Republic of the Philippines

CAGAYAN STATE UNIVERSITY

Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION

FIELD STUDY 2
MY LEARNING
EPISODES

FIELD STUDY 2 – Participation and Teaching Assistantship 1

 Republic of the Philippines
CAGAYAN STATE UNIVERSITY
Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION

FIELD STUDY 2 Learning Episode

fs 2 1 THE TEACHER
WE REMEMBER
To have a meaningful and successful accomplishment in this FS episode, be sure to read through the
whole episode before participating and assisting in your FS 2 Resource Teacher’s Class. Note all the
information you will need and tasks you will need to do before working on this episode.

TARGET YOUR INTENDED LEARNING

OUTCOMES
At the end of this episode, I must be able to:
 Cite the personal qualities of an effective teacher;
 State the professional competencies expected of a teacher.

CLARIFY YOUR TASKS

Before you embark on your one semester journey in Observation and Teaching Assistantship, it may be
good to be reminded of the personal and professional qualities which we, teachers, ought to possess.
Striving to be the best teacher

FIELD STUDY 2 – Participation and Teaching Assistantship 2

 Republic of the Philippines
CAGAYAN STATE UNIVERSITY
Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION

REVISIT THE INFOGRAPHICS

CAREER STAGES OF TEACHERS

Source: DepEd Order No. 42, s. 2017

Career Stage 4: Distinguished Teacher

Teachers embody teh highest standards for teaching grounded in global best practices. They exhibit an exeptional capacity to

4 improve their own teaching practice 7 that of others. They are rrecognized as teachers in education, contributors to the
profession, and initiators of collaborations and partnerships. They create a lifelong impact in the lives of colleagues, students
and others. They consistently seek professional advancement and relevance in pursuit of teaching quality and excellence.
They exhibit a commitment to inspire teh education community and stakeholders for the improvement of education provision
in the Philippines.

Career Stage 3: Highly Proficient Teacher

3 Teachers consistently display a high level of performance in their teaching practice. They manifest an in-depth and
sophisticated understanding of th teaching and lerning process. They have high education-focused situation gained
from experience. Career Stage teachers work collaboratively with collegues and provide them support and mentoring
to enhance thier learning and practice. They continually seek to develop their professional knowledge and practice by
reflecting on theirown needsand those of their collegues and students.

Career Stage 2: The Proficient Teacher

2 Teachers are professionally independent in teh application of skills vital to the teaching and learning process. they provide focused teaching
programs that meet curriculum and assessment requirements. They display skills in panning, implementing, and managing learning
programs. They actively engage in collaborative learning withthe professional community and other stakeholders for mutial growth and
advancement. They are reflective practitioners who continually consolidate the knowledge, skills and practices of Career Stage 1 Teachers.

Career Stage 1: The Beginning Teacher

1 Teachers have gained the qualifications recognized for entryinto the teaching profession. They have a strong understanding of the
subjects/areas in which they are trained in terms of content knowledge and pedagogy. They possess the requisite knowledge, skills, and
values that support the ttaching and learning process. they manage teaching learning programs and have strategiesb that promote learning
based on the learning needs of thier students. they seek advice from experienced collegues to consolidate their teaching practice.

A detailed presentation of the indicators of quality teachers in 37 strands along 7 domains for
each career stage is given in DO 42, s. 2017 – NATIONAL ADOPTION AND

FIELD STUDY 2 – Participation and Teaching Assistantship 3

 Republic of the Philippines
CAGAYAN STATE UNIVERSITY
Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION

IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL STANDARDS FOR

TEACHERS.

The CODE OF ETHICS for professional Teachers in the Philippines states how a teacher ought
to act in and relate to the state, community, teaching profession, higher authorities, school
officials and other personnel, students, parents and business. It also states how a professional
teacher ought to act and behave as a person.

The Southeast Asia Teachers Competency Framework is also given below.

