource Teacher.
In your interview, you mat ask your Resource Teacher the following questions:
1. What school activities do you conduct that allow the participation of the people in
the barangay?
2. Are the community activities that you, as teachers join? Please name. do
your students/pupils also join these activities?
3. What learning do your pupils/students gain from the participation?
4. What does the community benefit from joining in your school activities?
5. As per your observation, are the lessons that you taught in the school transferred
to the homes or the community?
6. What community resources have you used in teaching?
Record the answer and make a narrative report in your observations.
MY REFLECTIONS
1. Describe the data that you have gathered from your community survey.
Make a short narrative below the data which you gathered. Present 1-2 pictures of the
community or barangay in your photo essay.
Barangay
The School’s Community
2. Make a narrative report on the interview that you have done with the teacher.
School Community Collaboration
View of a Teacher
After making a survey of the barangay and interviewing the teacher, answer the following
questions:
1. Which resources that you have identified are present in the community? Can these be utilized
in your teaching? How?
What concepts learned from your previous courses are affirmed by this Experiential
Learning Episode? Place a check mark on the concepts which are confirmed and place an X
mark on those which are not confirmed.
1. A teacher can utilize resources available in the community.

2. A teacher should teach with a view in mind that the learners transfer their learning in
home and the community.
3. Teachers are agents of change of the community.
4. Barangay officials, health workers and other human resources can be invited as
resource speakers in school setting.
5. The teacher should always be willing to support the community in various activities.
6. Teachers and schools should be unmindful of the community aactivities.
7. Communities should provide support for the learning of their children in school.
8. The sole responsibility of a teacher is to teach in the school.
9. all schools are part and parcel of the community where they are situated.
10. Community officials should take over the responsibilities of teachers.
Based on Experiential Learning Episode 4, I should do the following when I become a
teacher……..
FIELD STUDY
Episode 5
THE GLOBAL TEACHER
Name of FS Student:
Cooperating School:
Introduction:
Teaching is a respectable profession the world over. The status of teachers has been
comparable in all parts of the globe, hence each year, there is a celebration of the WORLD
TEACHER’S DAY! This alone would tell us, the recognition and honor given to the best
profession of all: TEACHING. a teacher is an extra-ordinary person in whose hands lies the
future of the world, hence any teacher regardless of the country of origin should be a GLOBAL
TEACHER or a TEACHER of the WORLD.
Thus you, too, should have qualities, skills, knowledge, views, with wider breadth and
deeper sense because you, too, will be a global teacher.
This Experiential Learning Episode focuses on the global teacher.
MY TARGET
 Identified competencies of the global Filipino teacher
 Knowledge of other countries teachers’ competencies and requirements as professional.
Field Study 6, Episode 4- The Teacher in the Community
Focused on: Community Data and Community Resources
4 3 2 1
4 3 2 1
grounded on
grammar and
spelling.
4 3 2 1
4 3 2 1
feasible feasible.
4 3 2 1
deadline
4 3 2 1
Sub Totals
Rating
Transmutation)

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
14 2.25 84
ACTIVITY 1- THE FILIPINO GLOBAL TEACHER
Let us begin with ourselves, the Filipino teachers. Why are Filipino teachers doing very
well in classrooms and schools outside the country? Many of them are awarded as exemplar
teachers, best teachers and model teachers. They are honored by the school, parents and
community as well. would you like to be a global teacher too, someday?
A Filipino teacher should be equipped with personal and professional qualities
and competencies of the Effective Teacher. These competencies are enshrined in the
National Competency- Based Teacher Standards (NCBTS) of the Philippines.
Let us see, what competencies our Filipino public school teachers possess in terms of the
domains and stands of the NCBTS-TSNA.
Here are the steps:
1. Request for an interview of any public school teacher( Elem. Or High school)
2. Ask him/her about his/her Individual Profile on the NCBTS-TSNA Tool of the DepED.
3. Ask for information on the following:
1. In which of the seven domains do you find yourself HIGH?
2. In which of the seven domains do you find yourself LOW?
3. In which strand, are you an expert? Experienced? Developing or Beginning?
NCBTS DOMAINS
NCBTS-TSNA DOMAINS DESCRIPTION

