Philippines – Australia

BASIC EDUCATION ASSISTANCE FOR

MINDANAO
PRE-SERVICE TEACHER TRAINING UNIT

Extended School Experience

FIELD STUDY 6 MANUAL

Becoming a Teacher
 ACKNOWLEDGEMENT

I would like to express my whole-heartedly thanks to the following people who

were able to give their willingness to help, for their unwavering and undying
support, encouragement, financial assistance, and precious time for the
accomplishment of this portfolio.

First of all, to our Almighty Father, Who is the owner of knowledge, wisdom, and
everything. He had given me strength, patience, and all blessings.

Gerry P. Saayo, my beloved husband who is always supportive on me anytime,

anywhere, and everywhere.

Sir Braniel Neri, FS-6 Supervisor, for his untiring guidance, concern, support,
encouragement, understanding, and most of all, for the love that he has given to
all the pre-service teachers.

Maam Linda V. Elisan, my cooperating teacher, for her patience, untiring support
through sacrificing her time and giving hints and ideas on how she executed
every topic properly.

All faculties and students in San Jose Elementary School, for their kindness,
cooperation, and respect given to me that inspired me to continue this chosen
career.

And to all my dearest and closest family, friends, classmates, and beloved and
supportive guardians, for their untiring support, financial assistance, love, care,
advices, and encouragement to finish this portfolio.

Thank you so much and I love you all.

 TABLES OF CONTENT
1. INTRODUCTION……………………………………………………………
Links to DepEd’s National Competency-Based
Teacher Standards (NCBTS):……………………………………………..
2. ROLES AND RESPONSIBILITIES OF STAKEHOLDERS……………..
3. COURSE DESCRIPTION………………………………………………….
Course Objectives:………………………………………………………….
Course Requirements………………………………………………………
Grading System……………………………………………………………..
Assessment Tools…………………………………………………………..
Schedule of activities for Field Study 6…………………………………...
4. COURSE CONTENT………………………………………………………..
A. Teacher’s Classroom Management Skills…………………………….
B. Lesson Guide Making…………………………………………………...
C. Participation and Actual Transition Teaching………………………...
D. Co-Curricular and Extra-Curricular Involvements…………………....
5. GLOSSARY OF TERMS…………………………………………………...
6. REFERENCES……………………………………………………………...
7. APPENDICES…………………………………………………………….....
Appendix A: Reflective Journal Writing…………………………………...
Appendix B: Classroom Management of the Learning Environment….
Appendix C: Rubric for Reflection/Journal Entries……………………...
Appendix D: Lesson Plan and Lesson Plan Rubric……………………..
Appendix E: PST Teaching Performance Rating Checklist…………….
Appendix F: CT and PST Profile……………………………………..……
Appendix G: Documentation……………………………………………….
Appendix H: Daily Time Record……………………………………………
 Field Study 6: Becoming a Teacher
Credit: 1 Unit
Time Duration: 17 hours

1. INTRODUCTION
FS 6 is a field study course that brings together the PST’s experiences from Field
Studies one to five. It aims to immerse students in taking on the role of the
teacher.
This course focuses on exposing the learners to a range of experiences about
becoming a teacher, and the acquisition and application of the skills and attitude
necessary in becoming a professional teacher. It will include lesson transition
and involve PSTs in making links with the community.
Links to DepEd’s National Competency-Based Teacher
Standards (NCBTS):
Domain 1- Social Regard for Learning
-The teacher acts as a positive role model for students.

Domain 2- Learning Environment

-That promotes fairness, fair and conducive to learning

Domain 3- Diversity of Learners

-The domain of diversity of learning process in diverse learner,
concerned with the holistic development of the learner.

Domain 4- Curriculum
- Demonstrates mastery of the subject matter and the learning process
-Selects teaching methods, learning activities and instructional
materials appropriate to the learner’s ability and learning styles.

