Field Study 6 Portfolio

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

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

by:
FLOUR G. HARINA
Pre-Service Teacher

October 00, 2013

FIELD STUDY 6 1
 Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF TECHNOLOGY
Obrero Campus, Davao City

Field Study 6 Portfolio

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

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

by:
FLOUR G. HARINA
Pre-Service Teacher

October 00, 2013

FIELD STUDY 6 2
 Acknowledgment

FIELD STUDY 6 3
 Table of Contents

Acknowledgement …………………………………………………………….. i

Table of Contents …………………………………………………………….. ii

VMGO …………………………………………………………….. iv

Philosophy of Education …………………………………………………….. vi

Resume …………………………………………………………….. vii

Transmittal Letter …………………………………………………………….. viii

Statement of Purpose ………………………………………………… ix

Personal Reflection ………………………………………………… x

Field Study 6 Portfolio

Episode 1 ………………………………………………… 1

Episode 2 …………………………………………………

Episode 3 …………………………………………………

Episode 4 …………………………………………………

Episode 5 …………………………………………………

Episode 6 …………………………………………………

Episode 7 …………………………………………………

APPENDICES

Clearance Form …………………………………………………

Certificate …………………………………………………

My Daily Journals …………………………………………………

My Cooperating School …………………………………………………

Vicinity Map …………………………………………………

Daily Time Record …………………………………………………

FIELD STUDY 6 4
 VISION
A premier University in the ASEAN Region
By becoming a premier university in the ASEAN Region, the University of
Southeastern Philippines shall be a center of excellence and development,
responsive and adaptive to fast-changing environments. USEP shall also be
known as the leading university in the country that fosters innovation and
applies knowledge to create value towards social, economic, and
technological developments.

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

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

As a Learning Organization, we shall demonstrate

PROFESSIONALISM in all our dealings promote
UNITY among us and our stakeholders harness STEWARDSHIP in
managing our resources in order to exemplify EXCELLENCE in Instruction,
Research, Extension, Production, and Development.

FIELD STUDY 6 5
 CT GOALS
 To produce technician graduates with marketable skills and potentials
for growth to address the manpower needs of business and industry.
 To produce occupationally and professionally prepared teachers and
specialists in vocational technical education.
 To engage in production activities that will enhance the development of
knowledge, skills and capabilities for entrepreneurial endeavors or self-
employment among graduates.
 To provide professional services to industries, technical and vocational
schools, professional organizations and other agencies, in upgrading
and developing existing technical and supervisory manpower.
 To integrate research and extension programs in collaboration with
other institutions primarily for the development in the region.

BTTE OBJECTIVES
The Bachelor of Technical Teacher Education graduates can:

1. Apply technical teaching competencies in a globally competitive world.

2. Facilitate learning opportunities to meet current and emerging
educational needs.
3. Apply research methodologies for the improvement of instruction.
4. Exhibit innovativeness and versatility in an ever-changing educational
environment.
5. Lead in the implementation of community development programs and
linkages.
6. Demonstrate and practice the professional and ethical requirements of
the teaching profession.

FIELD STUDY 6 6
Philosophy of Education

FIELD STUDY 6 7
 Picture
Here
Flour G. Harina
Name
Mobile Phone Number/E-Mail Address

Personal Information

Date of Birth: Place of Birth:

Civil Status: Gender:
Weight: Height:
Religion: Citizenship:
Father’s Name: Occupation:
Mother’s Name: Occupation:

Educational Attainment

Elementary:
Secondary:
College:
Course:

Certificates

FIELD STUDY 6 8
 Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF TECHNOLOGY
Obrero Campus, Davao City

October 00, 2013

DR. ROMEL V. GADOR

Dean
This College
Thru:

PROF. RUSHDEE M. CUBIAN

BTTE Program Head
This College

Sir:

The accompanying portfolio, entitled “On Becoming A Teacher Portfolio”, is

hereby submitted in accordance with the requirements of the FS 6 – Field Study
6 subject of the BTTE Program this First Semester, SY 2013 -2014. May this
merit your favorable approval.

Sincerely,

FLOUR G. HARINA
Pre – Service Teacher

Noted by:

DR. NORMAN O. BLANCIA

Practicum Coordinator

FIELD STUDY 6 9
 Statement of Purpose

FIELD STUDY 6 10
 Personal Reflection

FIELD STUDY 6 11
FIELD STUDY 6 12
 MATRIX OF FIELD STUDY 6

Subject Title Domain Competencies Units Professional

Education
Subject
Field Study 6 Community 6.1.1 Involves 1 The Teaching
Profession
On Becoming a Linkages community in sharing
Teacher accountability for the
learners’
achievement
6.1.2 Uses
community
resources( human,
material) to support
learning
6.1.3 Uses the
community as a
laboratory for
learning
6.1.4 Participates in
community activities
that promote learning
6.1.5 Uses
community networks
to publicize school
events and
achievements
6.1.6 Encourages
students to apply
classroom learning to
the community
7.1.1 Maintains
stature and
behaviour that
Personal upholds the dignity of
Growth and teaching
Professional 7.1.2 Allocates time
Development for personal and
professional

FIELD STUDY 6 13
 development
through:
 Participation in
educational
seminars and
workshops
 Reading
educational
materials
regularly
 Engaging in
educational
research
7.1.3 Manifests
personal qualities
such as enthusiasm,
flexibility and caring
7.1.4 Articulates and
demonstrates one’s
personal philosophy
of teaching
7.2.1 Keeps abreast
with recent
developments in
education
7.2.2 Links with
other institutions,
organizations for
sharing best
practices
7.3.1 Reflects on the
quality of his/ her
own teaching
7.3.2 Improves
teaching
performance based
on feedback from
students, peers, and
superiors and

FIELD STUDY 6 14
 cooperating
teachers
7.3.3 Accepts
personal
accountability to
learners’
achievement and
performance
7.3.4 Uses self-
evaluation to
recognize and
enhance one’s
strengths, and
correct one’s
weaknesses