(high or low)
Domain 1_ Social Regard for Learning
Domain 2_Learning Environment
Domain 3_Diversity of Learners
Domain 4_Curriculum
Domain 5_ Planning Assessing and Reporting
Domain 6_ Community Linkages
Domain 7_ Personal Growth and Professional Development
NCBTS STRANDS
STRANDS DESCRIPTION(Expert, Experienced,
Developing, Beginning)
1. Teacher’s actions demonstrate value for learning.
2. Demonstrates that learning is of different kinds.
3. Creates an environment that promotes learning.
4. Makes the classroom environment safe and conducive
for learning.
5. Communicates higher learning expectations to each
learner.
6. Establishes and maintains consistent standards.
7. Creates healthy psychological climate for learning.
8. Determines, understands and accepts the learners
diverse knowledge and experiences.
9. Demonstrates mastery of the subject matter.
10. Communicates clear learning goals for the lesson.
11. Makes good use of allotted instructional time.
12. Recognizes general learning processes and unique
processes of individual learners.
13. Promotes purposive study.
14. Demonstrates skills in using ICT.
15. Develops and utilizes creative and appropriate
instructional plan.
16. Develops and uses a variety of appropriate
assessment strategies to monitor and evaluate learning.
17. Monitors regularly and provides feedback on
learners.
18. Communicates promptly and clearly to learners,
parents and superiors about progress of learners.
19. Teacher establishes learning environment that
responds to the aspirations of the community.
20. Takes pride in the nobility of the profession.
21. Builds professional links with colleagues to enrich
teaching practice.
22. Reflects on the extent of the attainment of
professional development goals.
ACTIVITY 2- GLOBAL TEACHERS THE WORLD OVER

Activity 1 describes the competencies that a global Filipino teacher should possess. Now,
we need to also know the competencies required of other teachers from other countries of the
world.
Since we cannot travel physically to other countries, we can reach these places through
the use of modern technology like surfing the world wide web, interviews and use of other
sources of information.
Choose two countries other than the Philippines. Search for the personal and professional
competencies required of the teachers ih that particular country. You may also interview a
Filipino teacher who has taught in these countries.
GLOBAL TEACHER FROM OTHER COUNTRIES

Name of Country Personal Qualities of Professional Qualities Requirements to
Teachers of a Teachers Become Professional
Teachers
United States of
America
New Zealand
Thailand
Indonesia
Australia
MY OBSERVATIONS
1. Based on your interview of the Filipino teacher on the competencies of the national
standards for teachers, has the teacher met the requirements? Explain.
2. If the NCBTS is the measure of a global teacher, can the teacher you interviewed
meet the challenges of global education? Why? Why not?
3. Are there similarities or differences among teachers in other countries in terms of
the requirements of a professional teacher? Explain your answer.
4. Would Filipino teachers be comparable to their fellow teachers in other countries?
Explain you answer.
MY REFLECTIONS
Indeed, becoming a global teacher requires certain standards. As observed, there are more
similar expectations of teachers, the world over.
As a pre-service teacher education student, how do you see yourself, ten years from now
vis a vis the other teachers from all over the world?
Can you meet the challenges of being a global teacher?
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?

FIELD STUDY
Episode65
THE TEACHER AS A PROFESSIONAL
Name of FS Student:
Cooperating School:
Introduction:
There are fundamental requirements to meet to become a professional teacher. One has to
graduate a teacher education degree, pass the professional board examination for teachers,
officially called Licensure Examination for Teachers (LET), join professional organizations and
abide by the Code of Ethics for Professional Teachers. In addition , teachers must continuously
grow in the profession by undertaking continuing professional development activities.
MY TARGET
 Clear description of a professional teacher
 Identified characteristics of a professional teacher
Field Study 6, Episode 6- The Teacher as a Professional
Focused on: Clear description of a professional teacher;characteristics of a professional
teacher.
4 3 2 1
4 3 2 1
grounded on
grammar and
spelling.
4 3 2 1
4 3 2 1
feasible feasible.
4 3 2 1
deadline
4 3 2 1
Sub Totals
Rating
Transmutation)

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
14 2.25 84
Find a professional teacher in your neighborhood or in a school. Conduct an interview
with the teacher by asking the following questions:
1. Where did you graduate your degree? When?

