Part 1. Orientation

PART 1
SESSION 1
OBSERVATION AND PARTICIPATION
Objectives: For the student teacher:

1. To be oriented to the course on Observation and Participation
2. To be convinced of the relevance and the rationale behind every course related rule and
requirement
3. To express willingness to comply with rules and requirements
TEACHER’S INPUT
Congratulations! You have reached the last year of your pre-service education. This
means that if you make good in this course, you will find yourself marching with your toga in
July!
For those of you who are in teacher education not by choice but by force of
circumstances, we hope you have already learned to love the course and are now fully
decided to go on with it. If at this point in time, you haven’t, you will find out how difficult it
will be for you to go through the motion of Observation and Participation with all its
demands. It will be like swimming with the current.
This is the beginning of another one-semester journey. Start right. It ends well that
which begins well. Happy journeying!
Our course menu consists of three main parts: (1) Orientation (you are now on it), (2)
Classroom observation (individual and group), (3) Pre and Post –Classroom Observation
Conference.
 ACTIVITY
A. Complete the following incomplete statements:
1. I believe that the main objective of this course is

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Department of Home Economics and Family Life

HE 98.1 (Observation and Participation/Field Study )
2. The majority of this course shall consist of
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3. I think some requirements of this course are
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4. This course is pertinent to my preparation as a teacher because
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5. One rule I expected to be followed along each of the following is:
a. Punctuality
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b. Attendance
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c. Absence
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d. wearing of uniform
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e. submission of requirements
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f. dealing with students

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g. dealing with fellow student teacher
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h. dealing with the principal

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i. dealing with cooperating teacher
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6. I think the reason why there are rules and requirements are
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 Group yourselves by 6 or 7 then share and compare responses. One of you will be
asked to present your responses to the bigger group.
ANALYSIS
A. Based on the answer shared, find out:
1. The terminal objective of this course
2. The greater bulk of this course as implied by the Descriptive Title
Classroom Observation and Participation
3. Common requirements listed
4. If there are additional course requirements not listed
5. Reasons given for the relevance of this course
6. Rules expected by student teachers
7. Reason(s) for every requirement or rule
 CONCEPT
This is the first course in the Teacher Education Program's practicum section for the
Bachelor of Home Economics Education students. Student Teaching is the second phase,
which is commonly provided in the second semester. This course, which is the initial portion
of the pre-service teacher education program's whole practicum, has as its final goal the
progressive initiation of the student teacher into the world of teaching. Both components
(Observation and Participation, as well as Student Teaching) form the program's integrated
capstone. In teaching institutions, student teachers are provided opportunities to “weld theory

into practice through the application of concepts, principles, and ideas obtained from
instructional specialists” (Slick, et al.1995).
Objectives of the Course: This course aims to supplement whatever teaching related field
experiences the student teacher has prior to observation for him/her to:
1. Gain further insights of the various tasks of the teacher;
2. Observe cooperating teachers demonstrate various teaching methods and
strategies, as well as techniques for evaluating learning outcomes;
3. Observe and participate in various aspects of classroom and school work in order
to gain the necessary teacher skills and attitudes;
4. Gain a better understanding of the nature and characteristics of learners, gain
respect for their individuality, and learn how to interact with them.
 ACTIVITIES
1. Orientation.
2. Group Observation of Demonstration Lessons on Methods/ Strategies and Post –
Observation Conferences – BSHE (or other Education Teachers)
3. Individual Classroom Observations Using Observation Sheets.
4. Attendance in Weekend Conferences with Supervising Instructors.
5. Accomplishment of Reports and Records.
6. Participation in Class Activities and Initial Students Teaching.
 Requirements
1. Attendance and active participation in conference / seminar workshops like the
Basic Education Curriculum Workshop.
2. Attendance and active participation in group observation of demonstration
teaching lessons.
3. Attendance and active participation in individual observation of classroom
proceedings.
4. Accomplished observation sheets.
5. Accomplished forms.
6. Students’ teachers’ portfolios containing graded accomplished forms, lessons

plan.
7. Logbook where the daily activities of the student- teacher are recorded, together
with lessons learned / insights gained.
 Grading System:

