FS 6
COURSE DESCRIPTION Field Study 6 is a one-unit course which is anchored on the professional subject, “The Teaching Profession.” The course includes individual half day teaching, the transition from one lesson to another and involvement in co and extra-curricular activities At the end of the course, the pre-service teachers are expected to have experience in 1. Managing the whole class, focusing on classroom discipline and routines, 2. Preparing lesson guides for all required classes. 3. Transition teaching of one lesson to another. 4. Conducting micro-teaching with either enhancement, remedial or tutorial focus. 5. Assisting with at least one co and extra-curricular activity as; Science Fair, Speech or Communication Arts Fest, LinggongWika etc. (cocurricular activities), Scouting, Clean and Green Drive, Nutrition Month etc. (extra-curricular activities) 6. Touring and observing the community around your cooperating school and gather some information. 7. Describing the characteristics of becoming a global teacher. 8. Reflecting on how you can become a global teacher. Course Objectives Students can 1. 2. 3. 4.
Manage the whole class. Make a smooth transition from one lesson to another. Conduct a micro-teaching Participate actively in at least one co/extra-curricular activities.
Course Requirement 1. Attendance at field study 6 orientation. 2. Participation in the Cooperating Teacher’s classes during lesson transition; actualize 2 classes in transition. 3. Facilitate 1 micro teaching activity in either enhancement, remedial or tutorial teaching. 4. Be involved in 1 co-curricular and 1 extra-curricular activity. 5. Prepare 4 lesson guides distributed as: 3 lesson guides for regular classes 1 lesson guide for 1 micro teaching class
6. Interview a CT about his/her role in the community as professional teacher. 7. Complete a Reflection Journal on “becoming a Teacher”, including reflections about co-curricular and extra-curricular involvement. Grading System Rater
CT
Attendance
10%
Actual Teaching
√
30%
Community Involvement
20%
Total
10%
√
√ √
Journal Entries/Reflection 30% Lesson Guides
Prac Supervisor
√ √ 100%
Assessment Tools 1. 2. 3. 4. 5. 6.
Actual Teaching Checklist Rubric for Micro-Teaching Rubric for Lesson Guide Interview Checklist for Community Involvement Rubric for Reflection/Journal Entries Schedule of Activities for Field Study
Sessions 1st Session 2nd Session 3rd Session
Activities
Site
Time Frame
4th Session 5th Session 6th Session 7th Session 8th Session 9th Session TOTAL
17 hrs
The Te a c h e r a s a P e r s o n
THE TEACHER AS A PERSON Name: Course: Year and Section: Resource Teacher: Signature:____________ Cooperating Teacher: Your Target At the end of this episode, you will gain competence in clarifying your values about teaching, and in articulating and demonstrating one’s personal philosophy of teraching. The end goal is to be positive role model for students. Your Map For you to be effective teacher in the future it is important to first start with an awareness of your values about teaching and then write your mission statement or philosophy that yoy will uphold with conviction. To reach yoyr target, do the following tasks:
Step 1. Interview 3-5 teachers about their beliefs on the why, what, and how of teaching. Step 2. Analyze the values and philosophy behind teacher’s beliefs. Step 3. Reflect about your own values and philosophy about teaching. Step 4. Express these values and philosophy in your own mission statement.
A Detailed Guide
Read the following carefully before you begin to observe. Then write your observation report on the provided space. 1. As you interview each teacher, ask each one to answer the three sentence completion items below: a. My goal for my students is to________________________________________. This statement reflects the teachers values and philosophy about why one should teach b. What I really want to teach to my students are___________________________________________________. This statement reflects the teachers values and philosophy about what one should teach. c. I will teach my students by________________________________________. This statement reflects the teachers values and philosophy about how one should teach. 2. Use the sentence completion form on the next page when you interview the teachers. 3. Fil out the teachers’ values and philosophy Matrix to document the teachers’ responses.