FIELD STUDY 6 15
Suggested Guidelines for Field Study Students
This set of guidelines is suggested to help pre-service students in the
successful conduct of their field studies. Each TEI shall address some
institutional peculiarities that are covered in this guideline.
1. Field study students are required to accomplish successfully activities in at
least 17 hours for every semester in every field study course to earn a 1
unit credit.
2. Field study activities should be under the supervision of the Field Study
Faculty of the TEI in collaboration with the Field Study Cooperating
Schools.
3. Field Study student shall secure appropriate Field Study permits and
undergo orientation/briefing before he/she is deployed in cooperating
schools.
4. Each Field Study student shall wear official school/university uniform
during the field study in cooperating schools.
5. Each Field Study student shall secure a Field Study Notebook for each
course.
6. Field Study student shall demonstrate personal qualities that reflect a
good image of a teacher. These qualities includes as courtesy, respect,
honesty, diligence, open-mindedness, critical thinking and others while
doing field study.
7. Field Study student shall demonstrate proper behaviour in the presence of
the learners, teachers, school personnel, administration and parents.
8. Field Study student shall request the signature of the resource teacher or
person or the field study faculty immediately after the activity has been
done.
9. Field Study student is required to prepare a portfolio for every field study
course. The FS teacher is encouraged to prepare his/her own rubric for
authentic assessment of the portfolios. This rubric can be discussed with
the students as part of the orientation so they would know what criteria
would be used and how their portfolio will be assessed.

FIELD STUDY 6 16
 On Becoming A Teacher

Field Study 6 “On Becoming A Teacher” is one of the Experimental

Learning Courses of the prospective teacher. It tells the journey of how to
become a teacher as exemplified in the Teacher Education and Development
Map in the pre-service education. Like any point in the map, pre-service
education is connected to the core which is the National Competency-Based
Teacher Standards (NCBTS).

One of the professional education subjects for Teacher Education as mandated

by CMO 30, s. 2004 is The Teaching Profession. It is on this subject, the field
Study 6 is anchored. Thus, all the experiential activities for this Field Study are
related to in-depth understanding, testing of learned theories and concepts
trough immersion and observation in real life situations that relate to the teaching
profession for personal reflection, formation of concepts and future application.

Kolb’s Experiential Learning cycle, shown below guides the flow of the processes
that every student environment, should undergo. The model presents the four
elements which are: concrete experiences, observation and reflection, formation
of abstract concepts and testing in new situations.

1. Concrete experience includes everything that the prospective teacher is

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

FIELD STUDY 6 17
 As we continue our journey to become a professional teacher, let us
remember the stages or elements we have to go through: CONCRETE
EXPERIENCE, OBSERVATION, REFLECTION, FORMING/AFFIRMING
CONCEPTS and further TESTING IN A NEW SITUATION.

FIELD STUDY 6 18
 On Becoming A Teacher

FIELD STUDY
------------------------------------------------------------------------------------------

Episode 1

THE TEACHER AS A PERSON

Name of the FS Student: ________________________________________________________

Course: _______________________________ Year and Section: ________________
Resource Teacher 1: _____________________ Signature: _____________ Date: ___________
Resource Teacher 2: _____________________ Signature: _____________ Date: ___________
Resource Teacher 3: _____________________ Signature: _____________ Date: ___________
Cooperating School: ____________________________________________________________

Introduction
“Teachers are born” an old saying goes. What attributes or qualities
should you possess to indicate that you would be an effective teacher in the
future? If you are born a teacher, you will find some of your qualities that are
befitting of a teacher. Let us find out in this episode.

My Target

 Deeper understanding of a Teacher as a Person.

 Knowledge of myself as a Person who will become a teacher.

FIELD STUDY 6 19
 My Performance (How I will be rated)

Field Study6, Episode 1- The Teacher as a Person

Focused on : the Teacher as a Person; Myself as a Person
Tasks Exemplary Superior Satisfactory Unsatis-
4 3 2 factory
1
Observation/ All tasks were done All or nearly Nearly all Fewer than
Documentation: with outstanding all task were tasks were half of tasks
quality; work done with done with were done; or
exceeds quality acceptable most
expectations quality objectives
met but with
poor quality
4 3 2
1
My Analysis Analysis questions Analysis Analysis Analysis
were answered questions questions questions
completely. In depth were were not were not
answers. answered answered answered.
Thoroughly completely completely Grammar and
grounded on clear vaguely Spelling
theories/ connection related to unsatisfactory
 Exemplary with theories the theories .
grammar and
spelling. Grammar and Grammar
spelling are and spelling
superior acceptable.

4 3 2 1
My Reflection Reflection Reflection Reflection No reflection
statements are statements statements statements
thoughtful and clear, are thoughtful are are provided
supported by and clear, supported by
experiences from supported by experiences
the episode experiences from the
from the episode
episode

4 3 2 1
My Future Application is very Application is Application Application is
Application clear and highly clear and is clear but not clear, not
consistent with consistent not very at all
reflection and with reflection consistent consistent
affirmed concepts; and affirmed with with reflection
very doable and concepts; reflection and affirmed
feasible very doable and affirmed concepts; not
and feasible concepts ; doable
not doable

4 3 2 1

FIELD STUDY 6 20
 Submission Before deadline On the A day after Two days or
deadline the deadline more after the
deadline

2
4 3 1
Sub Totals

Rating:
Over-all Score ( Based on
transmutation )

____________________________
________________________
Signature of FS Teacher Date
above Printed Name
Transmutation of score to grade/rating
Score Grade Score
Grade
20 - 1.0 - 99 12-13 - 2.50
- 81
18-19 - 1.25 - 96 11 - 2.75
- 78
17 - 1.5 - 93 10 - 3.00
- 75
16 - 1.75 - 90 8-9 - 3.5
- 72 and
15 - 2.00 - 87 7-below - 5.00
- below
14 - 2.25 - 84

My Concrete Experience

1. Who am I as a person? Do I have personal qualities that would make me

better teacher someday?
2. With the use of the checklist find out your personal characteristics which
would help you make become a good teacher. The qualities listed are few
of the many attributes needed but the list given you would suffice.

Look into yourself very well and answer each item very honestly. All your
answer is correct, so you do need to worry.

FIELD STUDY 6 21
 AM I THIS PERSON?
Bilbao, 2010

Below are indicators of personal qualities which may describe you. Place a √
mark on the blank before each item if the indicator fits you most of the time or an
X mark if the description does not fit you most of the time.