State
Profession

Higher Community
Authorities Parents

Professional
Teacher

Parents
Buisness
School Officials/
Profession
Personnel

Herself/Himself
as a Person
Learners

FIELD STUDY 2 – Participation and Teaching Assistantship 4

 Republic of the Philippines
CAGAYAN STATE UNIVERSITY
Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION

deepen and broaden my knowledge on what i

Know my teaching practice teach
Practice human goodness in my life Understand education trends, policies &
& in my work curricula
Know myself &others keep myself updated on local, national, &
global developments

become a better Know and

teacher understand
everyday what I teach

Joyful
Learner

Encourage respect & diversity

Involve the community to helpmy Engage the Help myKnow my students
Use the most effective teaching & learning
students learn
community students learn
strategy
Partner with parents 7 caregivers
Assess & give feedback on how my students
learn

Htpps://www.criced.tsukuba.ac.jp/math/semeo/2019/pdf/SEA-TCF%20BOOK.pdf

You will also view in https://www.youtube.com/watch?v=vrU6YJle6Q4 what makes a good teacher

great? Azul Terronez TEDxSantoDomingo and The Power of a Teacher Adam Saenz TEDx Yale – You
Tube www.youtube.com>watch.

Who is the great teacher?

FIELD STUDY 2 – Participation and Teaching Assistantship 5

 Republic of the Philippines
CAGAYAN STATE UNIVERSITY
Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION

"A great
teacher loves to "A great teacher
understands that
teach and loves students have a life
to learn." outside school."

"A great
"A great teacher teacher notices
thinks like an
adult but acts as when students
a kid." struggle."

"A great "A great

teacher teacher is
chill."
sings."

"A great "A great

teacher teacher knows
listens to student's
students." needs."

PARTICIPATE AND ASSIST

(Note to Student Teacher: As you participate and assist your Resource Teacher in her daily task, please
take of what you are expected to give more attention to as asked in the next step of this learning episode,
NOTICE).

Participate actively by assisting your Resource Teacher in his/her daily task. Take the initiative to
offer your assistance. Don’t wait for your Resource teacher to ask for it.

FIELD STUDY 2 – Participation and Teaching Assistantship 6

 Republic of the Philippines
CAGAYAN STATE UNIVERSITY
Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION

NOTICE

Take note of the following:

 Your Resource Teacher comments, facial expressions, gestures and actions in class,
 Students’ comments, facial expressions, gestures and behavior in class
 How your Resource Teacher relates to you
 The classroom proceedings
 The classroom atmosphere – relaxed or threatening

ANALYZE

1. From the PPSTs, the Southeast Asia Teachers Competency Standards and the TEDx videos that
you viewed, what competencies does a great teacher possess?

From the PPSTs, the Southeast Asia Teachers Competency Standards and the TEDx videos that I
viewed, the competencies does a great teacher possess are:
 A great teacher is one who knows how to listen to his or her students. It doesn't just imply that you're
a good teacher if you can hear what the students are saying. Listening implies being aware of and
comprehending what the students are attempting to convey.
 A teacher who empathizes with a student who is struggling. One of the skills of a successful teacher
is recognizing and assisting students.
 A teacher who can gain the trust of his or her students. Make sure your students aren't afraid of you.
Make them feel as if, despite being a teacher, they can open up to you in a polite manner.
 A teacher who understands how to interact effectively with students.
 A teacher who recognizes that school is more than just a place where students go to learn.

2. Are the competencies limited only to professional competencies?

Competencies aren't just restricted to professional ones; as a future teacher, you can also excel in a step-
by-step process until you're a teacher of the best level. Because teachers study and teach students every
day in order to understand the learning process and what to teach, they are always learning. A teacher can
also be a good friend to all of his or her students, treating them as if they were still their instructor. If
students are having troubles at school or at home, a teacher can act as a counselor. Most essential, as a
teacher and as a student, both the teacher and the student are aware of their limitations and obligations.As
a result, these skills may be useful in assisting teachers in becoming more professional. However, this is
not limited to experts; anyone may be a nice and outstanding person if they have a good intention towards
everyone.

FIELD STUDY 2 – Participation and Teaching Assistantship 7

 Republic of the Philippines
CAGAYAN STATE UNIVERSITY
Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION

3. For a teacher to be great, is t enough to possess the professional competencies to plan a lesson,
execute a lesson plan, manage a class, assess learning, compute and report grades? Explain your
answer.