Written final exams ------------------------ 20%
Rating from cooperating teachers -------- 30%
Supervisor’s rating ------------------------- 30%
Other requirements ------------------------ 20%
On Rules:
Rules on Observation and Participation are made for your own good as student
teachers and not make life and study more difficult for you. If you are a conscientious student
teacher, you may not even feel that there are rules prohibiting you to be late, to wear anything
you like to wear as you enter a class, to do as you wish because you do things as you should.
However, if you are the happy –go-lucky type of student teacher, you will certainly feel
suffocated by the rules on punctuality, attendance, conduct, uniform, submission of
requirements, etc.
There is a purpose or reason behind every rule. And the purpose is for your own good, for
your growth and development as a teacher. We live in an imperfect world and we too are far
from being perfect. Not all that we like to do and to be are good for us. Thus, these rules.
(Supervising instructor should now come up with the rules on uniform, absence, tardiness,
submission of requirements in consultation with student teachers, hours to spend in school,
etc. This rule formulation should be done in the context of the college/ universities rules and
policies.)
APPLICATION
Answer the following alone:
1. Why is this course given the descriptive title “Observation and Participation”?
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2. Of the same requirements which to you will be most relevant? least relevant?
Why?
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3. Is there any rule or are there rules in this course that you find unreasonable? If
so, why and what do you propose to do?
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4. Are you willing to comply with the rules and requirements of this course?
Elaborate on your answer.
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(Note: Supervising Instructor should give a chance for the sharing of answer.)
SESSION 2

THE PEOPLE I WILL WORK WITH
Objectives:
1. To diagram the situation structure in which the student teacher will find
himself/ herself in the process of Observation and Participation
2. To accept the idea that a basic faith in people is the first step towards a
harmonious relationship
3. To propose a course of action to help solve given problematic situations
ACTIVITY
1. On a piece of bond paper draw yourself at the center. Label it with I or with your
name, the Student Teacher. All around in the diagram write the people you will be
working with in this course. Use arrows to indicate give-and take relationships.
ANALYSIS
Study your diagram carefully. Based on your diagram answer the following:
1. Look at the direction of the arrows. They all point to you and one arrow points to
each of the persons in the diagram. What do the directions of the arrows indicate?
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2. In the context of Observation and Participation how do you regard the persons in
your diagram?
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3. The situation structure you drew implies relationship with these persons in your
diagram. This may imply problems in human relation. Share one tip you can apply
to work out smooth human relations with these persons you will work with.
ABTRACTION

The diagram shows that you are the central figure in the structure. As the central
figure you can do a great deal to facilitate understanding or sow discord and division among
the parties involved.
There will be times when you know for certain that some people around you are
lending you a hand, that they like you and welcome you. Perhaps at other times you think that
one of them is giving you inadequate help, another is making things difficult for you, or still
another does not like you. Surely you will know, too, that the feeling is mutual. You too may
find yourself in a dilemma many times. If you’ll take the initiative to do things, they may
think you are imposing yourself. If you won’t and so wait for orders, they think you are not
sensitive to their need and you lack initiative. It is like “damn if you; damn if you don’t
“situation.
Anyway, whatever comes, have a basic faith in people. This will be your saving
grace. It is good to put in mind that every person you work with is basically good and that
he/she work favourably if you give every person the benefit of the doubt. This is the positive
faith one must have if he/she truly to accept others and be accepted by them, to understand
others, and be understood by them.
APPLICATION
Here are common problematic situations in which student teacher find themselves.
Each group must get one situation to work on. At the end of the small group discussions share
your output with the bigger group.
1. As a group, discuss what you would do if:
a. Pupils/ students who are very much used to the presence of student-teachers
take you for granted. They say “student teacher lang.”
b. You come to know of a fellow student teacher who goes out with his students
at night and even spends some weekends in the homes of some students.
c. Your cooperating teacher gives you less responsibility in the classroom and
you suspect that your cooperating teacher is jealous of the fact that the
students/ pupils like you spend time with you and turn to you for things that
they used to bring to your cooperating teacher.
d. Your cooperating teacher reports to your Supervising Instructor that you report
late and leave early, spend much of your time dreaming, and seem
uninterested in teaching.
e. You feel exploited by the school principal who put you in a classroom
supposedly for 20 minutes until the substitute would arrive but you were left

for an hour and a half and no one came to tell you of the delay or help you in
any way.
f. Your other college professors/ instructors talk about you, student-teachers, as a

group of ingrates. Now that you are in uniform, you do not even greet them as
you meet them along the corridors.
g. If your cooperating teacher teaches you the opposite of what you learned in
the first 3 years of pre-service education.
2. Do these problematic situations arise because of lack of basic faith in people? Can
these be minimized or solved if a basic faith in people exist? Explain.
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SESSION 3