Domain 5- Planning, Assessing and Reporting

-Planning, Assessing, and reporting (feed backing)
-The teacher develops and uses variety appropriate assessment
strategies to motivate and evaluate learning.

Domain 6- Community Linkages

-It focuses on the establishment of learning environment that respond
to the experiences and aspirations of the community thus, make
learning relevant and meaningful.

Domain 7- Personal and Professional Development

-it takes pride in nobility of teaching as a profession which builds
professional links with colleagues to enrich teaching practice and
reflects the extent of the attainment of professional development goals.
2. ROLES AND RESPONSIBILITIES OF STAKEHOLDERS IN Field Study 6
Stakeholders
1. Teacher Education Institution (TEI)
2. Dean of the College of Education
3. TEI Practicum Manager
4. TEI Practicum Supervisor for Field Study 6
5. Schools Division Superintendents (SDS)
6. DepEd Cooperating Principal
7. Site Coordinator
8. Cooperating Teachers for Field Study 6
9. Pre-Service Teachers of Field Study 6

I. The Teacher Education Institution (TEI)

A. The Dean of College of Education shall:
1. Designate a Practicum Manager to oversee/coordinate the practicum program.
2. Assign Practicum Supervisor with 25-30 Pre-service Teachers (PST’s).
3. Allocate a modest incentive to personnel in the DepEd involved in student
teaching as stipulated in the MOA.
4. Initiate conferences with the SDS’s in selecting public and private schools in the
province/city.
5. Assign a space for Practicum office and appoints an office staff.

B. The Practicum Manager shall:

1. Monitor the teachers handling Field Study.
2. Supervise Practicum office staff.
3. Formulate policies and systems for the practicum.
4. Manage administrative matters such as preparation and signing of MOA.
5. Communicate with stakeholders and handle paper work with regard to practicum
program.

C. The TEI Practicum Supervisor shall:

1. Orient the pre-service teachers of their in-campus/off-campus work with regards
to their expected attitudes, proper dress code, things to be done when they are in
school, and the expectations of their cooperating teachers;
2. Coordinate with the Cooperating School Principal/Head regarding the selection of
the exemplary Cooperating Teachers to handle Pre-service Teachers;
3. Assign the Pre-service Teachers to the Cooperating Teachers designated by the
School Principal/Head;
4. Coordinate with the Professional Education faculty regarding the needs of the
Pre-service Teachers in their field studies;
5. Visit the pre-service teacher and observe the classroom teaching and will hold
conferences with the cooperating teacher when deemed necessary;
6. Coordinate regularly with cooperating school principal/head teacher and
cooperating teacher regarding performance of the pre-service teachers;
7. Conduct weekly conferences for the Pre-service Teachers to:
 Monitor their performance/progress in the field
 Special sessions on innovations in teaching-learning process
 Submission of the Tasks assigned to them like lesson plans, self-made test,
instructional materials and their Reflective Journals for checking
 Discuss their problems if there are any

Assist the Pre-service Teachers in checking their lesson plans for team teaching and in
preparing their learning materials;
Submit written reports to the College Dean, copy furnished to the school principal and
the SDS, at least twice a month regarding the:
9.1 progress/performance of pre-service teachers
9.2 problems/difficulties met by the pre-service teachers
9.3 solutions/actions taken to solve the problems
Call the Pre-service Teachers for debriefing at the end of Field Study 6.
D. The Pre-Service Teachers shall:
1. Conduct actual classes in transition.
2. Conduct micro teaching classes for enhancement, remedial and tutorial
purposes.
3. Participate actively in all school and community related activities, as
appropriate.
4. Consider/be open to constructive criticisms.
5. Have regular discussions/de-briefing with the cooperating
teacher/practicum supervisor.
6. Respect the dignity and rights of the learners.
7. Check papers and tests for the purpose of diagnosis and evaluation.
8. Prepare and check lesson plans with cooperating teacher/practicum
supervisor before teaching and evaluates effectiveness of plans of
teaching (after teaching the class).
9. Observe lesson plan policies established by the cooperating
teacher/practicum supervisor.
10. Accept decisions of the cooperating teacher/practicum supervisor
concerning material to be covered and methods of presentation.
11. Submit to the TEI Practicum Supervisor the duly accomplishment forms on
time.
12. Return all borrowed books and materials to the cooperating school before
the term ends; accomplish clearance from the cooperating schools.
13. Project a good image as a teacher at all times by observing
13.1 The Code of Ethics
13.2 Proper dress code
13.3 Punctuality in all activities of the Field Study
II. The Department of Education (DepEd)
A. The School Division Superintendent (SDS) shall:

1. Review and subsequently approve request for cooperating schools;

2. Conduct orientation on student teaching with the TEI’s inclusive of the
Dean, Practicum Manager, Practicum Supervisors, and the School
Principals/Head Teachers.
3. Be the approving authority for Memorandum of Agreements between TEI’s
and DepEd.
B. The Cooperating Principal shall:
1. Identify exemplary Cooperating Teachers to handle Pre-service Teachers’ actual
teaching;
2. Conduct orientation for cooperating teachers on:
a. policies and regulations on Field Study
b. mentors’ roles and responsibilities
c. expected activities and outcomes of Field Study 6
3. Conduct orientation for the Pre-service teachers on:
a. policies and regulations of the school
b. roles and responsibilities of the Pre-service teachers
c. assignment of areas of responsibility where they should go
d. expected activities and outcomes of Field Study 6 .
4. Monitor and provide feedback on pre-service teacher’s performance on the
actual teaching;
5. Meet with the Cooperating Teachers, the Pre-service Teachers and the
Practicum Supervisor for debriefing at the end of Field Study 6.
6. Prepare required reports to the TEI’s, copy furnish the Schools Division
Superintendent

C. The Site Coordinator shall:

1. Assist the Principal in assigning the Cooperating Teachers;
2. Conduct regular conference with cooperating teachers as regards the
performance and behaviour of student teachers
3. Serve as a link among Pre-service Teachers, Principals and the TEI Practicum
Supervisors.
4. Coordinate with TEI’s Practicum Supervisor concerning the Pre-service
Teacher’s class assignment and problems
5. Ensure that student teachers are not allowed to substitute for teachers who are
absent or on leave.

D. The Cooperating Teacher shall:

1. Provide an appropriate environment and establish a positive working relationship
between Pre-service Teachers and Cooperating Teachers;
2. Provide support to pre-service teachers as mentors by:
a) lesson planning
b) actual teaching
c) classroom management
d) preparation of instructional materials
e) preparation of examinations/various assessment modes
3. Provide the student teacher participation in co-curricular and school/community
activities
4. Expect pre-service teachers, lesson to assume planned micro teaching
responsibilities either for enhancement, remedial or tutorial.
5. Evaluate the pre-service teachers’ lesson plan in advance in order to check the
appropriateness of the instructional materials and the strategies that will be used
in the teaching-learning process;
6. Give regular appropriate praises, positive feedback, advice, support and
encouragement to the students practicing to be teachers;
7. Observe coach/mentor Pre-service Teachers in their participation in their
cooperating teachers, classes in transition.
8. Complete the form of summative evaluation report for each student teacher.
3. COURSE DESCRIPTION
Field Study 6 is a one-unit course which is anchored on the professional subject,
“The Teaching Profession”. The course includes individual half day teaching, the
transition from one lesson to another and involvement in co and extra curricular
activities.
At the end of the course, the pre-service teachers are expected to have experiences in:
1. managing the whole class, focusing on classroom discipline and routines.
2. preparing lesson guides for all required classes.
3. transition teaching of one lesson to another
4. conducting micro teaching with either enhancement, remedial or tutorial focus
5. assisting with at least one co and one extra curricular activity such as; Science
Fair, Speech or Communication Arts Fest, Linggo ng Wika etc. (co-curricular
activities), Scouting, Clean and Green Drive, Nutrition Month etc. (extra curricular
activities)

