FIELD STUDIES 1

GUIDE NOTES:
NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)
Domain 1. Social Regard for Learning (SRFL)
The SRFL domain focuses on the ideal that teachers serve as positive and powerful role models
of the value in the pursuit of different efforts to learn. The teacher’s action, statements, and
different types of social interactions with students exemplify this ideal.
Domain 2. Learning Environment (LE)
This domain focuses on importance of providing a social, psychological and physical
environment within which all students, regardless of their individual differences in learning, can
engage in the different learning activities and work towards attaining high standards of learning.
Domain 3. Diversity of Learners (DOL)
The DOL domain emphasizes the ideal that teachers can facilitate the learning process even with
diverse learners, by recognizing and respecting individual differences and by using knowledge
about their differences to design diverse sets of learning activities to ensure that all learners can
attain the desired learning goals.
Domain 4. Curriculum (Curr.)
The curriculum domain refers to all elements of the teaching-learning process that work in
convergence to help students understand the curricular goals and objectives, and to attain high
standards of learning defined in the curriculum. These elements include the teacher’s knowledge
of subject matter and the learning process, teaching-learning approaches and activities,
instructional materials and learning resources.
Domain 5. Planning, Assessing & Reporting (PAR)
This domain refers to the alignment of assessment and planning activities. In particular, the PAR
focuses on the (1) use of assessment data to plan and revise teaching-learning plans; (2)
integration of assessment procedures in the plan and implementation of teaching-learning
activities, and (3) reporting of the learners’ actual achievement and behavior.
Domain 6. Community Linkages (CL)
The LC domain refers to the ideal that classroom activities are meaningfully linked to the
experiences and aspirations of the learners in their homes and communities. Thus, this domain
focuses on teachers’ efforts directed at strengthening the links between schools and communities
to help in the attainment of the curricular goals.
Domain 7. Personal Growth & Professional Development (PGPD)
The PGPD domain emphasizes the ideal that teachers value having a high personal regard for the
teaching profession, concern for professional development, and continuous improvement as
teachers.
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
Objectives:
1. Set out clear expectations of teachers along well-defined career stages of professional
development from beginning to distinguished practice;
2. Engage teachers to actively embrace a continuing effort in attaining proficiency; and
3. Apply a uniform measure to assess teacher performance, identify needs, and provide
support for professional development.
Domain 1. Content Knowledge and Pedagogy
 recognizes the importance of teachers’ mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a sound and critical
understanding of the application of theories and principles of teaching and learning.
1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-order
thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
Domain 2. Learning Environment
 highlights the role of teachers to provide learning environments that are safe, secure, fair
and supportive in order to promote learner responsibility and achievement.
1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
 4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
Domain 3. Diversity of Learners
 emphasizes the central role of teachers in establishing learning environments that are
responsive to learner diversity.
1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Domain 4. Curriculum and Planning
 addresses teachers’ knowledge of and interaction with the national and local curriculum
requirements. This Domain encompasses their ability to translate curriculum content into
learning activities that are relevant to learners and based on the principles of effective
teaching and learning.
1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
Domain 5. Assessment and Reporting
 relates to processes associated with a variety of assessment tools and strategies used by
teachers in monitoring, evaluating, documenting and reporting learners’ needs, progress
and achievement.
1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs
Domain 6. Community Linkages and Professional Engagement
  affirms the role of teachers in establishing school-community partnerships aimed at
enriching the learning environment, as well as the community’s engagement in the
educative process.
1. Establishment of learning environments that are responsive to community contexts
2. Engagement of parents and the wider school community in the educative process
3. Professional ethics
4. School policies and procedures
Domain 7. Personal Growth and Professional Development
 focuses on teachers’ personal growth and professional development. It accentuates
teachers’ proper and high personal regard for the profession by maintaining qualities that
uphold the dignity of teaching such as caring attitude, respect and integrity.
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals
Career Stages
Career Stage 1 or Beginning Teachers have gained the qualifications recognized for entry into
the teaching profession.
Career Stage 2 or Proficient Teachers are professionally independent in the application of
skills vital to the teaching and learning process.
Career Stage 3 or Highly Proficient Teachers consistently display a high level of performance
in their teaching practice.
Career Stage 4 or Distinguished Teachers embody the highest standard for teaching grounded
in global best practices.