LEVEL OF PREPAREDNESS
Objectives:
For the student-teacher to rate themselves on their level of preparedness.
ACTIVITY
Arends cites pre-requisites to effective teaching in addition to four higher-level
attributes. Rate yourself along these attributes by encircling the number that corresponds to
your answer.
1--- poor
2--- fair
3--- good
4--- very good
5--- excellent
Basic Requirements
1. Academic ability 1 2 3 4 5
2. Command of subjects taught 1 2 3 4 5
3. Care for the well-being of children /youth 1 2 3 4 5
4. Ability to produce results such as academic
achievement and social learning 1 2 3 4 5
Four Higher – Level Attributes
1. Knowledge of teaching and learning 1 2 3 4 5
2. Application of these knowledge bases of teaching and

Learning 1 2 3 4 5
3. Repertoire of best teaching practices 1 2 3 4 5
4. Disposition and skill to approach work reflectively 1 2 3 4 5
5. Disposition and skill to work analytically and

Scientifically 1 2 3 4 5
6. Skill to work with a team 1 2 3 4 5

7. View of learning to teach as a lifelong process 1 2 3 4 5
8. Disposition to work towards the improvement of

one’s teaching 1 2 3 4 5
Total Score: __________
ANALYSIS
The perfect score is 60. Add your score. Find out where you are lowest and highest.
The higher your score the more prepared you are, the lower, the less prepared. Put in mind
that whether your score is high or low you did not obtain zero. This means that definitely you
have strengths. We hope this will enhance your self –image.
Does your score communicate a message? If yes, what? Write it here!
ABSTRACTION
At this stage, nobody can claim he/she is fully and perfectly prepared for teaching.
Your test scores prove this fact. In fact, learning how to teach is a lifetime process. But we
are confident that with time, with all the relevant experiences and with the help of all people
who care, you will grow in greater confidence.
APPLICATION
Go back to the item where you scored lowest in the Activity. Resolve to work on a
particular weakness until you feel you have improved on it. If you succeed maybe, it’s good
to focus your effort on the next and so on.
SESSION 4

BE INSPIRED TO GROW
Objectives:
The student-teachers should be able to draw inspiration and strength
from the experiences of former student teachers for their professional
development.
ACTIVITY
Form a panel of 4 to 5 beginning teachers. If beginning teachers are not available,

the Dean, the Supervising Instructor and other college professors (who were once student-
teachers themselves) will do. Draw their personal experiences when they took Observation
and Participation as a course by interviewing them on the following:
1. Feelings at the beginning, middle, and end of the course
2. Pleasant experiences
3. Not so pleasant experiences
4. Lessons learned
5. Changes in their level of confidence and how it was made possible
6. Advice to student teachers
ANALYSIS
1. Describe the panellists’ development of their level of confidence from beginning

to the end of Observation and Participation course.
2. Do the experiences shared tell you that your panellists always had pleasant
experiences as student-teachers?
3. Did the not-so-pleasant experiences play a role in their development then as

student –teachers?
4. Did any from the panel claim he/she was fully prepared for the course and
therefore had no fear at all?

5. Who in the ultimate analysis was responsible for their growth and development?
ABSTRACTION
Just recall exactly the kind of person you were when you entered college 3 years ago.
Compare your present self with that person three years ago and you will discover that you
have changed considerably- from the dependent and insecure freshman that you were to the
more independent and secure senior that you are now. These modifications in your person
are not just products of accident. They are products of deliberate effort on your part with the
guidance of your mentors and other caring significant others into your life.
The experience of your mentors shared with you all point to this fact, that you can
emerge into that self-confident teacher despite weakness and threats in your environment,
provided you help yourself.
This growth and development are ultimately your effort. No matter how concerned your
mentors are, they, with all their sincere effort to help you become a better student –teacher,
cannot do the change for you. Self –making is your lifetime project.
APPLICATION
The following quotations may become a source of inspiration for you to grow. Choose
one that touches you most. Print the same nicely and have it in a conspicuous place (above
your mirror, cover of your notebook, beneath your top glass, etc.). Every time you feel down
go back to it. Read it for yourself again and again. Feel free to come up with other inspiring
quotations.
“Quality is not a product of accident. It is a product of intention.”