Course Objectives:
Students can:
1. Manage the whole class
2. Make a smooth transition from one lesson to another
3. Conduct a micro-teaching lesson
4. Participate actively in at least one co/extra curricular activity

Course Requirements
1. Attendance at the Field Study 6 Orientation
2. Participation in the Cooperating Teacher’s classes during lesson transition;
actualize 2 classes in transition
3. Facilitate 1 micro teaching activity in either enhancement, remedial or tutorial
teaching
4. Be involved in 1 co- curricular and 1 extra curricular activity
5. Prepare 4 lesson guides distributed as:
 3 lesson guides for regular classes
 1 lesson guide for 1 micro teaching class
6. Interview a CT about his/her role in the community as professional teacher.
7. Complete a Reflection Journal on “Becoming a teacher”, including reflections
about co-curricular and extra- curricular involvement.
Grading System

Rater
CT Prac Supervisor

Attendance 10%  
Actual Teaching 30% 
Community Involvement 20% 
Journal Entries/ Reflection 20% 
Lesson Guides 20% 
Total 100%

Assessment Tools
1. Actual Teaching Checklist
2. Rubric for Micro-Teaching
3. Rubric for Lesson Guide
4. Interview Checklist for Community Involvement
5. Rubric for Reflection /Journal Entries
 Sessions Activities Site Time Frame

Schedule of activities for Field Study 6

1st Session  Orientation for Pre- TEI Number of
service Teachers hours should
not be counted
2nd Session  Orientation for Cooperating School Number of
3rd Session Cooperating Principals, hours should
Site Coordinators and not be counted
Cooperating Teachers
 Assigning of CT’s and
subjects to be
participated in by the
PST' in the second visit

 Participation in CTs Cooperating School 3 hrs

lesson
 Assigning of PST subject
to be taught in the
second visit.
4th Session  PST’s lesson in transition Cooperating School 2 hrs
 Assigning of PST’s
subject to be taught in
the fourth visit

5th Session  PST’s individual classes Cooperating School 3 hrs

in transition
 Assigning of PST’s tasks
in micro teaching
6th Session  Micro-teaching Cooperating School 1 hr

7th Session  Community involvement ( Cooperating School 4 hrs

extra- curricular)
 Co- curricular activity
involvement
8th Session  Completion of teaching TEI 4 hrs
learning related
requirements
9th Session  Debriefing/ Evaluation TEI Number of
hours should
not be counted

Total 17
hrs

4. COURSE CONTENT
To become professional the Pre-service Teachers need to be equipped with the
holistic experience of becoming a teacher. In this context, the Pre-service
Teachers will bring together their experiences from Field Studies one to five.
A. Teacher’s Classroom Management Skills
The Pre-service Teachers will again observe the Cooperating Teacher’s
Classroom Management Skills, which facilitate an effective teaching and learning
environment. These management skills include:
a. Routine activities to ensure classroom discipline, particularly on:
 Checking the attendance
 Seating arrangement
 Handling materials and devices
 Classroom courtesies
b. Monitoring of the Learners’ behavior and the teacher’s response to the
various forms of student behavior.

In this observation on Teacher’s classroom management skills the Pre-service

Teacher’s will:
1. Record 2 observation for each item in A) and B).
2. Analyze the observations and describe how he/she would manage these
activities in his/her own classroom.
B. Lesson Guide Making
The Pre-service teachers will prepare lesson guides according to the subject
matter that the cooperating teacher assigns to them. These lesson guides
include the setting up of objectives, selection of appropriate teaching strategies
and activities based on the learners’ needs, and the employment of authentic
assessment tools for the learners.

NOTE: The Lesson Guide prepared by the Pre-service teachers will be assessed
by both Pre-service Teachers and Cooperating Teachers using the
following Lesson Guide checklist.

