Bicol University

College of Education
Daraga, Albay

Field Study 6- On Becoming a

Teacher
 
Learning Episode 1
Prepared by:
MARIE JUSTINE M. BARANQUIL
CCT-1
 LEARNING
OUTCOMES

In this learning episode, you are expected to:

 Evaluate oneself based on the Beginning Teacher Indicators of the
Philippine Professional Standards for Teachers.
 Reflect on one’s strengths and weaknesses in terms of personal and
professional attributes on becoming a teacher.
 Perform a micro demo-teaching of a lesson plan that they had
prepared.
Activities or Learning Tasks
This episode will require you to accomplish three learning tasks.
 Task 1
 Accomplish the Self-assessment to see how far you have gone in achieving the Beginning
Teacher Indicator (BTI) stipulated in the Philippine Professional. Determine which
indicators you have not realized yet.
 Task 2
 When you graduate in your baccalaureate degree, it is expected that you have
achieved all the indicators in the BTI; to a point that you are already
demonstrating/applying them in real life. Moreover, you are expected to continue your
professional development through relevant personal and professional engagements. To help
you visualize your personal and professional goals, you are going to present your self-
assessment; indicating present opportunities and possible constraints or barriers to your
journey as well as possible counter measures to overcome them.

Not Achieved
Domain 1: Content Knowledge and Pedagogy
(Without any evidence to
support claim of achievement)
Slightly Achieved
Moderately Achieved Fully Achieved
(Without evidence to support Evidence
claim of achievement, but with (With one (1) evidence to (With two or more evidence/s
(Attach link or soft copy of
ongoing engagement/s which support claim of to support claim of
evidence/s)
could support claim of achievement.) achievement.)
achievement.)

1.1.1 Demonstrate content knowledge and its      

application within and/or across curriculum teaching
areas.   ✔
1.2.1 Demonstrate an understanding of research-        
based knowledge and principles of teaching and
learning.  ✔
1.3.1 Show skills in the positive use of ICT to        
facilitate the teaching and learning process.
 ✔
1.4.1 Demonstrate knowledge of teaching strategies    
that promote literacy and numeracy skills.
   ✔
1.5.1 Apply teaching strategies that develop critical        
and creative thinking, and/or other higher-order
thinking skills.  ✔
1.6.1 Use Mother Tongue, Filipino and English to        
facilitate teaching and learning.
 ✔
1.7.1 Demonstrate an understanding of the range of        
verbal and non-verbal classroom communication
strategies that support learner understanding,
participation, engagement and achievement.
 ✔

Indicators that are not yet achieved:

 
Remarks/Insights:

 
 Slightly Achieved
Moderately Achieved Fully Achieved
Not Achieved (Without evidence to support
Evidence
Domain 2: Learning Environment claim of achievement, but with (With one (1) evidence to (With two or more evidence/s
(Without any evidence to (Attach link or soft copy of
ongoing engagement/s which support claim of to support claim of
support claim of achievement) evidence/s)
could support claim of achievement.) achievement.)
achievement.)
2.1.1 Demonstrate knowledge of policies, guidelines      
and procedures that provide safe and secure learning
environments.  ✔  
2.2.1 Demonstrate understanding of learning      
environments that promote fairness, respect and care
to encourage learning.    ✔
2.3.1 Demonstrate knowledge of managing classroom      
structure that engages learners, individually or in
groups, in meaningful exploration, discovery and
hands-on activities within the available physical
learning environments.
   ✔

2.4.1 Demonstrate understanding of supportive      

learning environments that nurture and inspire learner
participation.    ✔
2.5.1 Demonstrate knowledge of learning      
environments that motivate learners to work
productively by assuming responsibility for their own  ✔  
learning.

2.6.1 Demonstrate knowledge of positive and non-      

violent discipline in the management of learner
behavior.  ✔  
Indicators that are not yet achieved:

 
Remarks/Insights:

 
 Slightly Achieved
Not Achieved (Without evidence to Moderately Achieved Fully Achieved
Evidence
support claim of
Domain 3: Diversity of Learners (Without any evidence to (With one (1) evidence (With two or more
achievement, but with (Attach link or soft
support claim of to support claim of evidence/s to support
ongoing engagement/s copy of evidence/s)
achievement) achievement.) claim of achievement.)
which could support claim
of achievement.)
3.1.1 Demonstrate knowledge and      
understanding of differentiated teaching to   ✔
suit the learners’ gender, needs, strengths,  
interests and experiences.
3.2.1 Implement teaching strategies that      
are responsive to the learners’ linguistic,   ✔
cultural, socio-economic and religious  
backgrounds.
3.3.1 Use strategies responsive to learners      
with disabilities, giftedness and talents.
  ✔
 

3.4.1 Demonstrate understanding of the      

special educational needs of learners in
difficult circumstances, including:   ✔
geographic isolation; chronic illness;  
displacement due to armed conflict, urban
resettlement or disasters; child abuse and
child labor practices.
3.5.1 Demonstrate knowledge of teaching      
strategies that are inclusive of   ✔
learners from indigenous groups.  
 
