FS 6: ON BECOMING A TEACHER

THE TEACHER AS A PERSON

Name of FS Student:
Course: Year & Section:
Resource Teacher 1: Signature: Date:
Cooperating School:
Introduction
“Teachers are born.” an old saying goes. What attributes or qualities should you
possess to indicate that you would be an effective teacher in the future? If you are born a
teacher, you will find some of your qualities that are befitting of a teacher. Let us find out 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 I Will 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
Observation/ All tasks were done All or nearly all Nearly all tasks Fewer than half
Documentation: with outstanding tasks were done were done with of tasks were
quality; work exceeds with high quality acceptable done; or most
expectations quality objectives met
but with poor
quality
4 3 2 1
My Analysis Analysis questions Analysis Analysis Analysis
were answered questions were questions were questions were
completely in depth answered not answered not answered
answers. completely completely
vaguely related Spelling
Thoroughly grounded Clear connection to the theories unsatisfactory
on theories with theories
Grammar and
Exemplary grammar Grammar and spelling
and spelling spelling are acceptable
superior
4 3 2 1
My Reflection Reflection statements Reflection Reflection No reflection
 are thoughtful and statements are statements are statements are
clear, supported by clear, but not supported by provided
experiences from the clearly supported experiences
episode by experiences from the
from the episode episode
4 3 2 1
My Future Application Application is very Application is Application is Application is
clear and highly clear and clear but not not clear, not at
consistent with consistent with very consistent all consistent
reflection and reflection and with reflection with reflection
affirmed concepts; affirmed and affirmed and affirmed
very doable and concepts; very concepts; not concepts; not
feasible doable and doable doable
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
Subtotal
Rating:
(Based on
Overall Score transmutation)

__________________________________________ ____________________
Signature of FS Teacher Date
Above Printed Name
Transmutation of score to grade/rating
Score Grade Scored 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 a 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 answers
are correct, so you do need to worry.

Name: School: Sem:

AM I THIS PERSON?
Bilbac, 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 and 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 persons.
_____ 3. I give attention 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 situation.
_____ 6. I maintain poise. _____ 22. I look at the brighter side of life.
_____ 7. I remain undisturbed under _____ 23. I can adjust to any group as a member
pressure.
_____ 8. I hold my anger. _____ 24. I laugh at my own mistakes.
_____ 9. I am calm in the midst of chaos. _____ 25. I enjoy the company of others.
_____ 10. I maintain dignity in all _____ 26. I think that my suggestions are not
circumstances. always correct.
_____ 11. I am very imaginative. _____ 27. I do not consider self as better than
others.
_____ 12. I create new things. _____ 28. I treat everybody fairly.
_____ 13. I like to try out new things. _____ 29. I see other’s opinion as different from
mine.
_____ 14. I accept responsibility and do it _____ 30. I give equal chance to everybody to be
well. heard.
_____ 15. I utilize to the maximum every
material.
_____ 16. I have happy disposition.

_____ 31. I work beyond the objectives set. _____ 47. I behave appropriately in occasions.
_____ 32. I do things without being told. _____ 48. I select social functions to attend.
_____ 33. I do not give up easily on the task. _____ 49. I use appropriate language.
_____ 34. I set high goals for oneself. _____ 50. I adjust comfortably in a crowd.
_____ 35. I work with a sense of 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 to others.
_____ 38. I initiate to do the job for all. _____ 54. I give up personal time for the group.
_____ 39. I assume responsibility with _____ 55. I work for the group even without
confidence. assurance in return.
_____ 40. I work to succeed. _____ 56. I am fair in giving judgment.
_____ 41. I am pleasant in action, words and _____ 57. I am consistent in words and actions.
appearance.
_____ 42. I am clean and neat as a person. _____ 58. I am punctual in attendance.
_____ 43. I dress up appropriately. _____ 59. I am sincere in giving suggestions.
_____ 44. I am simple, beautiful/handsome. _____ 60. I extend help to many others.
_____ 45. I treats everybody with courtesy.

Number of Check
Personal Attributes Cluster of Items Interpretation
Marks
1. Intelligence 1-5
2. Emotional 6-10
Stability
3. Resourcefulness 11-15
4. Compassion 16-20
5. Buoyancy 21-25
6. Objectives 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
 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 a 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 10 Survey Checklist in this worksheet for the teachers.
You will cut them and use it to collect your data from the teachers. Make proper request from
these teacher who will become your respondents.