2. How did your University prepare you to become a global teacher?
3. When did you pass the Licensure Examination for Teachers? What was your passing
rating?
4. When did you start teaching in public school?
5. What makes you happy as a teacher?
6. What disappoints you as a teacher?
7. What professional development activities/trainings have you participated in?
8. Are you a member of a professional organization? What is the name of the organization?
9. As a professional teacher, what Code of Conduct do you strictly follow? Can you name
the specific behavior that you should be followed to the utmost?
10. What kind of teacher would you dream to become before you retire? Do you have a
career path? Describe what kind of professional teacher you are along the timeline
presented below:
1-3 years in service
15 years and above years in service

MY OBSERVATIONS
From the answers given by the teacher you interviewed, is the teacher a professional
teacher?
1. Why do you think so?
2. Why don’t you think so?
Can you find other teachers who are professional teachers among the teachers whom you
know?
What characteristics or qualities distinguish a professional teacher from a non-

professional teacher?
MY REFLECTIONS
Considering that you will be a professional teacher, what standards of behavior should
you uphold based on the Code of Ethics for Professional Teacher?
Based on the learning I gained in my previous courses on the professional teacher, this
Experiential Learning Episode has affirmed my concepts that:
1. Professional teachers…
2. Professional teachers
3. Professional teachers……
When I become a professional teacher, I should………

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FS 6: On Becoming A Teacher

1. Concrete experiences includes everything that the prospective teacher is tasked to do in

3. Forming concepts follows observation and reflections. This is the validation of

MY PERFORMANCE (How will I be Rated?)

Signature of FS Teacher above Date

Score Grade Score Grade

Name: School: Sem:

√ 1. I am mentally alert. 17. I appreciate other people.

Personal Attributes Cluster of Items Number of Check Interpretation

Personal Scores of checkmarks for each cluster Ave Desc

The Observed Information

The highest attribute among teacher is resoucefulness.

2. Which of the 12 attributes is the lowest among the teachers?

The attributes are pleasantness, refinement and compassion.

3. How many teachers are low in emotional stability?

There are only two teachers.

4. How many teachers are high in compassion?

FS6: On Becoming a Teacher

Signature of FS Teacher above Date

Score Grade Score Grade

WHAT IS YOUR PHILOSOPHY OF EDUCATION?

Each of us has a philosophy of education or a set of fundamental beliefs regarding how

4 Agree strongly 2 Disagree

1. The student learning should be centered around basic subjects such as

1. Observed actions of a teacher who is a progressivist:

 In teaching and learning

MY PERFORMANCE (How will I be Rated?)

Signature of FS Teacher above Date

Score Grade Score Grade

Interview the teacher to verify the class program.

2. Bulletin Board Display

Signature of FS Teacher above Date

Score Grade Score Grade

Here are the steps:

ACTIVITY 1-RAPID COMMUNITY APPRAISAL

VIII. Development Programs in the Barangay

ACTIVITY 2- INTERVIEW OF THE SCHOOL TEACHER

1. A teacher can utilize resources available in the community.

Signature of FS Teacher above Date

Score Grade Score Grade

NCBTS-TSNA DOMAINS DESCRIPTION

ACTIVITY 2- GLOBAL TEACHERS THE WORLD OVER

GLOBAL TEACHER FROM OTHER COUNTRIES

Identify at least three concepts about the global teacher.

How would you prepare yourself to become a global teacher?

Signature of FS Teacher above Date

Score Grade Score Grade

1. Where did you graduate your degree? When?

1-3 years in service

4-10 years in service

11-15 years in service

15 years and above years in service

What characteristics or qualities distinguish a professional teacher from a non-

When I become a professional teacher, I should………

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