Career Path of Professional Teachers

1. Beginning – 1 to 3 years of teaching
2. Young – 4 to 10 years
3. Mentor/Master – 11 to 15 years
4. Expert/Sterling – 15 years and above
 Sigmund Freud’s Psychosexual (Psychoanalytical) Development
STAGE TASK FOCUS
Oral (Infants) Relief of anxiety through  A sense of security and the ability to trust
oral gratification of needs others are derived from the gratification of
0-18 mos basic needs
“MOUTH”
Anal Learning independence and  Voluntary control of anus is acquired (toilet
(Toddlers) control with focus on training)
excretory functions  Strict – Fecal retention – adult retentive
18 mos-3 y/o personalities (stubbornness) OR Expel feces
“ANUS” inappropriately – cruelty, disorganization
 More permissive – Extrovert, productive
Phallic/Oedipal Identification with parents  Focus on genital organs
(Preschoolers) of the same sex,  Penis is the organ of interest for both sexes
development of sexual  Penis envy – desire to possess a penis
3-6 y/o
identity  Masturbation is common
 Oedipal complex (boys) / Electra complex
“GENITALS” (girls) – unconscious and strong desire to
eliminate the parent of the same sex
Latency Sexually repressed and  Sexual drive channeled into socially
(School-agers) focus on relationship with acceptable activities (School work,
same sex socialization)
6-12 y/o
“ABSENT”
Genital Libido reawakened as  Sexual behaviors evolve to acceptable ones
(Adolescents) genital organs mature and by societal norms
focus on opposite sex  Capacity for true intimacy is developed
13-20 y/o
“GENITALS”

Erik Erikson’s Psychosocial Theory of Human Development

DEVELOPMENTAL MASTERY RESTRICTED EXCESSIVE
TASK
Trust vs. Mistrust Realistic trust of self Suspiciousness Overly trusting,
(Hope) and others gullible
0-18 mos
Autonomy vs. Shame & Self-control Self-doubt Defiance,
 Doubt (Will) reckless
18 mos-3 y/o
Initiative vs. Guilt Adequate Excessive guilt, Little senses of
(Purpose) conscience, creative embarrassment guilt
3-6 y/o
Industry vs. Inferiority Sense of competence, Feeling unworthy and Overly high-
(Competence) completion of inadequate achieving,
projects perfectionist
6-12 y/o
Identity vs. Role Sense of emotional Lack or giving up on Dramatic
Confusion (Fidelity) stability goals overconfidence;
flamboyant
12-20 y/o
Intimacy vs. Isolation Ability to give and Aloneness Possessiveness
(Love) receive love and jealousy
20-40 y/o
Generativity vs. Productive Self-centeredness Too many
Stagnation (Care) professional or
community
40-60 y/o
activities
Ego Integrity vs. Self-acceptance, Helplessness, Inability to
Despair (Wisdom) dignity worthlessness reduce activities
60 y/o-above

Jean Piaget’s Theory of Cognitive Development

Stage Focus
Sensorimotor (0-2 y/o) Development proceeds from reflex activity to representation
and sensorimotor solutions to problems.
*Object permanence – tangible object exists when out of sight
Pre-operational (2-7 y/o) Learning to express self in language
*Egocentrism – inability to accept others opinions
Concrete Operational (7-12 Learning to apply logic to thinking
y/o)
*Reversibility - The child learns that some things that have
 been changed can be returned to their original state
*Conservation - being able to conserve means knowing that a
quantity doesn't change if it's been altered
*Decentering - process by which a child becomes capable of
considering more than one aspect of an object or situation at a
time.
*Seriation - the ability to sort objects or situations according
to any characteristic
Formal Operational (12 y/o Learning to think and reason in abstract terms; hypothesis
and above)

Lawrence Kohlberg’s Development of Moral Reasoning

Level I PRECONVENTIONAL LEVEL
Stage 1 (Punishment and Obedience) Stage 2 (Instrumental
Relativist)
-Behavior is motivated by fear of
punishment -Behavior is motivated by rewards
or favors
Level II CONVENTIONAL LEVEL
Stage 3 (Good Boy-Nice Girl) Stage 4 (Society-Maintaining)
-Behavior is motivated by expectation -Behavior is motivated by
of others; approval obedience to law and order
Level III POSTCONVENTIONAL
Stage 5 (Social Contract) Stage 6 (Universal Ethics
Principle)
-Behavior is motivated by respect for
universal laws and moral principles -Behavior is motivated by
internalized principles