“I never did anything worth doing by accident, nor did any of my inventions come by
accident; they came by work.” – Thomas Edison
“Few things are impossible to diligence and skill.” – Samuel Johnson
“He who defends his weakness can keep them and probably will.” -- Unknown
“To be truly strong know your weakness.”— German proverb
“Quality is a race without a finish line.” – David Kearns
“Treat errors and problems as opportunities for learning, rather than mistakes to be
punished.” – Warren Schmidt
SESSION 5
LEARNING FROM WHAT SCHOOL HEADS

Objectives:
To reflect and comment on what school heads ay about beginning
teachers.
TEACHER’S INPUT
If you are genuinely interested in your growth as teachers, it is good to listen to what
school heads say about your group student-teachers who are also beginning teachers. This
may help you to build on your level of confidence.
ACTIVITY
Read and study the findings of an action on beginning teachers conducted by Corpuz
in 1997. The research was conducted five years ago but the findings may still hold true up to
today. We hear the same comments all around.
An open-ended questionnaire was answered by 77 school principals enrolled in a

Graduate School Class in 1997. These school principals had in their faculty both beginning
and experienced teachers.
Below is Table 1 that presents the strengths of beginning teachers as perceived by the 77
school principals:
Table 1- Strength of Beginning Teachers
Characteristic Trait %
Full of life, enthusiastic, energetic, alive 62(77)
Willing to learn and to update professionally,
eager to grow innovative, creative,
resourceful, full of ideas
31(77)
Ready with multi- sensory aids, equipped
with theories; varied new updated
methodologies 30(77)
Give their best, with sense of service 16(77)
Sympathetic, patient 5(77)
Table 2 also shows the weakness of beginning teachers as perceived by the same group of
principals.

Table 2- Weakness of Beginning Teachers
Characteristic Trait %
Poor communication skills, inability to
express oneself; lack of language facility; full
of ideas but could not articulate well
32(77)
Lack of self -confidence; self-conscious; lack
of exposure to actual teaching situation; with
personal insecurities; quite nervous
22(77)
Difficulty in classroom management;
inability to discipline class 18(77)
Methods and strategies are not clear to
students; finds difficulty in presenting the
lessons; can’t go down to the level of the
slow learners 14(77)
Tackle subject matter fast 14(77)
Lack of emotional maturity; easily
discouraged, very sensitive; too familiar with
students 13(77)
Too much information without formation;
difficulty of integrating values in their lesson;
lack; of internalization of what they teach;
lack of deepening; lack incidental teaching
9(77)
No rapport with teachers, students and
administration 9(77)
Lack emphasis on important points; focus is
on little things 9(77)
Need to have a more integrated view of the
lesson to avoid fragmented lessons 9(77)
Lack of mastery in their own field; poor in
content; lack of mastery of subject matter
6(77)
Difficulty in adjusting to the environment,
situation need to develop more flexibility in
planning 5(77)
Could not imbibe the mission/
goals/principles of the school /lack of
commitment to the school mission 5(77)
Difficulty in lessons planning, syllabus
making, construction of lesson objectives
5(77)
Poor in board work, poor in penmanship 5(77)
Lack of skill in the art of questioning 5(77)

Having seen the beginning teachers’ weakness, the 77 principals strongly suggested the items
presented in Table 3.
Table 3–Principals’Suggestions for an Improved Pre-Service Teacher

Education
Suggestion %
Longer time for practice teaching; more
exposure to actual classroom situation,
observe more experienced teachers; more
demonstration teachings; intensive
monitoring during practice teaching
38(77)
Intensive training and work shop for
communication skills; increase contact
hours in English; both oral and written
additional units in English Grammar.
refresher course in grammar and
composition 23(77)
Value orientation on teaching as a
mission. a vocation; orientation on
qualities of an educator, inculcation of
sense of commitment, pride in the
teaching profession 14(77)
Through supervision by clinical
supervisors 6(77)
ANALYSIS
1. Do you agree with the principals’ observation on beginning teachers’ Strength and
Weakness? Explain your answer.
2. Comparing the first two tables, which do beginning teachers have more? What
does this imply?
3. Are these strengths and weakness true to you? Explain your answer.
4. Do you accept their suggestions for improvement? Elaborate on your comment.
ABSTRACTION
Perceived Strength of Beginning Teachers