It is enough for a teacher to have certain professional qualities to be a great teacher because they
will give high-quality learning, especially for students. This will benefit students' academic
progress and skills, as well as teachers' instructional methods. They are in charge of running the
educational system, which necessitates the development of strong and efficient professional
abilities. These abilities provide teachers with practical ideas, strategies, and standards for
increasing student achievement and work environment quality. So, in order to be successful in
studying and teaching, every teacher needs have these talents.

4. For a teacher to be great, which is more important – personal qualities or professional

competencies?

5. I believe that professional abilities are more vital than personal attributes in order for a teacher to
be great. Allow them to deal with a new situation, make new friends and relationships, or resolve
a problem. A teacher, for example, has the ability to listen to his or her students. Teachers must
be able to listen and be good listeners because they can only help and encourage their students to
grow if they have a clear grasp of who they are and where they are on their academic path.As a
future teacher, you must pay attention to what students are interested in so that courses can be
tailored to their individual interests, how they express any concerns or barriers so that the teacher
can provide support, and how they interact with other students and in the classroom. Listening is
also important for understanding cultural differences, and it is a personal quality that is essential
to understand one's circumstance.

6. Who are the teachers that we remember most? Why?

The teachers that are nice, approachable, and understanding are the ones we remember the most. Students
will be less afraid to ask questions and interact if they know they may approach the teacher at any time.
Teachers who are labeled as "terrorists" create a gap between students. Students are afraid of them, which
makes them uncomfortable in class. Because of their fear, they are unable to freely ask and participate.
Teachers that are good communicators, very innovative in delivering their teachings, and teachers who
provide interactive activities are also remembered the most.

REFLECT
Which personal traits do I possess? Not possess? Where do I need improvement in?

One of the most difficult personal qualities to achieve is patience, which I possess. I need to develop
patience in order to reach actual happiness in my life. And I lack the ability to push aside a problem so
that it does not effect my job. And, in order to become a good listener and teacher, I need to enhance my
communication abilities.

FIELD STUDY 2 – Participation and Teaching Assistantship 8

 Republic of the Philippines
CAGAYAN STATE UNIVERSITY
Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION

Which professional competencies am I strongly capable of demonstrating?

The professional abilities that I am most capable of showing are those of a teacher as a person, as this is
my dream job and what I aspire to be.

Which competencies do I need to develop more?

The competencies I need to improve are all in the competencies, but the most important one is to become
a teacher every day since teachers are not always in a good mood because we all have our own lives with
individual problems that we cannot ignore. As a result, that difficulty may have an impact on our job. And
because I am an emotional person, this is something I need to work on.

Who are the teachers that we remember most? Why?

May we remember all of our teachers, but the ones we remember the most are the ones who were kind,
funny, smart, and passionate about what they did. Teachers who were concerned about our well-being are
remembered. Teachers who were encouraging and helpful recognized something in them that no one else
did. Teachers who pushed us to think are remembered fondly. The finest homage we can pay to a teacher
is to remember who he or she was. After all, memorable educators aren't need to be perfect.

WRITE ACTION RESEARCH PROMPTS

1. OBSERVE In assisting my Resource Teacher, I observe that personal traits such as, self-control
and separating problems from her personal life to her job and professional
competencies like time management, being prepared to teach and creativity in
delivering the lessons were least / not displayed and as a result, students were/was
class
hindered in learning more about the lesson for their attention were diverted.

2. REFLECT The lack of these personal traits and professional competencies (mentioned in No. 1)
may be cause by her personal problems and struggle.

3. PLAN I would like to address this problem (mentioned in No. 2) by conducting an action
research on Factors Affecting Teacher’s Poor Performance.

4. ACT
The main objective of my action research is: to identify the factors that affect
teacher’s poor performance.

My specific research questions are:

A. What are the problems and issues that teachers face?
B. What are the influential factors that lea to teacher’s poor performance?