Burrhus Frederic Skinner – Operant Conditioning

 referred to as instrumental conditioning
 method of learning that employs rewards and punishments for behavior.
 an association is made between a behavior and a consequence (whether negative or
positive) for that behavior
  E.g. When lab rats press a lever when a green light is on, they receive a food pellet as a
reward. When they press the lever when a red light is on, they receive a mild electric
shock. As a result, they learn to press the lever when the green light is on and avoid the
red light.
Operant – refers to any "active behavior that operates upon the environment to generate
consequences."
 heavily influenced by the work of Edward Thorndike, who had proposed the law of
effect.
 Actions that are followed by reinforcement will be strengthened and more likely to occur
again in the future.
 Conversely, actions that result in punishment or undesirable consequences will be
weakened and less likely to occur again in the future.
Respondent behaviors – those that occur automatically and reflexively, such as pulling your
hand back from a hot stove or jerking your leg when the doctor taps on your knee. You don't
have to learn these behaviors. They simply occur automatically and involuntarily.
 Positive reinforcers are favorable events or outcomes that are presented after the
behavior.
 Negative reinforcers involve the removal of an unfavorable events or outcomes after the
display of a behavior.
Operant behaviors – those under our conscious control. Some may occur spontaneously and
others purposely, but it is the consequences of these actions that then influence whether or not
they occur again in the future.
Operant conditioning chamber (Skinner box) – The chamber could hold a small animal, such
as a rat or pigeon. The box also contained a bar or key that the animal could press in order to
receive a reward.
Cumulative recorder – The device recorded responses as an upward movement of a line so that
response rates could be read by looking at the slope of the line.
Positive punishment (punishment by application) – presents an unfavorable event or outcome in
order to weaken the response it follows.
Negative punishment (punishment by removal) – occurs when a favorable event or outcome is
removed after a behavior occurs.
Ivan Pavlov – Classical Conditioning
 A type of learning that happens unconsciously.
 An automatic conditioned response is paired with a specific stimulus.
Unconditioned stimulus. This is the thing that triggers an automatic response. Food is the
unconditioned stimulus in Pavlov’s dog experiment.
Unconditioned response. This is what response naturally occurs when you experience the
unconditioned stimulus, such as salivating from the food.
Conditioned stimulus. This is considered a neutral stimulus. When you’re presented with it over
and over before the unconditioned stimulus (e.g., food), it will start to evoke the same response.
The bell before the food is the conditioned stimulus.
Conditioned response. This is the acquired response to the conditioned stimulus (the bell),
which is often the same response as the unconditioned response. So, the dogs salivated for the
bell the same way they salivated for the food in front of them.
Extinction. This term is used when you start presenting the conditioned stimulus (the bell) over
and over but without the unconditioned stimulus (the food). Over time, the dogs would unlearn
their conditioning that the bell means food is coming.
Generalization. This refers to when you can generalize similar things and respond the same
way. Dogs began salivating at sounds similar to bells because they were generalizing what they
learned.
Discrimination. The opposite of generalization, this is our ability to tell the difference when
something is similar but not identical, so it won’t produce the same response. A horn sound, for
instance, wouldn’t make the dogs salivate.

Jacob Kounin – Classroom Management Theorists and Theories

 Jacob Kounin is an educational theorist who focused on a teacher’s ability to affect
student behavior through instructional management.
 He believed that in order for a teacher to have an effective connection between
management and teaching, there needed to be good Lesson Movement.
Good Lesson Movement
 1. Withitness – a teacher’s ability to know what was going on at all times in his/her
classroom; it is not necessary for the teacher to know what is going on, but for the
students to perceive that the teacher knows.
2. Overlapping – ability for a teacher to multi-task. Being able to present a new topic while
preventing misbehaviors is essential for a teacher.
3. Momentum – the flow of a lesson. A teacher must be able to “roll-with-the-punches” in
acknowledging that things might go wrong and being able to fluidly adapt and continue
onward despite distractions and disruptions.
4. Smoothness – being able to keep on track without getting on tangents as well as being
diverted by irrelevant questions or information is important.
5. Group Focus –ability of a teacher to engage the whole class using techniques such as
building suspense or asking community questions.
Other Terms: Classroom Management
1. Dangling – occurs when a teacher leaves a topic without having finalized it, provides a
summation, or otherwise drawn the lesson to a full conclusion.
2. Truncation – teacher goes from one topic to another having no clear directions
3. Flip-flop – inserting unrelated topics to the original topic
4. Thrust – occurs when a teacher fails to assess readiness of students or gives unclear
instructions about an activity
5. Ripple Effect - correcting one student’s behavior while influencing others
6. Be Proactive, Not Reactive - Providing solutions to a problem before it happens.
7. Overdwelling – the teacher tends to perseverate on a single topic
Cultural Relativism – ability to understand a culture on its own terms and not to make
judgments using the standards of one's own culture.
Ethical Relativism – theory that holds that morality is relative to the norms of one's culture.
That is, whether an action is right or wrong depends on the moral norms of the society in which
it is practiced.
Ethical dilemma (ethical paradox or moral dilemma) – a problem in the decision-making
process between two possible options, neither of.