Sixty –two percent (62%) of the school administrators perceived the beginning
teachers to be “enthusiastic and energetic.” Other words given to describe them as
enthusiastic and energetic were “always-on-the-go”, with “fervor”, “on fire”, “highly
motivated”, “full of vitality”, “eager to teach” and
“Fast moving.” The dynamism and enthusiasm are reflected in their “initiative to organize
extra- curricular activities and in their participation in their school activities.”
Full of dynamism the beginning teachers are also perceived by almost 1/3 of the
respondents as “willing to learn”, “eager to grow”, “to update themselves professionally”.
Their “willingness to learn” makes them “open to suggestions.” All these point to their
“capacity for change.” Usually, the beginning teachers are in their early 20’s. This can
probably explain why they were described to be “energetic, enthusiastic, and full of life.”
Young and new in teaching, they feel the need to learn more and are eager and willing to
grow. Given the proper guidance and direction, the beginning teacher will blossom into the
confident, professional teacher.
The beginning teachers’ capacity for change jibes with their other perceived
characteristic traits namely “innovativeness”, “creativity”, and “resourcefulness.” Innovative,
creative and resourceful, the beginning teachers ‘are said to be full of “fresh ideas” and are
equipped with “updated methodologies and techniques.” The teachers’ use of multi-sensory
aids may explain why the beginning teachers ‘methodologies and techniques are said to be
“new”, “updated” and “varied.”
A glance at the table further reveals that 16% of the administrators perceived the
beginning teachers, as teachers who “give their best” an index of their “sense of service.”
Perceived Weaknesses
An analysis of the perceived weaknesses of the beginning teachers gives one a more
complete picture of the beginning teachers in terms of personal qualities and skills. Table 2
presents the weaknesses of beginning teachers as perceived by the 77 respondents.
The number of strengths and weaknesses presented in the tables shows that the
weaknesses far outnumber the strengths. This provides that the beginning teachers have still
many things to improve, hence need much support from administrators and colleagues.
The most prominent weakness of beginning teachers is poor communication skill.

They were described by the administrator respondents as “unable to express themselves” and
“full of ideas but could not articulate them well” (32%).
The beginning teachers were further described to be “self- conscious”, “insecure”,

“nervous” (32%) indicators of their “lack of self-confidence “which stem partly from their
“lack of exposure to actual teaching situation.” Their lack of experience or classroom
exposure gives them some “difficulty in classroom management” (18%) and in “maintaining
class discipline” (18%). In a study conducted by Carol S. Weinstein as cited by Ornstein
(1990) beginning teachers and Education students were ask to rank problems they expected.
The beginning teachers ranked “responding effectively to student misbehavior” and
“maintaining discipline” – as top 6th and 7th problems, respectively. Their inexperience could

also partly explain their “unclear use of methods and strategies” (14%) and their “difficulty in
presenting the lesson” (14%).
They “tackle subject matter fast” perhaps because of their “inability to integrate
values in their lessons” (9%). “Too much information without formation” (9%) as another
weakness of beginning teachers as pointed out by the respondents confirms the picture of
beginning teachers who are too engrossed to just pass on fragmented information without
integrating them into the daily life of their students. Engrossed in giving information they are
perceived to have “no rapport with students” (9%), to “lack the ability to express themselves”
(32%), and to “lack self-confidence” (22%), which may arise from their lack of mastery in
their own field (6%), “and lack of exposure to actual teaching situation” (22%). Five percent
of the respondents perceived the beginning teachers to be “not able to imbibe the mission and
goals of the school” of which they are part. This is interpreted by some administrators to
mean “lack of commitment on their part”. The findings in the strengths of beginning teachers,
however, show that 16% of the respondents claim that beginning teachers have sense of
service. Please see table 1. The beginning teachers are likewise perceived to “lack emphasis
on important points” (9%). Their “focus is on little things” (9%) and therefore “need to have
a more integrated view of the lesson to avoid fragmented lessons” (9%). Richard Arends
(1994) cites Lienhardt’s finding from his study of experienced and inexperienced Math
teachers:
The experienced teachers weave a series of lessons to form an instructional topic in a

way that consistently builds upon and advances materials introduced in prior lessons.
Experts also construct lessons that display a highly efficient with-in lesson structure one that
is characterized by fluid movement from one type of activity to another... Novice teachers’
lessons on the other hand, are characterized by fragmented lesson structures with long
transitions between lesson segments... Their lessons do not fit well together within or across
topic boundaries.
The ability to stress the essentials is one competency of the effective teacher. This
competency demands mastery and integration of subject matter. The beginning teacher lacks
the ability to stress the essentials because generally, inexperienced as they are, they “lack
mastery in their own field” (6%) and need to have a more integrated view of the lessons
(9%). If one gropes in his or her lessons presentation, he or she is unable to connect an
information to another information. His first preoccupation is mastery of the subject “lack of
emotional maturity” is another weakness of beginning teachers (13%). They get “easily
discouraged” (13%); they are “very sensitive” (13%) and they are “too familiar with
students” (13%). As stated earlier the beginning teacher is usually in his/her early 20s, a stage
of early adulthood usually characterized by loose emotional control. Their lack of emotional
maturity is somehow confirmed by their “difficulty in adjusting to their environment” (5%),
and their “need for more flexibility” (5%). In the same study conducted by Weinstein cited
earlier, number 3 problem of beginning teachers was “adapting curriculum and instruction to
needs of slow learners” (Ornstein.)
Other weaknesses of beginning teachers cited by the respondents are “difficulty in