Guidelines in preparing a lesson

Name: Liza A. Saayo Date: 10-17-2019
Subject
Area: Science Sem/SY: 2nd/2019-2020
Direction:
C. Micro-Teaching
The CT should guide the PST’s to be able to use appropriate skills such as
explaining, demonstrating, questioning, giving feedback and checking
understanding to ensure that learning will take place.
Task 1:
1. Observe the CT conducting a micro-teaching lesson. Discuss it with
her/him
2. Collaborate with your CT and identify learners for possible remediation,
tutorial or enhancement.
3. Plan the micro teaching lesson and conduct it.

Use the following table to guide your observations and reflections.

D. Participation and Actual Transition Teaching

The pre-service teachers are expected to observe the cooperating teacher’s
teaching as they transition from one lesson to the next lesson. When the PSTs
participate in lesson transition, the pre-service teachers will use a Self-Appraisal
form which includes the cooperating teacher’s feedback.

Activity:
1. Observe how your CT changes from one lesson to another (transition).
Conduct a lesson, or activity, whereby you have to transition smoothly from one
to another. (This might be in tandem with your CT).
 Participation Teaching in Transition Self-Appraisal Form for PST

Name: Liza A. Saayo Date: 10-17-2019

Subject Cooperating
Area: Science Teacher: Linda V. Elisan

1. After you observed the Cooperating Teacher’s lesson transition, what

were your realizations?
Answer: After my cooperating teacher made transition in her lesson, I
have realized that students must fully understand your current lesson
before you proceed to another subject to avoid doubt in their minds about
your lesson.
2. What strategies do you think worked well in changing (transitioning) the
lesson? Give details.
Answer: A kind of strategy that is appropriate in transitioning such as
making generalization, you will ask the students if they have learned
about your lesson. This can be followed by giving assessment, like
formative assessment because through this, you can now measure how
your students learned. It they’ve already mastered your lesson then you
can now proceed to another subject.
3. What would you like to improve in your transitioning from one lesson to
another?
Answer: Organization, strategies, styles, methods, mastery of the lesson,
and time management, these are the important things that I need to
improve during the transition of my lessons.
Cooperating Teacher’s Feedback:
Area(s) of Strength:

Area(s) of Improvement:

Name & signature of

cooperating: Linda V. Elisan
Date:

E. Co-Curricular and Extra-Curricular Involvements

The Pre-service Teachers are expected to be actively involved in various co-
curricular and extra-curricular activities. This involvement will give them the
 opportunity to meaningfully extend their teaching experience in preparation for
becoming a professional teacher.
To assess the Pre-service Teachers’ active involvement in co-curricular and
extra-curricular activities the Pre-service Teachers are required to complete the
following co-curricular and extra curricular involvement form.

Co-curricular and Extra-Curricular

Involvement Form
Name
: Liza A. Saayo

A. List some of the co-curricular and extra curricular activities that take place in
your cooperating school.

1. School Meet

2. Teacher’s Day

3. Scouting

4. Math & Science Quizbee

5. Nutrition Month

B. Reflective Questions:
1. Which particular activity will you be involved in? Why?
Answer: School Meet, because this kind of activity is very interesting for me. I
really like sports and playing with my friends is what I want.
2. How often will you involve yourself to this kind of activity? Why?
Answer: Every year during intramurals, because I want to exercise my talent
especially in games.
3. How does this activity help student learning?
Answer: This kind of activity can help student’s learning through knowing
different kind of games and can develop teamwork, sportsmanship and
unity to the other students. Students are able to enhance and share their
talents and skills about sports.
4. As a teacher, which co-curricular or extra-curricular activities would you like
to be involved in? Why?
Answer: I like to be involved in School Meet activity because I want to facilitate
different games especially in playing chess and I can share my knowledge
about it.

5. GLOSSARY OF TERMS
Cooperating Principal – is the head of the cooperating school responsible in assigning exemplary
cooperating teachers and to coordinate with the TEI Practicum Supervisor with regards
the assignment and problems of Pre-service Teachers
Cooperating Schools –the school where the pre-service teacher undergoes off-campus teaching.