Acculturation vs. Enculturation vs. Assimilation

  Assimilation is a process in which a minority group/person becomes a part of a dominant
group or assume the values, behaviors, and beliefs of another group.
 Acculturation is a process in which a person or group of certain culture adopt the values,
norms and practices of another group, while still retaining their own culture.
 Enculturation is the process by which an individual learns about his/her own culture.

Degrees of Moral Certitude/ Types of Conscience

 Callous - not feeling or showing any concern about the problems and suffering of other
people
 Strict - one who chooses the hardest way to do something
 Pharisaical - marked by insincere self-righteousness
 Scrupulous - involves one who is being overly critical of himself. Such a person always
has a fear of sinning when there is no sin, or is in constant doubt, and/or is in fear of
committing a mortal sin; tends to see sins when there is none
 Lax - fails to see a sin when actually there is one, tends to minimize its seriousness
 Certain - the judgment about the goodness or evil of a particular action that is made
without fear of being mistaken
 Doubtful/Probable - the suspension of judgment on the moral goodness or evil of action
because the intellect cannot see clearly whether it is good or bad
 Perplexed - when one is compelled to choose between two evils. (Of two evils, choose
the least.)

Ethical Principles
 Principle of Formal Cooperation - it occurs when someone intentionally helps another
person carry out a sinful act.
 Principle of Material Cooperation - when a person's actions unintentionally help
another person do something wrong.
 Principle of Lesser Evil - The principle that when faced with selecting from two
immoral options, the one which is least immoral should be chosen.
  Principle of Double Effect - This principle aims to provide specific guidelines for
determining when it is morally permissible to perform an action in pursuit of a good end
in full knowledge that the action will also bring about bad results.
 Principle of Hedonism - the belief that pleasure, or the absence of pain, is the most
important principle in determining the morality of a potential course of action.
 Principle of Utilitarianism/ Altruism - a theory based on the principle that "actions are
right in proportion as they tend to promote happiness, wrong as they tend to produce the
reverse of happiness."

Differentiated Instruction
- Differentiating instruction means that you observe and understand the differences and
similarities among students and use this information to plan instruction.
Ongoing, formative assessment: Teachers continually assess to identify students’ strengths and
areas of need so they can meet students where they are and help them move forward.
Recognition of diverse learners: The students we teach have diverse levels of expertise and
experience with reading, writing, thinking, problem solving, and speaking. Ongoing assessments
enable teachers to develop differentiated lessons that meet every students’ needs.
Group Work: Students collaborate in pairs and small groups whose membership changes as
needed. Learning in groups enables students to engage in meaningful discussions and to observe
and learn from one another.
Problem Solving: The focus in classrooms that differentiate instruction is on issues and
concepts rather than “the book” or the chapter. This encourages all students to explore big ideas
and expand their understanding of key concepts.
Choice: Teachers offer students choice in their reading and writing experiences and in the tasks
and projects they complete. By negotiating with students, teachers can create motivating
assignments that meet students’ diverse needs and varied interests.

BAUMRIND PARENTING STYLES: FOUR TYPES OF PARENTING

Authoritarian Parenting
Authoritarian parents are often thought of as disciplinarians.
 They use a strict discipline style with little negotiation possible. Punishment is common.
  Communication is mostly one way: from parent to child. Rules usually are not explained.
Permissive Parenting
Permissive or Indulgent parents mostly let their children do what they want, and offer limited
guidance or direction. They are more like friends than parents.
 Their discipline style is the opposite of strict. They have limited or no rules and mostly
let children figure problems out on their own.
 Communication is open but these parents let children decide for themselves rather than
giving direction.
 Parents in this category tend to be warm and nurturing.
Uninvolved Parenting
Uninvolved parents give children a lot of freedom and generally stay out of their way. Some
parents may make a conscious decision to parent in this way, while others are less interested in
parenting or unsure of what to do.
 No particular discipline style is utilized. An uninvolved parent lets a child mostly do what
he wants, probably out of a lack of information or caring.
 This group of parents offers little nurturing.
 There are few or no expectations of children.
Authoritative Parenting
Authoritative parents are reasonable and nurturing, and set high, clear expectations. Children
with parents who demonstrate this style tend to be self-disciplined and think for themselves. This
style is thought to be most beneficial to children.
 Disciplinary rules are clear and the reasons behind them are explained.
 Authoritative parents are nurturing.
 Expectations and goals are high but stated clearly. Children may have input into goals.