lesson planning, syllabus making, construction of lesson objectives “(5%) and the art of

questioning (5%). The weakness worth citing is poor board work or poor penmanship (5%).
The weakness on the art of questioning may be partially attributed to the beginning teachers’
poor communication skills, the most dominant of the beginning teachers’ weakness pointed
out (32%). Five percent of the respondents also cited failure to imbibe the mission
/goal/principles of the school and lack of commitment to the school mission as one weakness
of the beginning teachers Ornstein (1990) cited that the one of the six general causes of
failure the induction period of teachers (first two to three years of teaching) is “lack of
understanding of school’s expectation.” This, therefore, point to the need for orientation of
beginning teachers before school begins.
APLICATION
Come up with a resolution as a result of this session.

Example: If your common weakness is poor communication skills, a good resolution maybe
is; To read one book in English and one article in a professional magazine a week, and to
speak English while in school at all times.
SESSION 6
THE 2002 BASIC EDUCATION CURRICULUM
Objectives:
To identify the features of the 2002 Basic Education Curriculum and its demands in student
teachers .
TEACHER’S INPUT
You are products of the 2002 Elementary School Curriculum (NESC) or New
Secondary School Curriculum (NSEC). This time, there is a curriculum newer than your
NESC/NSEC. You cannot ignore it for by the time you practice your profession you will be
implementing this 2002 Basic Education Curriculum (BEC).
ACTIVITY
Invite an expert on the 2002 Basic Education Curriculum – a School Division
Superintendent, or a Chief of the Elementary and Secondary Education Division in your
region or an Education Supervisor. Have a panel discussion on the new BEC with the express
serving as panel.
The following questions may guide the moderator of the panel discussion:
1. How does this BEC differ from the NESC and the NSEC?
2. What are its special features? What are its strengths?
3. What are the reasons behind the introduction of this new BEC?
4. What problems may be met in the implementation of the BEC?
5. What measures were undertaken by the leaders of the Department of Education to
minimize if not eliminate these problems?
6. What is teacher, principals and supervisors saying about the 2002 BEC?
7. What are your thoughts and feelings about the 2002 BEC?
8. Do the Philippines Elementary Learning Competencies (PELC) and the
Philippines Secondary Learning Competencies (PSLC) have a place in this 2002
BEC?
9. What advice can you give to student teachers to prepare them better for teaching?
What must student teachers have or able to do for them to be able to help
implement the curriculum effectively?
When the moderator has asked all questions, moderator may give chance to student-teachers
to ask their questions personally.
ANALYSIS
Based on the responses/comments of the panel of experts, discuss the following:

1. Distinctive features of the 2002 BEC
2. Reasons behind the changes
3. Measures undertaken by DepEd leaders to cushion the impact of the introduction
of the BEC
4. Perceptions and sentiments of teachers, supervisors, re: BEC in general
5. Demands of the 2002 BEC on teachers
ABSTRACTION
Philosophy of the 2002 Curriculum
The ideal Filipino leaner in our rapidly changing world is one who is empowered for
lifelong learning and is an active maker of meaning wherever she/he is. Such an empowered
leaner is competent in learning how to learn and has life skills so that she/ he becomes a self
–developed person who is makabayan (patriotic), makatao (mindful of humanity), maka-
kalikasan (respectful of nature), and maka- Diyos (godly). This is the vision of the Philippine
basic education, both formal and non-formal.
The DepEd curriculums stands on the conviction that functional literacy in its
comprehensive meaning is the ability that is most essential for lifelong learning in our risky
new world. Filipino learners who attain functional literacy will have acquired sufficient self-
disciplined, which can lead to sustainable accomplishment when combined with our people’s
innate adaptability t o change. With functional literacy, Filipino learners can do self-regulated
learning, and with enough motivation, they on their own can seek sources of knowledge (for
example, the library or the internet), read instructional materials, and conduct explorations on
other subject matters or topic that interest them. The curriculum aims at empowering the
Filipino learner to be capable of self development throughout one’s life and to be patriotic
benevolent, ecologically aware and godly. This overall aim entails the acquisitions of life
skills a reflective understanding and internalization of principles and values and the
development of the person’s multiple intelligences, thus, in the restructured curriculum
training in life skills the identification and analysis of values and the recognition of multiple
intelligence permeate all the learning areas.
The design of the curriculum is based on the principle that there are two main sources
of reliable and meaningful knowledge for contemporary basic education: expert systems of
knowledge and the learner’s experience in his/her context. The curriculum has been
restructured so that these two main sources and their elements (particularly the learners,
teachers, instructional materials, and information technology) will interact with one another
reciprocally, and in this sense the restructured curriculum is an interactive one. Also, what
makes this curriculum interactive is the use of information technology and the greater
emphasis on computer literacy in all the learning areas in every school where equipment is
available.