______ 1. I am mentally alert. _______ 17. I appreciate other people.

______ 2. I make correct decisions. _______ 18. I am tolerant of other

______ 3. I give attention to details
_______4. I analyze every situation.
______ 5. I am quick to make solutions.
______ 6. I maintain poise.
persons.
_______ 19. I am kind and sympathetic.
_______ 20. I help voluntarily.
_______ 21. I adjust to different
situations.

______ 7. I remain undisturbed under _______ 22. I look at the brighter side of
pressure. life.

_______ 8. I hold my anger. _______ 23. I enjoy the company of

_____ 9. I am calm in the midst of chaos.
____ 10. I maintain dignity in all
circumstances.
_______ 11. I am very imaginative.
_______ 12. I create new things.
others.
_______ 24. I laugh at my own mistakes.
_______ 25. I can adjust to any group as
a member.
______ 26. I think that my suggestions
are not always correct.

_______ 13. I like to try out new things.
_______ 14. I accept responsibility and do
it well.
_______ 15. I utilize to the maximum
every material.
______ 16. I have happy disposition.
_______ 27. I do not consider self as
better than others.
_______ 28. I treat everybody fairly.
_______ 29. I see other’s opinion as
different from mine.
_______ 30. I give equal chance for
everybody to be heard.

_______ 31. I work beyond the objectives _______ 47. I behave appropriately in
set. occasions.

_______ 32. I do things without being _______ 48. I select social functions to
told. attend.

_______ 33. I do not easily give up easily _______ 49. I use appropriate language.
on the task.
______ 50. I adjust comfortably in a
_______ 34. I set high goals for one. crowd.

_______ 35. I work with a sense of _______ 51. I have deep concern for

FIELD STUDY 6 22
urgency. others.

_______ 36. I feel sure of what I do. _______ 52. I am willing to share.

_______ 37. I work for others.
_______ 38. I initiate to the job for all.
_______ 39. I assume responsibility with
confidence.
_______ 40. I work to succeed.
_______ 53. I volunteer to do task for
others.
______ 54. I give up personal time for
the group.
_______ 55. I work for the group even
without assurance in return.

_______ 41. I am pleasant in action, _______ 56. I am fair in giving judgment.

words and appearance.
_______ 57. I am consistent in words
_______ 42. I am clean and neat as a and actions.
person.
_______ 58. I am punctual in
_______ 43. I address up appropriately. attendance.

_______ 44. I am simple, _______ 59. I am sincere in giving

beautiful/handsome. suggestions.
_______ 60. I extend help to many
_______ 45. I am appealing to others. 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 Interpretation

Check Marks

1. Intelligence 1-5
2. Emotional Stability 6-10
3. Resourcefulness 11-15
4. Compassion 16-20
5. Buoyancy 21-25
6. Objectiveness 26-30
7. Self-motivation 31-35
8. Self-confidence 36-40
9. Pleasantness 41-45
10. Refinement 46-50
11. Cooperativeness 51-55
12. Reliability 56-60

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

FIELD STUDY 6 23
 My Observations

Your concrete experience, enabled you to describe, what you are as a

person. The qualities reflect who you are. Make a similar observation of ten
active teachers in school. Your observation will be done through a survey and will
produce empirical evidences. This observation method will enhance your skills to
collect data, like when you doing research.
You will be provided with a Survey Checklist for you to reproduce 10
copies for your 10 respondent teachers. (They are on the last page of this
Workbook). Make proper request from these teachers who will become your
respondents.

Tabulate the results in the matrix found below:

Personal Scores of Checklist for each cluster Ave Desc.

Attributes T1 T2 T3 T4 T5 T6 T7 T8 T9 T10
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

The Observed Information

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

FIELD STUDY 6 24
Questions:
1. Which of the twelve attributes in the highest among the teachers?
Answer:
2. Which of the twelve attributes in the lowest among the teachers?
Answer:
3. How many teachers are low in emotional stability?
Answer:
4. How many teachers are high in compassion?
o )
5. What six attributes are found to be strong among the teachers?
o
6. What six attributes are found to be weak among the teachers?
o
7. What interesting observations can you spot from the other data not
asked?

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

My Reflections

After studying the results of your teacher survey, write down your
reflections on the following situations reported 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 scratch paper or pencil filings? What attribute
do you think is low for this teacher?

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

3. If you were to choose, which personal attributes should all teachers

possess? Why?

FIELD STUDY 6 25
 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:

My Future Application

FIELD STUDY 6 26
 On Becoming A Teacher

FIELD STUDY
------------------------------------------------------------------------------------------

Episode 2

THE TEACHER’S PHILOSOPHY OF EDUCATION

Name of the FS Student: ________________________________________________________

Course: _______________________________ Year and Section: ________________
Resource Teacher 1: _____________________ Signature: _____________ Date: ___________
Resource Teacher 2: _____________________ Signature: _____________ Date: ___________
Resource Teacher 3: _____________________ Signature: _____________ Date: ___________
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 of philosophy of teaching will explain your actions as s future teacher.
The foundations of all that you do in school and in teaching are usually based on
a strong belief called philosophy of education.

My Target

 Clear understanding of my philosophy of teaching and education.

 Identify teacher’s leanings on the different educational philosophies

FIELD STUDY 6 27
 My performance (How I Will Be Rated)

Field Study 6, Episode 2 – The Teacher’s Philosophy of Education Focused on: Clear
understanding on my philosophy of teaching and education; Identifying
teacher’s learnings on the different educational philosophies.
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
Observation/ All tasks were All or nearby all Nearly all tasks Fewer than half of
Documentation done with tasks were done were done with tasks were done;
outstanding with high quality acceptable or most objectives
quality; work quality met but with poor
exceeds quality
expectation
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
Grammar and
Answer. Clear connection Vaguely related spelling
Thoroughly with theories to the theories unsatisfactory
grounded on
theories

Exemplary Grammar and Grammar and

grammar and spelling are spelling
spelling superior acceptable
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 the episode
from the episode from the episode
My Future Application is Application is Application is Application is not
Application very clear and clear and clear but not very clear, not at 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

FIELD STUDY 6 28
Submission Before deadline On the deadline A day after the Two days or
deadline more after the
deadline
Sub Totals

Rating:
Over-all Score (Based on
Transmutation)

_______________________________ ___________________
Signature of FS Teacher Date
Above Printed Name
Transmutation of score to grade/rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - 5.00 - below
14 - 2.25 - 84

My Concrete Experience

This activity will enable you to ask yourself about the different future
practices or actions that you will do in teaching. You may not have done it yet,
but if you become a teacher what do would be your response to each item? Your
answers will identify what your philosophy of education is all about.
Answer each item in the Survey Questionnaire very honestly. There is
neither right nor wrong answer for each item. After you have answered each
item, record your answers and look at the interpretation at the back of this work
text.
After you have answered the questionnaire yourself, you are to ask two
teachers to do same activity.