Tabulate the results in the matrix found below:

Scores of Checkmarks for each cluster Ave Desc
Personal 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 checklist, and determine the description of the average.

3. Study the results.

Questions:
1. Which of the twelve attributes is the highest among the teachers?

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

3. How many teachers are low in emotional stability?

4. How many teachers are high in compassion?

5. What six attributes are found to be strong among the teachers?

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

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?

My Affirmed Concepts
After reflecting 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

Using what I have learned in this episode, when I become a teacher, I should
 FS 6: ON BECOMING A TEACHER
THE TEACHER’S PHILOSOPHY OF EDUCATION
Name of FS Student:
Course: Year & 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 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 totally based on as strong belief called philosophy of
education.

My Target
 Clear understanding of my philosophy in teaching and education.
 Identified teacher’s learning on the different educational philosophy.

My Performance (How I Will Be Rated?)

Field Study 6, Episode 2 – The Teacher’s Philosophy of Education
Focused on: Clear understanding of my philosophy in teaching and education; Identified teacher’s
learnings on the different educational philosophies.
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
Observation/ All tasks were done All or nearly all Nearly all tasks Fewer than half
Documentation: with outstanding tasks were done were done with of tasks were
quality; work exceeds with high quality acceptable done; or most
expectations quality objectives met
but with poor
quality
4 3 2 1
My Analysis Analysis questions Analysis Analysis Analysis
were answered questions were questions were questions were
completely in depth answered not answered not answered
answers. completely completely
vaguely related Spelling
Thoroughly grounded Clear connection to the theories unsatisfactory
on theories with theories
Grammar and
 Exemplary grammar Grammar and spelling
and spelling spelling are acceptable
superior 2
4 3 1
My Reflection Reflection statements Reflection Reflection No reflection
are thoughtful and statements are statements are statements are
clear, supported by clear, but not supported by provided
experiences from the clearly supported experiences
episode by experiences from the
from the episode episode
4 3 2 1
My Future Application Application is very Application is Application is Application is
clear and highly clear and clear but not not clear, not at
consistent with consistent with very consistent all consistent
reflection and reflection and with reflection with reflection
affirmed concepts; affirmed and affirmed and affirmed
very doable and concepts; very concepts; not concepts; not
feasible doable and doable doable
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
Subtotal
Rating:
(Based on
Overall Score transmutation)

__________________________________________ ____________________
Signature of FS Teacher Date
Above Printed Name
Transmutation of score to grade/rating
Score Grade Scored 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 enable you to ask yourself about different future practices or actions that
you will do in teaching. You may not have done 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 are no right or
wrong answer for each item. After you have answered each item, record your answers and
look at the interpretation at the back of this work text.
After you have answered the questionnaire yourself, you are to ask two teachers to do
same activity.

WHAT IS YOUR PHILOSOPHY OF EDUCATION?

(based on Sadker & Sadker, 1998 Teachers, School 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 statement 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 leaning should be entered around basic objects such as
reading, writing, history, math and science.
__________ 2. The school 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 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
problem they will face outside the classes.
__________ 9. Reality is determined by each individual’s perception. 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
experience and needs of the students.
__________ 14. Students who do not want to study much should not be required to do
so.
__________ 15. Programmed learning is an effective method of teaching information.
__________ 16. Academic rigor is an essential component of education.
__________ 17. All students, regardless of ability, should study more or less the same
curriculum.
__________18. Art classes should focus primarily on individual expression and
creativity.
__________ 19. Effective learning is unstructured and informal.
__________ 20. Students learn best through reinforcement.
__________ 21. Effective schools assign 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 interactions, 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. Philippines 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 to be.
__________ 35. We can place a lot of faith in our schools and teachers to determine
which student behaviors are acceptable and which is 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. Teacher must stress for students the relevance of what they are learning
for their lives outside, as well as inside classroom.
__________ 39. It is more important for a student to develop a positive self-confidence
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 educational philosophies.

My Philosophy of Education

Essentialism Perennialism Progressivism Essentialism Behaviorism

Item S T1 T2 Item S T1 T2 Item S T1 T2 Item S T1 T2 Item S T1 T2

1 2 3 4 5

6 7 8 9 10

11 12 13 14 15

16 17 18 19 20

21 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 T1-Teacher 1 T2-Teacher 2

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

progressivist, essentialist or behaviorist?
My Observation

Visit a teacher in school and observe what school/classroom activities reflect his/her
philosophy of education while she is teaching. Identify and describe teacher’s action and
much each with the identified educational philosophy.