Community Involvement- involvement in educational activities outside of the school or the

involvement of community members in school activities. For example, parents listening to
pupils read or, coaching a sport.

Dean of the College of Education – is responsible for assigning Practicum Supervisors to handle
Field Studies including Practicum A and B.

Instructional Materials – refer to print materials, audio-visual and multi-media resources used by
the teacher in facilitating teaching-learning process.

Micro-teaching – refers to tutorial, remedial and enhancement teachings conducted outside the
class hour period.

Tutorial Teaching - a mode of microteaching that applies appropriate tutoring skills such as
explaining, demonstrating, questioning, giving feedback and checking understanding. This
applies to slow and average learners.
Remedial Teaching – a mode of microteaching where the teacher identifies the student’s
difficulties. From here, he/she will interpret, explain, and demonstrate the relevant points.
This is applied to slow learners.
Enhancement Teaching – a mode of microteaching where the teacher demonstrates a
particular strategy in presenting a lesson. This is applied to average and fast learners.

Practicum Coordinator – refers to the person in-charge of monitoring the teachers handling Field
Studies and manages administrative matters pertaining the practicum program of the TEI.

Pre-Service Teachers – refers to the University/College BEED and BSED students who are
enrolled in the Field Study courses and are involved in micro teaching, team teaching,
and teaching whole lesson.

Rubric - is a scoring tool that lists the criteria for a piece of work. (Goodrich, H.2000). It can be
very useful for teachers to improve quality of students’ performance and to assess
students’ learning using fair and just system.

Site Coordinator – He/She is responsible in assisting the Principal/Head of the School in

assigning students in classrooms and scheduling of classes for observation and
participation. Conduct regular conference with cooperating teachers as regards the
performance and behavior of student teachers

TEI Practicum Supervisor – refers to the University/College faculty directly responsible for
supervising, monitoring and providing support to the university student in on/off campus
school experience.

Teacher Education Institutions (TEI’s) – refer to the universities and colleges offering Teacher
Education Courses with curriculum aligned with that of CHED. There are 21 of these from
Regions XI, XII, and ARMM which established partnership with BEAM and DepEd.

Team Teaching - is any form of teaching in which a team consisting of two or more pre-service
teachers share responsibility in the planning, presentation, and evaluation of lessons
prepared for the same group of students.

6. REFERENCES

Barry, Kevin and King, Len. (2001). Beginning Teaching and Beyond Third Ed.
Social Science Press, New South Wales.
Bustos, Alicia, S., et al. (2001). Guide to Student Teaching. JMC Press, Inc.

Burke, Kay (2005).How to Assess Authentic Learning, Third edition. Hawker

Brownlow Education. Australia

Collin, Marsh. (2004). Becoming a Teacher. Pearson Prentice Hall, New South
Wales.

Corpuz, Brenda, B. and Salandanan, Gloria, G. (2003). Principles and Strategies

of Teaching. Lorimar Publishing Co.,Inc.

Cruz, Brenda, B., et al. (1997). Manual for Observation, Participation and
Community Immersion. Katha Publishing Co., Inc.

Danielson, C. and Abrutyn, L. (1997). An Introduction to Using Portfolios.

Virginia, USA. Association for Supervision and Curriculum Development

Garo, Candelaria, D. (2004). Teaching Educational Technology. National

Bookstore.

Lardizabal, Amparo, S. (1999). Theory and Practice in Student Teaching. Katha

Publishing Co., Inc.

Lucido, Paz, I and Borabo, Milagros, L. (1997). Educational Technology. Katha

Publishing Co., Inc.

MTST Mentoring the Student Teacher. A joint project of the DepEd and the TEIs
of Region X, Division of Misamis Oriental and the Division of Cagayan de Oro
City.