FIELD STUDY 6 29
 WHAT IS YOUR PHILOSOPHY OF EDUCATION?
(Based on Sadker&Sadker, 1998
Teachers, Schools and Society, 2nd Ed)

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

regarding how we think schools should be run. What is your philosophy of
education? To find out, read each of the following statements about the nature of
education. Decide whether you agree or disagree with each statement. Use the
following numbers to express your response.
4 – Agree strongly 2 – Disagree
3 – Agee 1 – Disagree strongly

______1.The student learning should be centered on basic subjects such as reading, writing,
history, math and science.

______ 2. The schools subjects should focus on the great thinkers of the past.

______ 3. Many students learn best by engaging in real-world activities rather than reading.

______ 4. The students should be permitted to determine their own curriculum.

____ _ _5.. Subject matter is taught effectively when it is broken down in small parts.

____ __ 6. The school subjects should be determined by information that is essential for all
students to know.

______ 7. Schools, above all, should develop students’ abilities to think deeply, analytically, and
creatively; than develop their social skills or provide them with a useful body of knowledge about
the ever-changing world.

______ 8. Teaching should prepare students for analyzing and solving the types of problems
they will face outside the classroom.

______ 9. Reality is determined by each individual’s perceptions. There is no objective and

universal reality.

______ 10. People are shaped much more by their environment than by their genetic disposition
or the exercise of their free will.

______ 11. Students should not be promoted from one grade to the next until they have read
and mastered certain key material.

______ 12. An effective education is not aimed at the immediate needs of the students or
society.

______ 13. The curriculum of a school should be built around the personal experiences and
needs of the students.

FIELD STUDY 6 30
 ______ 14. Students who do not want to study much should not be required to do so.

______ 15. Programmed learning is an effective method of teaching information.

______ 16. Academic rigor is an essential component of education.

______ 17. All students, regardless of ability, should study more or less the same curriculum.

______ 18. Art classes should focus primarily on individual expression and creativity.

______ 19. Effective learning is unstructured and informal.

______ 20. Students learn best through reinforcement.

______ 21. Effective schools assign a substantial amount of homework.

______ 22. Education should focus on the discussion of timeless questions such as “What is
beauty?” or What is truth?”

______ 23. Since students learn effectively through social interaction, schools should plan for
substantial social interaction in their curricula.

______ 24. The purpose of school is to help students understand themselves and find the
meaning of their existence.

_____ 25. Frequent objective testing is the best way to determine what students know.

______ 26. Countries must become more competitive economically with other countries hence
schools must bolster their academic requirements to facilitate such competition.

______ 27. Students must be taught to appreciate learning primarily for its own sake, because it
will help them in their careers.

______ 28. Schools must place more emphasis on teaching about the concerns of minorities
and women.

______ 29. Each person has free will to develop as he or she sees fit.

_____ 30. Reward students well for learning and they will remember and be able to apply what
they learned, even if do not understand why the information is worth knowing.

_____ 31. Philippine schools should attempt to instill traditional Filipino values in students.

______ 32. Teacher-guided discovery of profound truths is a key method of teaching students.

__ ___ 33. Students should be active participants in the learning process.

______ 34. There are no external standards of beauty. Beauty is what an individual decides it to
be.

_____ 35. We can place a lot faith in our schools and teachers to determine which students
behaviors are acceptable an which are not.

______ 36. Schools must provide students with a firm grasp of basic facts regarding the books,
people, and events that have shaped the Filipino heritage.

_____ 37. Philosophy is ultimately at least as practical a subject to study as is computer

science.

FIELD STUDY 6 31
 ______ 38. Teachers must stress for students the relevance of what they are learning for their
lives outside, as well as inside, the classroom.

______ 39. It is more important for a student to develop a positive self-concept than to learn
specific concept.

______ 40. Learning is more effective when students are given frequent tests to determine,
what they have learned.

Note: Photocopy two copies of this instrument. Request two teachers to answer the
remaining questionnaire. Tabulate all the answers in the Matrix provided.

Now that you have responded to all 40 items, write the number of the response to each
statement in the matrix below. Add the numbers in each column to determine your attitude and
those of the two teachers toward key educational philosophies.

My Philosophy of Education

Essentialism Perennialism Progressivism Essentialism Behaviorism

Item S1 S2 T1 Item S1 S2 T2 Item S1 S2 T1 Item S1 S2 T1 Item S1 S2 T1
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 17 18 19 20
16 22 23 24 25
26 27 28 29 30
31 32 33 34 35
36 37 38 39 40
Total Total Total Total Total
Legend: S- self; On Becoming A Teacher

T1- Teacher 1; T2- Teacher 2

Among the three of you, who is more inclined to be an essentialist, perennialist,

progressivist, essentialist or behaviorist?

Essentialist- S1 Perennialist- S2

Progressivist- S2 On Becoming A Teacher

Essentialist- S1, S2, T1 Behavior- S2

FIELD STUDY 6 32
 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 progressivist:

2. Observed actions of a teacher who is a behaviourist:

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?

FIELD STUDY 6 33
 My Affirmed Concepts

Identify at least three concepts learned in your previous subject like The
Teaching Profession which are related to the Experiential Learning Episode 3
(Teaching Belief/Philosophy) that are confirmed or affirmed in this activity?
Enumerate.
1. Affirmed Concept 1

2. Affirmed Concept 2

3. Affirmed Concept 3

My Future Application

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

b.

c.