1. Observed actions of a teacher who is 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?
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 and 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 these when I become a
teacher in the future?

a. In teaching and learning

b. In addressing diversity of learning

c. In creating a conducive learning environment

 FS 6: ON BECOMING A TEACHER
THE TEACHER IN A SCHOOL SETTING
Name of FS Student:
Course: Year & 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 well in-
charged 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.

My Performance (How I Will Be Rated?)

Field Study 6, Episode 3 – The Teacher in a School Setting
Focused on: A typical school day of a teacher; the teacher’s role in creating a conducive learning
environment in the school.
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
Observation/ All tasks were done All or nearly all Nearly all tasks Fewer than half
Documentation: with outstanding tasks were done were done with of tasks were
quality; work exceeds with high quality acceptable done; or most
expectations quality objectives met
but with poor
quality
4 3 2 1
My Analysis Analysis questions Analysis Analysis Analysis
were answered questions were questions were questions were
completely in depth answered not answered not answered
answers. completely completely
vaguely related Spelling
 Thoroughly grounded Clear connection to the theories unsatisfactory
on theories with theories
Grammar and
Exemplary grammar Grammar and spelling
and spelling spelling are acceptable
superior 2 1
4 3
My Reflection Reflection statements Reflection Reflection No reflection
are thoughtful and statements are statements are statements are
clear, supported by clear, but not supported by provided
experiences from the clearly supported experiences
episode by experiences from the
from the episode episode
4 3 2 1
My Future Application Application is very Application is Application is Application is
clear and highly clear and clear but not not clear, not at
consistent with consistent with very consistent all consistent
reflection and reflection and with reflection with reflection
affirmed concepts; affirmed and affirmed and affirmed
very doable and concepts; very concepts; not concepts; not
feasible doable and doable doable
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
Subtotal
Rating:
(Based on
Overall Score transmutation)

__________________________________________ ____________________
Signature of FS Teacher Date
Above Printed Name
Transmutation of score to grade/rating
Score Grade Scored 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 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 person in a school.
2. Secure the teacher’s program. Study the time schedule and the activities.
3. Make a class observation at the 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
our 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
Period Minutes Learning Activities
Morning

N O O N I N T E R M I S S I O N
Afternoon
 My Observations
At the time you are in school, what significant observations have you made?

Areas of Focus Observation in

My Observations
the School Setting
Physical Setting

1. Classroom Arrangement

2. Bulletin Board Display

3. School Playground

4. Leaning Resource Center

Socio-Psychological Setting

1. Class Routines

2. Teacher Activities

3. Learner’s Activities

4. Co-curricular Activities

5. Extra-curricular Activities
My Reflections
Based on the teacher’s program, your observation and your interviews, would you
now see reaching 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 leaners pleasant? Explain your
answer.

My Affirmed Concepts
What previous learning or concepts that you have gained in your professional
education courses 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

3. School playground

4. Classroom routines

5. Teacher activities

6. Co-curricular activities

7. Extra-curricular activities
 FS 6: ON BECOMING A TEACHER
THE TEACHER IN THE COMMUNITY
Name of FS Student:
Course: Year & Section:
Resource Teacher 1: 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.

My Performance (How I Will Be Rated?)

Field Study 6, Episode 4 – The Teacher in the Community
Focused on: Philosophy of teaching and education
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
Observation/ All tasks were done All or nearly all Nearly all tasks Fewer than half
Documentation: with outstanding tasks were done were done with of tasks were
quality; work exceeds with high quality acceptable done; or most
expectations quality objectives met
but with poor
quality
4 3 2 1
My Analysis Analysis questions Analysis Analysis Analysis
were answered questions were questions were questions were
completely in depth answered not answered not answered
answers. completely completely
vaguely related Spelling
Thoroughly grounded Clear connection to the theories unsatisfactory
on theories with theories
Grammar and
Exemplary grammar Grammar and spelling
and spelling spelling are acceptable
 superior
3