University of South Australia. Professional Application and Reflection 1,2,3,and

4. Practicum Guidelines and Resources for Schools and Organizations.2004

7. APPENDICES
Appendix A-Journal Writing Activity
 Journal Writing 1
Assessment and Evaluation

Name: Liza A. Saayo Date: 10-17-2019

Course/Major Field: BEED Cooperating Teacher: Linda V. Elisan

A. EVALUATION OF THE LEARNERS

1. How did you evaluate the performance of your learners? Do you reflect on their
response and review their achievements? How?
Answer: I evaluate the performance of my learners through the use of a rubric to
avoid subjective judgment. I
2. Do you use varied forms of assessment for the lessons? What are these forms of
assessments? Provide 3 examples.
Answer: Yes, such as performance-based, oral questioning, and paper and pencil
test.
3. How do you use assessment results as importation in further planning your lessons?
Answer: Assessment results will be the basis for the next planning of the lesson. This
will serve as a guide on what strategies you are going to apply in order that students
will understand your lesson.

B. SELF EVALUATION
1. How and where do you reflect on your own teaching and style and techniques? How
often do you do this? What evidences will show that you gain progress in your
teaching performance? What constraints/ difficulties hinder your progress?
Answer: I reflect my own teaching style and techniques to my student’s performance.
I’d do this every time I’ve teach. Through assessment, student’s learning will be
measured and the results will depend on how the teacher executes properly the
different strategies within the classroom. Time really hinders because you need to
minimize it in order to balance all the desired activities.
2. How often do you ask for specific feedback and advice from your mentors? In what
way will you be able to check on your progress and achievements?
Answer: I ask specific feedback and advices to my mentors every end of my
demonstration and this is for my own sake. Feedback and advices will help me to
become a good teacher someday . Through a scoring rubric or checklist, I have able
to check my progress and achievements.
3. To what extent do you discuss your teaching performance willingly with others and
respond positively to constructive criticisms? What should you do to successfully
improve your teaching performance?
Answer: After the demonstration, we (together with my buddy) discuss our teaching
performances. We talk about what we need to improve in our performances. We
accept and apply those critics that we’ve found both sides.

TEI Practicum Supervisor’s Feedback

Strengths

Areas for Improvement

Signature of the TEI Practicum Supervisor
USE SEPARATE SHEETS WHEN NECESSARY

Journal Writing 2
Test Preparation
Name: Liza A. Saayo Date: 10-17-2019
Course/Major Field: BEED Cooperating Teacher: Linda V. Elisan

1. What measures have you taken to assure yourself that your test items were clear and
simple?
Answer: I used content validity in which I’ve made test items in accordance to my
objectives. I made test items which is readable and understandable or what we called
face validity. Making test items must be valid and reliable.
2. What problems have you encountered in preparing your test? How can you respond
to them?
Answer: It is hard to make a test especially in their performance s because you need
to make a rubric (either holistic r analytic) as your basis during evaluation. In making
test items, it must be composes of knowledge, reasoning, skill, products and affective
as an appropriate learning target.
3. Do your test items provide for a wide range of differences in ability? How?
Answer: Yes, through considering their different intelligences. Test items are not just
measuring their knowledge but also their skills. We all knew that every person is
unique so we have different abilities and as a teacher, we need to consider these
different abilities.

TEI Practicum Supervisor’s Feedback

Strengths

Areas for Improvement

Signature of the TEI Practicum Supervisor
USE SEPARATE SHEETS WHEN NECESSARY

Journal Writing 3
On Test Preparation
Name: Liza A. Saayo Date: 10-17-2019
Course/Major Cooperating
Field: BEED Teacher: Linda V. Elisan

1. What Types of Information about pupil’s/student’s progress can be obtained by

marking the test?
Answer: Student’s progress will be based on their learning. If the test items are
difficult, the result is most of the students will get a lower grade. But if the test
item was made as valid and reliable, then, the result is they will get an
average or a higher grade.

2. If the test result shows that 50% of the learner’s get low marks, what does this
tell you?
Answer: It means that the problem is within me who made a test. A test I have
made is not appropriate to the level and ability of my learners.