FIELD STUDY 6 34
 On Becoming A Teacher

FIELD STUDY
------------------------------------------------------------------------------------------

Episode 3

THE TEACHER IN A SCHOOL SETTING

Name of the FS Student: ________________________________________________________

Course: _______________________________ Year and Section: ________________
Resource Teacher 1: _____________________ Signature: _____________ Date: ___________
Resource Teacher 2: _____________________ Signature: _____________ Date: ___________
Resource Teacher 3: _____________________ Signature: _____________ Date: ___________
Cooperating School: ____________________________________________________________

Introduction
A teacher as a professional will always be found in a school setting. There
will be no school without the teacher because a teacher’s official working place is
a school. A school is an institution where learning occurs under the guidance of a
professional called the teacher.
You will also find yourself in one of these schools when you become a full-
fledged teacher.
How does a teacher operate or function in a school setting? How will a
teacher manage the physical as well as the psychological environment in the
school?

My Target

 Description of a typical school day of a teacher.

 Enduring understanding of the teacher’s role in creating a conducive
learning environment in the school.

FIELD STUDY 6 35
 MY PERFORMANCE (HOW I WILL BE RATED)

Field Study 6, Episode 3 – The Teacher in a School Setting

Focused on: A typical school day of a teacher; the teacher’s role in creating a conducive
learning environment in the school.

EXEMPLARY SUPERIOR SATISFACTORY UNSATISFACTORY

TASKS
4 3 2 1
Observation/ All tasks were All or nearly Nearly all tasks Fewer than half of
Documentation done with all tasks were done with tasks were done; or
: outstanding were done acceptable quality most objectives met
quality; work with high but with poor quality
exceeds quality
expectations

My Analysis Analysis Analysis Analysis Analysis questions

questions questions questions were were not answered
were were not answered
answered answered completely Grammar and
completely; in completely vaguely related to spelling
depth answers the theories unsatisfactory
thoroughly Clear
grounded on connection Grammar and
theories with spelling
theories acceptable
Exemplary Grammar
grammar and and
spelling spelling are
superior
My Reflection Reflection Reflection Reflection No reflection
statements statements statements are statement are
are thoughtful are clear, supported by provided
and clear, but not experiences from
supported by clearly the episode
experiences supported
from the by

FIELD STUDY 6 36
 episode experience
s from the
episode
My future Application is Application Application is Application is not
application very clear and is clear and clear but not very clear, not at all
highly consistent consistent with consistent with
consistent with reflection and reflection and
with reflection reflection affirmed affirmed concepts;
and affirmed and concepts; not not doable
concepts; very affirmed doable
doable and concepts;
feasible very doable
and
feasible
Submission Before On deadline A day after the Two days or more
deadline deadline after the deadline

Sub totals

Rating:

Over-all Score (Based on

transmutation)

____________________________________ _____________________
Signature of FS Teacher Date
above Printed Name
Transmutation of score to grade/ rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7- below - 5.00 - below
14 - 2.25 - 84

FIELD STUDY 6 37
 My Concrete Experience

This experiential learning episode will take you to the actual school
setting. Here, you will spend more time making observations and talking to your
Resource Teacher. The steps that will guide you in your journey in this episode
are as follows:
1. Visit a particular teacher as your resource 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.

Copy the Class Program of the Teacher here:

Name of the Teacher:
Name of the School:
District of:
Division of:

CLASS PROGRAM
Grade: 7

Period Minutes Learning Activities

Morning:

NOON INTERMISSION
Afternoon:

Interview the teacher to verify the class program.

FIELD STUDY 6 38
 My Observation

At the time you are in school, what significant observation 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

FIELD STUDY 6 39
 My Reflections

Based on the teacher’s program, your observations and your interviews,

would you now see teaching to be full time job? Why? Why not?

How do you feel about the teacher’s workplace? Are the conditions,
healthy for the welfare of both the learners and teachers?

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

FIELD STUDY 6 40
 My Affirmed Concepts

What previous learning or concepts that you have gained in your

professional education courses are affirmed by this learning episode? Give at
least three, by completing the sentences below
My previous learning in the content courses that were confirmed by this
learning episode is the following:
1. That . . .

2. That . . .

3. That . . . .

My Future Application

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

2. Bulletin Board display

FIELD STUDY 6 41
 3. School Playground

4. Classroom routines

5. Teacher activities

6. Co-curricular activities

7. Extra-curricular activities

FIELD STUDY 6 42
 On Becoming A Teacher

FIELD STUDY
------------------------------------------------------------------------------------------------------------

Episode 4

THE TEACHER IN THE COMMUNITY

Name of the FS Student: ________________________________________________________

Course: _______________________________ Year and Section: ________________
Resource Teacher 1: _____________________ Signature: _____________ Date: ___________
Resource Teacher 2: _____________________ Signature: _____________ Date: ___________
Resource Teacher 3: _____________________ Signature: _____________ Date: ___________
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 every
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 43
MY PERFORMANCE (HOW I WILL BE RATED)

Field Study 6, Episode 4 – The Teacher in the Community

Focused on: Community Data and Community Resources

EXEMPLARY SUPERIOR SATISFACTORY UNSATISFACTORY

TASKS
4 3 2 1
Observation/ All tasks were All or nearly Nearly all tasks Fewer than half of
Documentation done with all tasks were done with tasks were done; or
: outstanding were done acceptable most objectives met
quality; work with high quality but with poor quality
exceeds quality
expectations

My Analysis Analysis Analysis Analysis Analysis questions

questions questions questions were were not answered
were were not answered
answered answered completely Grammar and
completely; in completely vaguely related spelling
depth answers to the theories unsatisfactory
thoroughly Clear
grounded on connection Grammar and
theories with spelling
theories acceptable
Exemplary
grammar and Grammar
spelling and spelling
are superior

My Reflection Reflection Reflection Reflection No reflection

statements statements statements are statement are
are thoughtful are clear, supported by provided
and clear, but not experiences from
supported by clearly the episode
experiences supported
from the by
episode experiences