4 2 1
My Reflection Reflection statements Reflection Reflection No reflection
are thoughtful and statements are statements are statements are
clear, supported by clear, but not supported by provided
experiences from the clearly supported experiences
episode by experiences from the
from the episode episode
4 3 2 1
My Future Application Application is very Application is Application is Application is
clear and highly clear and clear but not not clear, not at
consistent with consistent with very consistent all consistent
reflection and reflection and with reflection with reflection
affirmed concepts; affirmed and affirmed and affirmed
very doable and concepts; very concepts; not concepts; not
feasible doable and doable doable
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
Subtotal
Rating:
(Based on
Overall Score transmutation)

__________________________________________ ____________________
Signature of FS Teacher Date
Above Printed Name
Transmutation of score to grade/rating
Score Grade Scored 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

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:
Name of the Town/ Municipality:
Name of 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 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. Cornfields 8. Root crops
3. Sugarcane fields 9. Livestocks (carabao, cattle)
4. Coconut palms 10. Fisheries (Ponds, Deepsea)
5. Fruit tress (mango, jackfruits, etc.)
6. Forest trees (Mahogany, narra, etc.)

VI. Commercial Resources (Please Check)

1. Sari-sari stores 6. Factory
2. Trading center 7. Machine shops
3. Rural banks 8. Beauty parlor
4. Cooperative stores 9. Bookstore
5. Carinderia/Restaurant 10. Others (specify)

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. Brigade Skwela
2. Clean and Green
3. Gulayan ng Bayan
4. Peace and Order
5. Others (specify)

IX. Annual Community Activities (Please Check)

1. Barangay Fiesta
2. Community Festival
3. Sport 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 and 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 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 your teaching?

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

My Reflections
1. Describe the data that you have gathered from the community survey.

Make a short narrative below describing 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 Collaborations
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?

My Affirmed Concepts

What concepts that you learned in the previous courses are affirmed by thus
Experiential Learning Episode?
Place a mark to the concepts which are confirmed and place a mark to those
which are not confirmed.

CONCEPT REMARKS ( )
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 resource 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.
 CONCEPT REMARKS ( )
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.

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.)
 FS 6: ON BECOMING A TEACHER
THE GLOBAL TEACHER
Name of FS Student:
Course: Year & 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 extraordinary person in whose hands lies the future of the
world, hence any teacher regardless of the country of origin should be a GLOBAL
TEACHERS or a TEACHER of the WORLD.
Thus, you 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 teacher’ competencies and requirements as
professionals.
 My Performance (How I Will Be Rated?)

Field Study 6, Episode 5 – The Global Teacher

Focused on: Competence of the global Filipino teacher; knowledge of other countries’ teachers’
competencies and requirements as professional.
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
Observation/ All tasks were done All or nearly all Nearly all tasks Fewer than half
Documentation: with outstanding tasks were done were done with of tasks were
quality; work exceeds with high quality acceptable done; or most
expectations quality objectives met
but with poor
quality
4 3 2 1
My Analysis Analysis questions Analysis Analysis Analysis
were answered questions were questions were questions were
completely in depth answered not answered not answered
answers. completely completely
vaguely related Spelling
Thoroughly grounded Clear connection to the theories unsatisfactory
on theories with theories
Grammar and
Exemplary grammar Grammar and spelling
and spelling spelling are acceptable
superior
4 3 2 1
My Reflection Reflection statements Reflection Reflection No reflection
are thoughtful and statements are statements are statements are
clear, supported by clear, but not supported by provided
experiences from the clearly supported experiences
episode by experiences from the
from the episode episode
4 3 2 1
My Future Application Application is very Application is Application is Application is
clear and highly clear and clear but not not clear, not at
consistent with consistent with very consistent all consistent
reflection and reflection and with reflection with reflection
affirmed concepts; affirmed and affirmed and affirmed
very doable and concepts; very concepts; not concepts; not
feasible doable and doable doable
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
Subtotal
 Rating:
(Based on
Overall Score transmutation)

__________________________________________ ____________________
Signature of FS Teacher Date
Above Printed Name
Transmutation of score to grade/rating
Score Grade Scored 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

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 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 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 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? Experience? Developing or Beginning?