FIELD STUDY 2 – Participation and Teaching Assistantship 9

 Republic of the Philippines
CAGAYAN STATE UNIVERSITY
Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION

To answer my specific research questions, I will conduct a qualitative action research.

CHECK FOR MASTERY

Directions: Read the items given below and encircle the correct answer.

1. Which behavior does a great teacher who can empathize with his/her students display?
A. Feels what students feel.
B. Expects students to understand his/her feelings
C. Gives no assignment
D. Makes test easy

2. According to students, a great teacher is “chill”. What does this mean? Teacher is _____.
I. Cool
II. Calm
III. Doesn’t get overwhelmed
A. I, II, & III
B. I & II
C. I only
D. I & III

3. Which professional competency refers to content knowledge and pedagogy?

I. Apply developmentally appropriate and meaningful pedagogy grounded on content knowledge and
current research.
II. Display proficiency in Mother Tongue, Filipino and English in the teaching and learning process
III. Demonstrate skill in the use of communication strategies, teaching strategies and technologies to
promote high quality learning.
A. I only
B. II only
C. I & II
D. I, II, & III

4. To address the diversity of learners, which professional competency must a teacher display?
A. Apply interactive teaching
B. Do differentiated learning
C. Use problem-based learning
D. Employ project-based learning

5. In the Southeast Asian Teachers Competency Framework, who is at the center with whom the professional
teacher relates?
A. The professional teacher

FIELD STUDY 2 – Participation and Teaching Assistantship 10

 Republic of the Philippines
CAGAYAN STATE UNIVERSITY
Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION

B. The school heads

C. The joyful learner
D. The parent/guardian

WORK ON MY ARTIFACTS
Attach your reflections here.

FIELD STUDY 2 – Participation and Teaching Assistantship 11

 Republic of the Philippines
CAGAYAN STATE UNIVERSITY
Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION

EVALUATE Performance Tasks

Evaluate your work task: Field Study 1, Episode 5 – Creating an Appropriate Learning Environment.

Name of FS Student___________________________________ Date Submitted: __________

Year: ___________________ Course:____________________ Major: _________________

Learning Episode 4 3 2 1
Excellent Very Satisfactory Satisfactory Needs
Improvement
Accomplished All participation
Participation activities / One to two participation Three participation Four or more participation
Activities questions/tasks are activities/questions/tasks are activities / activities/ questions/tasks are
completely answered/ not answered/ accomplished. questions/tasks are not not answered/ accomplished.
accomplished. answered/
accomplished.
Analysis All questions were All questions were answered Questions were not Four or more questions were
answered completely; completely; answers are answered completely; not answered completely;
answers are with depth clearly connected to theories; answers are not clearly answers are not clearly
and are thoroughly grammar and spelling are connected to theories; connected to theories; more
grounded on theories; free from errors. one to three grammatical than four grammatical and
grammar and spelling and spelling errors are spelling errors are found.
are free from errors. found.
Reflections Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow; rarely
supported by what were supported by what were shallow; somewhat supported by what were
observed and analyzed. observed and analyzed. supported by what were observed and analyzed.
observed and analyzed.
Learning Artifacts Portfolio is reflected on Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflected on
in the context of the the context of the learning on in the context of the in the context of the learning
learning outcomes; outcomes; complete, well- learning outcomes; outcomes; incomplete, not
complete, well- organized, very relevant to complete, not organized, organized, not relevant to
organized, highly the learning outcome. relevant to the learning the learning outcome.
relevant to the learning outcome.
outcome.
Submission Submitted before the Submitted on the deadline. Submitted a day after the Submitted two or more days
deadline. deadline. after the deadline.

Comments:
Overall Rating based on
Score Transmutation

Score 20 18-19 17 16 15 14 13-12 11 10 9-8 7-below

Grade 1.0 1.25 1.5 1.75 2 2.25 2.5 2.75 3 3.5 5
99 96 93 90 87 84 81 78 75 72 71-below

_______________________________________ ____________________
Signature of FS Teacher over Printed Name Date

FIELD STUDY 2 – Participation and Teaching Assistantship 12