FIELD STUDY 6 44
 from the
episode
My future Application is Application Application is Application is not
application very clear and is clear and clear but not very clear, not at all
highly consistent consistent with consistent with
consistent with reflection and reflection and
with reflection reflection affirmed affirmed concepts;
and affirmed and affirmed concepts; not not doable
concepts; very concepts; doable
doable and very doable
feasible and feasible
Submission Before On deadline A day after the Two days or more
deadline deadline after the deadline

Sub totals

Rating:
Over-all Score (Based on
transmutation)

____________________________________ _____________________
Signature of FS Teacher Date
above Printed Name
Transmutation of score to grade/ rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7- below - 5.00 - below
14 - 2.25 - 84

FIELD STUDY 6 45
 My Concrete Experience

ACTIVITY 1 – RAPID COMMUNITY SURVEY

This activity shall be done preferably during the weekend, when the
community people are at their homes. Permission to conduct the community
survey should be secured from your teacher. The same permission shall be
asked from the Barangay Officials.
It is suggested that this activity will be made by groups of five, to facilitate
the collection of the data. As a group, you will enhance your understanding of the
community situation which you will survey. In a way, this will be your community
immersion activity.
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/City:
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 schools-going children:

FIELD STUDY 6 46
 III. Physical Features (Please check)
1. Lowland Upland
2. Mountainous
3. Coastal
IV. Facilities (Please check)
1. School
2. Community center
3. Plaza
4. Health center
5. Market
6. Road network
7. Cooperative store
8. Church/chapel
9. Electricity
10. Drinking water supply
11. Reading center
12. Others (Specify): covered court
V. Agricultural resources (Please check)
1. Rice fields
2. Cornfields
3. Sugarcane fields
4. Coconut palms
5. Fruit tress (mango, jackfruits, etc.)
6. Forest tress (mahogany, narra, etc.)
7. Bananas
8. Root crops
9. Livestocks (carabao, cattle)
10. Fisheries (ponds, deepsea)
VI. Commercial Resources (Please check)
1. Sari-sari stores
2. Trading center
3. Rural banks
4. Cooperative stores
5. Carinderia/Restaurant
6. Factory
7. Machine shops
8. Beauty parlor
9. Bookstore
10. Others (specify)

FIELD STUDY 6 47
 VII. Common Means of Transportation (Please check)
1. Jeepney
2. Bus
3. Tricycle
4. Trisikad
5. Bicycle
6. Horseback
7. Animal driven transpo
8. Others (Specify)
VIII. Development Programs in the Barangay
1. BrigadaEskwela
2. Clean and Green
3. Gulayanng Bayan
4. Peace and Order
5. Others (please list)
IX. Annual Community Activities (please check)
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
1. Presence of resorts (beach and in-land)

My Observations

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

FIELD STUDY 6 48
 Activity 2 – Interview of the School Teacher
Your second concrete experience will be to visit the school in the
Community which you surveyed. Interview a Resource Teacher.
In your interview, you may ask your Resource Teacher the following
questions:
1. What school activities do you conduct that allow the participation of the
people in the barangay?

2. Are there community activities that you, as teachers join? Please

name. Do you students/pupils also join these activities?

3. What learning do you pupils/students gain for 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 your teaching?

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

FIELD STUDY 6 49
 My Reflections

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

The School’s Community

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

2. Make a narrative report on the interview that you have done with the
teacher.

FIELD STUDY 6 50
 School-Community Collaboration
View of a Teacher

After making a survey of the barangay and interviewing the teacher, answer the
following questions and reflect on each.
1. Which resources that you have identified are present in the community?
Can these be utilized in your teaching? How?

FIELD STUDY 6 51
My Affirmed Concepts
What concepts learned from your previous courses is affirmed by this
Experiential Learning Episode?
Place a check mark on the concepts which are confirmed and place an ex
mark on those which are not confirmed.
CONCEPT REMARKS (Check & Ex)
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 community.
3. Teachers are agents of change
of the community.
4. Barangay officials, health
workers and other human
resources can be invited as
resources speakers in school.
5. The teacher should always be
willing to support the community
in various activities.
6. Teachers and schools should be
unmindful of the community
activities.
7. Communities should provide
support for the learning of their
children in school.
8. The sole responsibility of the
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 the
teachers.

FIELD STUDY 6 52
My Future Application
Based on Experiential Learning Episode 4, I should do the following when
I become a teacher. (Please list at least 3 things.)

FIELD STUDY 6 53
 On Becoming A Teacher
Episode 5
THE GLOBAL TEACHER

Name of the FS Student: ________________________________________________________

Course: _______________________________ Year and Section: ________________
Resource Teacher 1: _____________________ Signature: _____________ Date: ___________
Resource Teacher 2: _____________________ Signature: _____________ Date: ___________
Resource Teacher 3: _____________________ Signature: _____________ Date: ___________
Cooperating School: ____________________________________________________________

Introduction
Teaching is a respectable profession the world over. The status of
teachers has been comparable in all parts of the globe hence each year there is
a celebration of the WORLD TEACHER’S DAY!
This alone would tell us, the recognition and honor given to the best
profession of all: TEACHING. A teacher is an extra-ordinary person in whose
hands lies the future of the world hence any teacher regardless of the country of
origin should be a GLOBAL TEACHER or a TEACHER of the WORLD.
Thus you, too, should have qualities, skills, knowledge, views, with wider
breadth and deeper sense because you, too, will be a global teacher.
This Experiential Learning Episode focuses on the global teacher.

My Target
 Identified competencies of the global Filipino teacher
 Knowledge of other countries teachers’ competencies and requirements
as professional.