4. Record the answers on the Matrix below:

Name of the Teacher:

School:
Grade Level/ Year Level:

NCBTS DOMAIN

DESCRIPTION
NCBTS-TSNA DOMAIN
(HIGH or LOW)

Domain 1 – Social Regard for Learning

Domain 2 – Learning Environment

Domain 3 – Diversity of Learners

Domain 4 – Curriculum

Domain 5 – Planning Assessing and

Reporting

Domain 6 – Community Linkages

Domain 7 – Personal Growth & Professional

Development
 NCBTS STRANDS

DESCRIPTION (Expert, Experienced,

STRANDS
Developing, Beginning)
1. Teacher’s action demonstrate value for
learning.
2. Demonstrates that learning is of different
kinds.
3. Create 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 processes 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 strategies to monitor and evaluate
learning.
17. Monitors regularly and provides feedback on
learners.
18. Communicates promptly and clearly to learners
parents.
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.
22. Reflects on the extent of the attainment of
professionals.

Activity 2 – Global Teachers the World Over

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

Global Teacher from Other Countries

Personal Qualities of Professional Qualities Requirement to become

Name of Country
Teachers of Teachers Professional Teachers

United States of
America

New Zealand

Name of Country Personal Qualities Professional Requirement to

 Qualities of become Professional
of Teachers
Teachers Teachers

Thailand

Indonesia

Australia

My Observations
1. Based on your personal interview of the Filipino Teacher on the competencies of the
national standards for teacher, 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
standard requirements of a professional teacher? Explain your answer.

4. Would Filipino teachers be comparable is their fellow teachers in other countries?

Explain your answer.
My Reflection
Indeed, becoming a global teacher requires standards. As observed, there are more
similar expectations of teachers, the world over.
As a pre-service teacher education student, how do you are 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?
My Affirmed Concepts
After undergoing this Experiential Learning Episode, what prior learning in the
previous courses have 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?
 FS 6: ON BECOMING A TEACHER
THE TEACHER AS A PROFESSIONAL
Name of FS Student:
Course: Year & Section:
Resource Teacher 1: Signature: Date:
Resource Teacher 2: Signature: Date:
Resource Teacher 3: Signature: Date:
Cooperating School:

Introduction
There are fundamental requirements to be a professional teacher. One has to graduate
a teacher education degree, pass the professional board examination for teacher, officially
called the 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.

My Performance (How I Will Be Rated?)

Field Study 6, Episode 5 – The Global Teacher
Focused on: Competence of the global Filipino teacher; knowledge of other countries’ teachers’
competencies and requirements as professional.
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
Observation/ All tasks were done All or nearly all Nearly all tasks Fewer than half
Documentation: with outstanding tasks were done were done with of tasks were
quality; work exceeds with high quality acceptable done; or most
expectations quality objectives met
but with poor
quality
4 3 2 1
My Analysis Analysis questions Analysis Analysis Analysis
were answered questions were questions were questions were
completely in depth answered not answered not answered
answers. completely completely
vaguely related Spelling
Thoroughly grounded Clear connection to the theories unsatisfactory
 on theories with theories
Grammar and
Exemplary grammar Grammar and spelling
and spelling spelling are acceptable
superior
4 3 2 1
My Reflection Reflection statements Reflection Reflection No reflection
are thoughtful and statements are statements are statements are
clear, supported by clear, but not supported by provided
experiences from the clearly supported experiences
episode by experiences from the
from the episode episode
4 3 2 1
My Future Application Application is very Application is Application is Application is
clear and highly clear and clear but not not clear, not at
consistent with consistent with very consistent all consistent
reflection and reflection and with reflection with reflection
affirmed concepts; affirmed and affirmed and affirmed
very doable and concepts; very concepts; not concepts; not
feasible doable and doable doable
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
Subtotal
Rating:
(Based on
Overall Score transmutation)

__________________________________________ ____________________
Signature of FS Teacher Date
Above Printed Name
Transmutation of score to grade/rating
Score Grade Scored 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

Find a professional teacher in your neighborhood 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 is your passing
rating?

4. When did you start teaching in the 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 professional teacher, what Code of Conduct do you strictly follow? Can you name
the specific behavior 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

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 future professional teacher, what standards of behavior
should you uphold based on the Code of Ethics for Professional Teachers?
 My Affirmed Concepts
Based on the learning I gained in my previous courses on the professional teacher,
this experiential learning episode has affirmed my concept that:

1. Professional teachers . . . . . . . . .

2. Professional teachers . . . . . . . . .

3. Professional teachers . . . . . . . . .

4. Professional teachers . . . . . . . . .

5. Professional teachers . . . . . . . . .
My Future Application
When I become a professional teacher, I should . . . . . . . . . . . .