The idea teacher for the interactive curriculum is not the authoritarian instructor but
the trustworthy facilitator or manager of the learning process. She is not somebody on whom
learners always lean but somebody who gradually rids them on the tendency to lean. She
enables learners to become active constructors of knowledge and not passive recipients of
information.
The ideal teacher helps students to learn not primarily answer but how to reflect on
characterize and discuss problems, and how, on their own initiative, they can form or find
valid answer. It is learning how and not just what, in order that learners do the work
themselves and thus have an experience of genuine democracy, where people have not only
rights but also responsibilities. Furthermore, with today’s rapid change in information and
knowledge content, learning how is more important than learning what.
Features of the Restructured Curriculum

Competence in learning how to learn throughout one’s life in his changing world
entails the secure attainment of functional literacy, which includes essential abilities such as
linguistic fluency and scientific –numerical competence. In Philippine basic education,
mastery of these essentials implies that English and Filipino, Mathematics, and Science are
indispensable learning areas in the restructured curriculum. They are considered the basic
tool subjects. The time allotment for these subjects will be increased not to burden the
learners with additional dispensable content but to increase the time for tasks and activities to
gain mastery of basic competencies and to help the learners reflect on and contextualize
content.
Among the tool subjects, the integration of English, Science and Mathematics will be
emphasized through innovative and interdisciplinary modes of instructional delivery. As for
the teaching of Filipino, it will be enriched through the integration of vocabulary, values, and
competencies from the social sciences.
Even with the integration of values and life skills in English, Filipino, Mathematics
and Science, however it is inevitable that these learning areas will accentuate the
development of linguistic and logical – mathematical intelligences. Thus, there is a need for
one other learning area to provide more opportunities for the learner to pursue other
meaningful interest and to develop the interpersonal, spatial, musical and bodily- kina
esthetic intelligences.
The fifth learning area in the restructured curriculum will be a “laboratory of life” or a
practice environment. Among the areas it will be the most experiential, interactive
interdisciplinary and value –laden (cultural, aesthetic, athletic, vocational, politico-economic
and moral values). It will be the learning area that will provide the Filipino learner the quality

time to demonstrate practical knowledge and life skills that have been gained, especially the
skills of empathy vocational efficiency, and problem –solving in daily life.
Love of country serves as the unifying principle for the diverse values in the fifth
learning area, which is thus called Pagkamakabayan or Makabayan for short. Love of
country, which Andres Bonifacio described as banal na pag-ibig, serves as the highlight that
radiates the rainbow –like diversity of values in this learning area. As a practice environment
Makabayan will cultivate in the learner a healthy personal and national self-concept, which
includes adequate understanding of Philippine history and genuine appreciation of our local
cultures, crafts arts, music, and games. Makabayan will promote a constructive or healthy
patriotism, which is neither hostile nor isolationist toward other nations bur appreciative of
global interdependence.
In summary , these are the features that make the 2002 DepEd curriculum for
Grades1-6 and First Year – Fourth Year different from previous curricula (NESC and
NSEC) (a) restructuring of the learning areas to five ( Filipino, English, Science,
Mathematics, and Makabayan) (b) stronger integration of competencies and values within
and across the learning areas, (c) greater emphasis on the learning process and
interdisciplinary modes of teaching and (d) increased time for tasks to gain mastery of
competencies of the basic tool subjects. (Source: Department of Education, the 2002 Basic
Education Curriculum, 5th draft,
APPLICATION
Divide the big group into two. One group will be assigned to give the features of the
New Basic Education Curriculum by an acronym. The other group will be assigned to
identify the skills and the traits demanded of teachers by the use of an acronym too.
Volunteers / selected student teachers will be asked to share their acronyms with the big
group.
SESSION 7
MY PHILOSOPHY OF EDUCATION
Objectives:
1. To reflect on and share one’s philosophy of education
2. To be convinced of the unifying role of a philosophy of education
TEACHERS’ INPUT
There is a reason or explanation for every person’s behaviour. This reason or
explanation is anchored on the person’s philosophy of life.
Everyone has a philosophy of life. Even the one who claims he/she has no life
philosophy has a life philosophy. His life philosophy is that he/she has no life philosophy.
A teacher’s philosophy of life includes his/her philosophy of education. His/ her

philosophy of education governs how he/she teaches, relates to his/her pupils/students’
colleagues and superiors, and how he/she handles teaching job.
In your course, Foundation of Education, particularly the philosophical foundations

of education, you came across various philosophies of education. We hope you remember
them at this point.
It is important that you have your own philosophy of education and that philosophy
of education of yours must be clear to you. This becomes your governing principle, your light
in moments of darkness, your guide in times of confusion and your strength when you feel
like giving up. In short, your philosophy of education enables you to become consistent and
therefore genuine and authentic from Monday to Sunday, twenty-four hours a day inside and
outside the classroom.
ACTIVITY: Do the following:
1. What is your concept of the pupil/ student? To what do you compare him/her? If you
can do this better by drawing, feel free to do so.
2. With that concept of the pupil/ student, complete these statements:
a. I teach best when