My Concrete Experience

FIELD STUDY 6 54
 Activity 1 – The Filipino Global Teacher
Let us begin with ourselves, the Filipino teachers. Why are Filipino
teachers doing very well in classrooms and schools outside our country? Many of
them are awarded as exemplar teachers, best teachers and model teachers.
They are honoured by the school, parents and community as well. Would you like
to be a global teacher, too, someday?
A Filipino teacher should be equipped with personal and professional
qualities and competencies of the Effective Teacher. These competencies are
enshrined in the National Competency-Based Teacher Standards (NCBTS) of
the Philippines.
Let us see, what competencies our Filipino public school teachers
possess in terms of the domains and strands of the NCBTS-TSNA.
Here are the steps:
1. Request for an interview of any public school teacher (Elem or High
School).
2. Ask her/him about her/his 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?
4. Record the answers on the Matrix below:

FIELD STUDY 6 55
Name of the Teacher:
School:
Grade level/Year Level:

NCBTS DOMAINS
DESCRIPTION
NCBTS-TSNA DOMAINS
(HIGH or LOW)

Domain 1 – Social Regard for Learning

Domain 2 – Learning Environment

Domain 3 – Diversity of Learners

Domain 4 – Curriculum

Domain 5 – Planning Assessing and

Reporting

Domain 6 – Community Linkages

Domain 7 – Personal Growth &

Professional Development

FIELD STUDY 6 56
 NCBTS STRANDS
DESCRIPTION, (Expert,
STRANDS Experienced, Developing,
Beginning)
1. Teacher’s actions demonstrate
value for learning.
2. Demonstrate 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
10. Communicates clear learning
goals for the lessons
11. Makes good use of allotted
instructional time
12. Recognizes general learning
process and unique processes of
individual learners
13. Promotes purposive study

14. Demonstrates skills in the use of

ICT
15. Develops and utilizes creative
and appropriate instructional plan
16. Develops and uses a variety of
appropriate assessment

FIELD STUDY 6 57
 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 prides 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
developmental goals

Activity 2 – Global Teachers the World Over

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

FIELD STUDY 6 58
 Be guided by the Matrix given below:

Global Teacher from Other Countries

Name of Personal Professional Requirements to
Country Qualities of Qualities of Teacher become
Teachers Professional
Teachers
United
States of
America

New
Zealand

Thailand

Indonesia

Australia

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

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?

FIELD STUDY 6 59
 3. Are there similarities or differences among teachers in other countries in
terms of the standard requirements of a professional teacher? Explain
your answer.

4. Would Filipino teachers be comparable to their fellow teachers in other

countries? Explain your answer.

My Reflections
Indeed, becoming a global teacher requires certain standards, as
observed; there are more similar expectations of teachers, the world over.
As a pre-service teacher education student, how do you see yourself, ten
years from now vis a vis the other teachers from all over the world?
Can you meet the challenges of being a global teacher?

FIELD STUDY 6 60
My Affirmed Concepts
After undergoing this Experiential Learning Episode, what prior learning in
the previous courses has been affirmed?
Identify at least three concepts about the global teacher.
The concepts I have learned before and are affirmed now include the
following:

Concept 1:

Concept 2:

Concept 3:

My Future Application
How would you prepare yourself to become a global teacher?

FIELD STUDY 6 61
 End of the Experiential Learning Episode 6
My Performance (How I Will Be Rated)

Field Study 6, Episode 5 – The Global Teacher

Focused on: Competencies of the global Filipino teacher; knowledge of other countries’
teachers’ competencies and requirements as professional.

EXEMPLARY SUPERIOR SATISFACTORY UNSATISFACTORY

TASKS
4 3 2 1
Observation/ All tasks were All or nearly Nearly all tasks Fewer than half of
Documentation done with all tasks were done with tasks were done; or
: outstanding were done acceptable quality most objectives met
quality; work with high but with poor quality
exceeds quality
expectations

My Analysis Analysis Analysis Analysis Analysis questions

questions questions questions were were not answered
were were not answered
answered answered completely Grammar and
completely; in completely vaguely related to spelling
depth answers the theories unsatisfactory
thoroughly Clear
grounded on connection Grammar and
theories with spelling
theories acceptable
Exemplary
grammar and Grammar
spelling and
spelling are
superior
My Reflection Reflection Reflection Reflection No reflection
statements statements statements are statement are
are thoughtful are clear, supported by provided
and clear, but not experiences from
supported by clearly the episode
experiences supported
from the by

FIELD STUDY 6 62
 episode experience
s from the
episode
My future Application is Application Application is Application is not
application very clear and is clear and clear but not very clear, not at all
highly consistent consistent with consistent with
consistent with reflection and reflection and
with reflection reflection affirmed affirmed concepts;
and affirmed and concepts; not not doable
concepts; very affirmed doable
doable and concepts;
feasible very doable
and
feasible
Submission Before On deadline A day after the Two days or more
deadline deadline after the deadline

Sub totals

Rating:

Over-all Score (Based on

transmutation)

____________________________________ _____________________
Signature of FS Teacher Date
above Printed Name
Transmutation of score to grade/ rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7- below - 5.00 - below
14 - 2.25 - 84

FIELD STUDY 6 63
 On Becoming A Teacher
Episode 6
THE TEACHER AS A PROFESSIONAL

Name of the FS Student: ________________________________________________________

Course: _______________________________ Year and Section: ________________
Resource Teacher 1: _____________________ Signature: _____________ Date: ___________
Resource Teacher 2: _____________________ Signature: _____________ Date: ___________
Resource Teacher 3: _____________________ Signature: _____________ Date: ___________
Cooperating School: ____________________________________________________________

Introduction
There are fundamental requirements to meet to become a professional
teacher.

My Target
 Identified competencies of the global Filipino teacher
 Knowledge of other countries teachers’ competencies and requirements
as professional.

My Concrete Experience
Find a professional teacher in your neighbourhood or 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 good teacher?

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

4. When did you start teaching in the public school?

FIELD STUDY 6 64
 5. What makes you happy as a teacher?

6. What disappoints you as a teacher?

7. What professional development activities/training 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 behaviour that 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: Describe the point as: Beginning
Teacher/Inductee; Developing Teacher/Young Professional; Mentor
Teacher; Expert Teacher/Sterling.

1-3 years in service

4-10 years in service

11-15 years in service

15 years and above years in service

FIELD STUDY 6 65
My Observations
From the answers given by the teacher you interviewed, is the teacher
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 future professional teacher, what standards
of behaviour should you uphold based on the Code of Ethics for Professional
Teachers?

FIELD STUDY 6 66
My Affirmed Concepts
Based on the learning I gained in my previous courses on the professional
teacher, this experimental learning episode has affirmed by concepts that:
1. Professional teachers

2. Professional teachers

3. Professional teachers

4. Professional teachers

5. Professional teachers

My Future Application

FIELD STUDY 6 67
My Performance (How I Will Be Rated)

Field Study 6, Episode 5 – The Global Teacher

Focused on: Competencies of the global Filipino teacher; knowledge of other countries’
teachers’ competencies and requirements as professional.