Indicators that are not yet achieved:

 
Remarks/Insights:

 
Domain 4: Curriculum and Not Achieved Slightly Achieved Moderately Fully Achieved
Planning (Without any evidence to (Without evidence to
Achieved (With two or more Evidence
support claim of support claim of evidence/s to support
(With one (1) evidence
achievement) achievement, but with claim of achievement.) (Attach link or soft
to support claim of
ongoing engagement/s copy of evidence/s)
achievement.)
which could support claim
of achievement.)
4.1.1 Prepare developmentally  
sequenced teaching and learning
     
processes to meet curriculum  ✔
requirements.
4.2.1 Identify learning outcomes that are  
     
aligned with learning competencies.  ✔
4.3.1 Demonstrate knowledge in the  
     
implementation of relevant and  ✔
responsive learning programs.
4.4.1 Seek advice concerning strategies  
     
that can enrich teaching practice.  ✔
4.5.1 Show skills in the selection,  
development and use of a variety of
     
teaching and learning resources,  ✔
including ICT, to address learning goals.
Indicators that are not yet achieved:

 
Remarks/Insights:

 
 Slightly Achieved Moderately
Not Achieved Fully Achieved Evidence
(Without evidence to support Achieved
Domain 5: Assessment and
claim of achievement, but with (With two or more evidence/s
Reporting (Without any evidence to
ongoing engagement/s which (With one (1) evidence to to support claim of
(Attach link or soft copy of
support claim of achievement) support claim of evidence/s)
could support claim of achievement.)
achievement.) achievement.)

5.1.1 Demonstrate knowledge of the design,      

selection, organization and use of diagnostic,
formative
strategies
and summative
consistent with
assessment
curriculum
   ✔
requirements.
5.2.1 Demonstrate knowledge of monitoring      
and evaluation of learner progress and
achievement using learner attainment data.  ✔  
5.3.1 Demonstrate knowledge of providing      
timely, accurate and constructive feedback to
improve learner performance.
 ✔  
5.4.1 Demonstrate familiarity with a range of      
strategies for communicating learner needs,
progress and achievement.  ✔  
5.5.1 Demonstrate an understanding of the      
role of assessment data as feedback in
teaching and learning practices and programs.
 ✔  
Indicators that are not yet achieved:

 
Remarks/Insights:

 
 Slightly Achieved Moderately
Not Achieved Fully Achieved Evidence
(Without evidence to support Achieved
Domain 6: Community Linkages
claim of achievement, but with (With two or more evidence/s
and Professional Engagement (Without any evidence to
ongoing engagement/s which (With one (1) evidence to to support claim of
(Attach link or soft copy of
support claim of achievement) support claim of evidence/s)
could support claim of achievement.)
achievement.) achievement.)

6.1.1 Demonstrate an understanding of      

knowledge of learning environments that are
responsive to community contexts.
   ✔
6.2.1 Seek advice concerning strategies that      
build relationships with parents/guardians and
the wider community.
 ✔  
6.3.1 Demonstrate awareness of existing laws      
and regulations that apply to the teaching
profession, and become familiar with the
responsibilities specified in the Code of Ethics
   ✔
for Professional Teachers.
6.4.1 Demonstrate knowledge and      
understanding of school policies and
procedures to foster harmonious relationships    ✔
with the wider school community.
Indicators that are not yet achieved:

 
Remarks/Insights:

 
Domain 7: Personal Growth and Not Achieved Slightly Achieved Moderately Fully Achieved Evidence
Professional Development Achieved
(Without any evidence to (Without evidence to support (With two or more evidence/s (Attach link or soft copy of
support claim of achievement) claim of achievement, but with (With one (1) evidence to to support claim of evidence/s)
ongoing engagement/s which support claim of achievement.)
could support claim of achievement.)
achievement.)

7.1.1 Articulate a personal philosophy of     ✔      

teaching that is learner-centered.

7.2.1 Demonstrate behaviors that uphold the         ✔  

dignity of teaching as a profession by
exhibiting qualities such as caring attitude,
respect and integrity.
7.3.1 Seek opportunities to establish       ✔    
professional links with colleagues.

7.4.1 Demonstrate an understanding of how       ✔    

professional reflection and learning can
be used to improve practice.

 
7.5.1 Demonstrate motivation to realize       ✔    
professional development goals based
on the Philippine Professional Standards
for Teachers.

 
Indicators that are not yet achieved:

 
EVIDENCES:
EVIDENCES:
 TASK #2: SELF-ASSESSMENT

A successful teaching demonstration ultimately comes down to careful planning and practice. I honestly plan for this demo teaching and practice it
in front of the mirror before going into the field. Before the D-Day, I almost got kicked-out by my Resource Teacher as I asked if it’s possible for me to
have my demo teaching after I wrapped up a few things in Manila, unfortunately, it wasn’t granted because the topic that was given to me was part of
students periodic exam. Of course, I prioritized my teaching journey over my small business and fortunately I made it just in time. So here comes the
most awaited teaching demonstration. I was scheduled last March 10, 2023.
I got so nervous at first because it’s my first time teaching lots of students but when you know what you’re doing and you plan ahead of time
despite of all other circumstances, you will gain confidence and the trust of students. I found myself having fun with the students and I know they are
learning. After the discussion, I grouped them into four and have some activities in connection with the topic, it’s called “Hula-rawan” or guess the pic.
I decided to have some fun activity because there is one student who napped in front of me, maybe because of my scheduled time at 1:00PM to
2:30PM. It’s really the time that students gets sleepy and thankfully, it worked. They enjoyed playing at the same time, I asked them some questions to
assess them if they learned something and fortunately, I was happy to know they learned many things with the discussions I’ve made.
Real life experience is always the best, teaching in front of the students made me realized a few things. There are challenges that made me think of
some possible counter measures that will help me overcome them.
One of the common challenges I’ve faced during demo teaching was the allotted time, I was given one and a half hour and I need to deliver the
discussion within the limited time frame. Aside from that, I noticed that students, took a lot of time when given an activity. They consumed 30 minutes
of the time for the activity, So I need to properly managed the time. As time went by, I successfully finished the discussion within the allotted time. As
future teacher, I realized that time management is really important. All of the objectives should be achieved within the limited time frame.
I also gave a quiz and oral assessment to assess students throughout the lesson. It’s an effective way of assessing students learning while the
lesson’s still going on. They tell us what students learned, how well they learned it, and where they struggled.