3. What will you do about this?

Answer: I need to revise the questions, another set of questions that is not too
high in level, and the students can understand according to their experience
and ability.

TEI Practicum Supervisor’s

Feedback
Strengths

Areas for Improvement

Signature of the TEI Practicum
Supervisor

USE SEPARATE SHEETS WHEN NECESSARY

Appendix B: Classroom Management of the Learning

Environment
Name: Liza A. Saayo Date: 10-17-2019
Course/Major Field: BEED Cooperating Teacher: Linda V. Elisan

1. How does your CT promote student’s self-esteem and a positive classroom climate?
In what way does he/she recognize and value their interests and achievements? How
does he/she reinforce constructive behaviors?
Answer: My CT promotes student’s self-esteem and a positive classroom climate
through encouraging her students to participate and get involved into different
activities. She gives appraisal to those students who participated. She recognized
and value her student’s interest and achievements through touching the heart of her
students to share their life experiences and she let her students to construct their own
learning. She is just facilitating while her students are doing their activities.
2. How does the CT manage to attract the attention of the learners to the lesson? How
does the CT ensure that everyone will listen, will pay attention and will work well?
Answer: To get the attention of the learners, she gives drills and motivation. On the
other hand, she shows enthusiasm to her students to avoid weariness and
restlessness to the students. When the learners are motivated and interested, they
are now willing to listen and pay attention to the teacher, and they will work well
because they have learned.
3. What happened when your CT practiced class routines and tasks? To what extent
has the CT been resourceful and creative in managing the learning environment?
Provide 2 examples.
Answer: If the CT practiced class routines and tasks, the students will get bored. As
a teacher, we must be resourceful and flexible. Learning is not just inside the
classroom, the teacher may use other environment such as the garden, playground,
hero’s park, visit to other classroom, offices, community, and etc. in which we called
field trip just to give the needs of the learners and to get their interests.
4. Provide 3 examples of effective classroom management skills that your CT
demonstrated.
Answer: Determination, consistency, and patience, these are just an example of
effective classroom management skills that I have observed from my CT during her
demonstration.
5. How does your CT ensure the classroom environment is conducive for learning?
Provide 3 examples?
Answer: The classroom environment is child-friendly environment. It is clean,
harmless, ventilated, and safety, this kind of environment is conducive for learning.
6. Comments/other Learning Insights about classroom management.
Answer: Classroom management such as giving rules and regulations must be
provided within the classroom to maintain calmness and peacefulness within it.

TEI Practicum Supervisor’s Feedback

Strengths:

Areas for Improvement:

Signature of the TEI Practicum Supervisor:
 Appendix C: Rubric for Reflection/Journal Entries
Journal entries should demonstrate the PSTs thinking and reflection on his/her observations and experiences. At this stage of the practicum the PST should
demonstrate Higher Order Thinking Skills (HOTS) by analyzing, synthesizing and evaluating what he/she has seen and experienced as a developing teacher in
Field Study 6.

CRITERIA 5 4 3 2 1

(Excellent) (Proficient) (Satisfactory) (Developing) (Needs Improvement)

Journal entry or Presents clear Presents some Contains some There is little evidence There is an absence of
reflection paper that description and examples of examples of learning of reflections and evidence of reflection,
includes the pre- analysis of experiences, some experiences with few insights learned, very no details of
service teacher’s experiences that explanations of explanations of few details of experiences and
learning experiences are considered strengths and personal strengths and experiences. judgment of
in the classroom, his worthwhile and weaknesses and weaknesses and Judgment of personal performance, without
or her judgments helpful, explains includes some statement of what has performance is very statement of strengths
about his or her judgments on achievements. been achieved. limited, with little or no and weaknesses and
performance and personal strengths attention paid to achievements
other insights and weaknesses, strengths and
affecting self-beliefs includes successful weaknesses of work.
output and
accomplishments.

1- Needs Improvement (75-79)

2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)