________________________________________________________________

________________________________________________________________
________________________________________________________________
____________________________________
b. As a teacher my role is
________________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________
c. I will be the happiest teacher in the world when

________________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________
d. The good life that I teach to my pupils/student is

________________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________
3. Share your drawings/responses with your small groups. Anyone among your group
may want to share his/her responses with the bigger group after.
Five sharing for analysis will do.
ANALYSIS
For analysis put in matrix what have been shared by five classmates. This matrix
may be put on the board for analysis.
Student-Teacher
ITEM 1 2 3 4 5
1.Concept of pupil/student
2.I teach best when

3.As a teacher, my role is
4.I’ll be happiest when
5.The good life
As a small group
Answer the following question in your small groups then share your answer with
the big group.
1. Which concepts/ drawing are similar?
2. Which are contrasting?
3. Do the five-student teacher who presented share exactly the same philosophy of
education? Explain your answer.
4. Based on what were shared, is there consistency in the student –teacher’s
thoughts from items 1 to 5? Elaborate on your answer.
ABSTRATION
A teacher’s philosophy includes his/her concept of man, concept of best teaching
methodology, what should be taught and what should be valued.
It is important for a teacher to have a clear philosophy of education for this is the
one that unifies his/her thoughts, and actions. This is the one that enables him /her to be
consistent. Without a unifying philosophy of education, a teacher ‘s behaviour would be far
from being consistent.
Philosophy of education is something that one owns and may not be exactly the
same with that of others for this is something personal, specific to every unique person.
APPLICATION
Write down your own philosophy of education – your concept of the learner, best
way of teaching and learning role of a teacher, and the good and happy life that you wish
every pupil/student should lead.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________


Part 1. Orientation

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PART 1

OBSERVATION AND PARTICIPATION

Objectives: For the student teacher:

A. Complete the following incomplete statements:

1. I believe that the main objective of this course is

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f. dealing with students

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h. dealing with the principal

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6. Students’ teachers’ portfolios containing graded accomplished forms, lessons

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1. As a group, discuss what you would do if:

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f. Your other college professors/ instructors talk about you, student-teachers, as a

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Four Higher – Level Attributes

1. Knowledge of teaching and learning 1 2 3 4 5

2. Application of these knowledge bases of teaching and

3. Repertoire of best teaching practices 1 2 3 4 5

4. Disposition and skill to approach work reflectively 1 2 3 4 5

5. Disposition and skill to work analytically and

6. Skill to work with a team 1 2 3 4 5

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8. Disposition to work towards the improvement of

Total Score: __________

Does your score communicate a message? If yes, what? Write it here!

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Form a panel of 4 to 5 beginning teachers. If beginning teachers are not available,

1. Feelings at the beginning, middle, and end of the course

3. Not so pleasant experiences

5. Changes in their level of confidence and how it was made possible

6. Advice to student teachers

1. Describe the panellists’ development of their level of confidence from beginning

3. Did the not-so-pleasant experiences play a role in their development then as

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“Quality is not a product of accident. It is a product of intention.”

“Few things are impossible to diligence and skill.” – Samuel Johnson

“To be truly strong know your weakness.”— German proverb

“Quality is a race without a finish line.” – David Kearns

LEARNING FROM WHAT SCHOOL HEADS

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An open-ended questionnaire was answered by 77 school principals enrolled in a

Table 1- Strength of Beginning Teachers

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Table 3–Principals’Suggestions for an Improved Pre-Service Teacher

4. Do you accept their suggestions for improvement? Elaborate on your comment.

Perceived Strength of Beginning Teachers

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The most prominent weakness of beginning teachers is poor communication skill.

The beginning teachers were further described to be “self- conscious”, “insecure”,

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The experienced teachers weave a series of lessons to form an instructional topic in a

Other weaknesses of beginning teachers cited by the respondents are “difficulty in

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Come up with a resolution as a result of this session.

THE 2002 BASIC EDUCATION CURRICULUM

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