EXEMPLARY SUPERIOR SATISFACTORY UNSATISFACTORY

TASKS
4 3 2 1
Observation/ All tasks were All or nearly Nearly all tasks Fewer than half of
Documentation done with all tasks were done with tasks were done; or
: outstanding were done acceptable quality most objectives met
quality; work with high but with poor quality
exceeds quality
expectations

My Analysis Analysis Analysis Analysis Analysis questions

questions questions questions were were not answered
were were not answered
answered answered completely Grammar and
completely; in completely vaguely related to spelling
depth answers the theories unsatisfactory
thoroughly Clear
grounded on connection Grammar and
theories with spelling
theories acceptable
Exemplary
grammar and Grammar
spelling and
spelling are
superior
My Reflection Reflection Reflection Reflection No reflection
statements statements statements are statement are
are thoughtful are clear, supported by provided
and clear, but not experiences from
supported by clearly the episode
experiences supported
from the by
episode experience

FIELD STUDY 6 68
 s from the
episode
My future Application is Application Application is Application is not
application very clear and is clear and clear but not very clear, not at all
highly consistent consistent with consistent with
consistent with reflection and reflection and
with reflection reflection affirmed affirmed concepts;
and affirmed and concepts; not not doable
concepts; very affirmed doable
doable and concepts;
feasible very doable
and
feasible
Submission Before On deadline A day after the Two days or more
deadline deadline after the deadline

Sub totals

Rating:
Over-all Score (Based on
transmutation)

____________________________________ _____________________
Signature of FS Teacher Date
above Printed Name
Transmutation of score to grade/ rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7- below - 5.00 - below
14 - 2.25 - 84

FIELD STUDY 6 69
 MY PERSONAL REFLECTION

FIELD STUDY 6 70
 I. Rubrics for the Portfolio
II. Comments from the Faculty
III. Self Evaluation
IV. Narrative Journal Entries
V. Class List
VI. Documentation
VII. Survey Questioners
VIII. Daily Time Record

FIELD STUDY 6 71
 Rubric for FS Portfolio (Product)

(For practicum supervisor’s use)

Name:
Course: Year Section:

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

Criteria Description
5 4 3 2 1
1. Has 90- Has 75- Has 60- Has less Has less than
Contents 100% of 89% of the 74% of the than 59% 40% of the
of the the needed needed of the needed
portfolio. needed content. content. needed content. (__)
content. (__) (__) content.
(__) (__)
2. Objectives Objectives Objectives Some Most
Objective are are are objectives objectives are
s of the SMART SMART SMART are not not SMART
Portfolio. and cover and cover and cover SMART and cover
the whole only a only less and do not only a
course. minimum than 75% cover the minimum of
(__) of 75% of of the whole the course.
the course. course. (__)
course. (__) (__)
(__)
3. Quality Entries are Entries are Entries are Some Few entries
of entries. of best of better of entries are are of
quality, quality; acceptable of acceptable
well many are quality; acceptable quality, not
selected well some are quality, well-selected
and very selected well limited and very
substantial and selected selection minimal
. (__) substantial and and substance.(__
. (__) substantial substantial )
. (__) . (__)

FIELD STUDY 6 72
4. Creative, Creative, Creative, Minimal No creativity
Presentation neat and neat and neat and creativity, in disarray,
of entries. has a very has strong an neat with no impact /
strong impact / average minimal appeal. (__)
impact / appeal. impact / impact /
appeal. (__) appeal. appeal.
(__) (__) (__)
5. Submitted Submitted Submitted Submitted Submitted 31
Promptness ahead of on 10 days from 11- or more days
in the schedule. schedule. after 30 days after
submission. (__) (__) schedule. after schedule.
(__) schedule. (__)
(__)

Comment from the Cooperating Teacher

___________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________.

Field Study Supervisor

FIELD STUDY 6 73
 Comment from the Cooperating Teacher

___________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________.

Cooperating Teacher

FIELD STUDY 6 74
 SELF EVALUATION

Name: . Course: Year/Section:

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

I am I can do this I can do

I cannot do learning but I need to this
COMPETENCY
this yet how to do learn more very
this and improve. well.
Identifies varied methods and
strategies, instructional
materials and assessment
tools used in the learning
environment.
Distinguishes general learning
processes as well as unique
process of individual
learners.
Identifies teacher actions that
demonstrate value for
learning.
Distinguishes general learning
processes as well as unique
learning process of individual
learners.
Explains the importance of
using varied learning
experiences.
States the significance of
using instructional materials
that provide meaningful
learning.
Describes the significance of
using varied assessment tools
in diverse situations.

FIELD STUDY 6 75
Obtains important information
on the learning styles,
multiple intelligences and
needs of learners.
Proposes strategies to
address the needs of
differently-abled students.
Determines and accepts
learners’ diverse background
and experiences.
Identifies and analyzes the
factor to be considered in the
selection of learning
experiences, instructional
materials and assessment
tools.
Develops and utilizes creative
and appropriate instructional
planning.
Shows proof of instructional
planning.
Uses appropriate assessment
strategies to evaluate
learning.
Sets appropriate learning
goals.
Delivers accurate and
updated content knowledge
using appropriate strategies.
Engages and sustains
learners’ interest in the
subject through the use of
meaningful and relevant
content.
Makes good use of allotted
instructional time.

FIELD STUDY 6 76
FIELD STUDY 6 77
FIELD STUDY 6 78
 Certificate

FIELD STUDY 6 79
 My daily journal

FIELD STUDY 6 80
FIELD STUDY 6 81
 ABOUT THE SCHOOL

FIELD STUDY 6 82
 THE BIRTH OF THE SCHOOL

FIELD STUDY 6 83
 FIRST SCHOOL BUILDING

FIELD STUDY 6 84
 THE SCHOOL SITE

FIELD STUDY 6 85
THE DEVELOPMENT OF
ITS NAME

FIELD STUDY 6 86
 Vicinity Map

FIELD STUDY 6 87
 Daily time record

FIELD STUDY 6 88