4. Analyze the teachers responses by identifying the values and philosophies they reflect. You can use the book, The Teaching Profession as a guide. TEACHER INTERVIEW FORM 1. Teacher’s name: Subject Taught:
Level:
a. My goal/s for my students is/are to develop students’ fullest potentiality. b. What I really want to teach to my students are the knowledge, skills and most of all the good values and aspirations. c. I will teach my students by applying different methodologies that suit to the learning situation to cater their learning needs.
2. 1. Teacher’s name: Subject Taught:
Level:
a. My goal/s for my students is/are to make my students to be physically, emotionally, socially, mentally and spiritually prepared. b. What I really want to teach to my students are the different competencies or academic content for students to learn the basic skills essential to the acquisition of higher or more complex skills needed in the preparation for the future. c. I will teach my students by applying the lecture method different activity students’ drills because I believe that through these it will enable them to cover as much academic content as possible. 3. Teacher’s name: Subject Taught:
Level:
a. My goal/s for my students is/are to develop students into becoming enlightened and intelligent citizens of a democratic society so they may live life fully now and not to prepare them for adult life. b. What I really want to teach to my students are those needbased and relevant curriculum. This is the curriculum that responds to the students’ needs and that relates to students’ personal lives and experiences. c. I will teach my students by employing experiential methods because I believe that one learns by doing. Book learning is no substitute for actual experience and learning by their own makes the information processing more meaningful and interactive. 4. Teacher’s name:
Subject Taught: a. My goal/s for my students is/are to b. What I really want to teach to my students c. I will teach my students by 5. Teacher’s name: Subject Taught: a. My goal/s for my students is/are to. b. What I really want to teach to my students. c. I will teach my students by Teacher’s Your Analysis Your Analysis Responses Values Reflected Philosophy Reflected Teacher 1 Value of the Philosophy of A. Why Teach totality as a Progressivism human-being. Good values and Philosophy of B. What to Teach aspirations. Progressivism Value of Philosophy of C. How to Teach cooperation and Progressivism responsibility. Teacher 2 Value of the Philosophy of A. Why Teach totality as a Progressivism human-being. Value of the Philosophy of B. What Teach fundamental or Essentialism the basic skills. Value of Philosophy of C. How to Teach teamwork and Progressivism collaboration. Teacher 3 Value of becoming Philosophy of A. Why Teach enlightened and Progressivism intelligent citizens of a democratic society. Value of needPhilosophy of B. What Teach based and Essentialism relevant curriculum. C. How to Teach Teacher 4
Value of Learning by doing.
Philosophy of Progressivism
Level:
Level:
Your Reflection
A. Why Teach B. What Teach
C. How to Teach
Moral values and intellectual Knowledge. Value of new scientific, technological, and social developments. Value of studentcentered classroom.
Philosophy of Essentialism Philosophy of Progressivism
Philosophy of Progressivism
Teacher 5 Value of being a A. Why Teach rational individual. Value of B. What Teach knowledge and wisdom, a tradition and culture. Value of C. How to Teach environmental conditions. Your Analysis
Philosophy of Perennialism Philosophy of Perennialism
Philosophy of Behaviorism
What values and philosophies are reflected in the teachers’ responses? You can jot down your thoughts here, and then write your final answers on the teachers Values and Philosophy Matrix on the preceding page. Teacher 1 The values stressed by Teacher 1 are; the value of the totality as a human-being, good values and aspirations and value of cooperation and responsibility. The philosophies being reflected is the Philosophy of Progressivism. Teacher 2. The values stressed by Teacher 2 are; Value of the totality as a humanbeing, value of the fundamental or the basic skills, value of teamwork and collaboration. The philosophies being stressed are; Philosophy of Progressivism and Philosophy of Essentialism. Teacher 3.
The values stressed by Teacher 3 are; value of becoming enlightened and intelligent citizens of a democratic society, value of need-based and relevant curriculum, value of Learning by doing. The philosophies being stressed are; Philosophy of Progressivism and Philosophy of Essentialism. Teacher 4. The values stressed by Teacher 3 are; moral values and intellectual knowledge, value of new scientific, technological, and social developments, value of student-centered classroom. The philosophies being stressed are; Philosophy of Progressivism and Philosophy of Essentialism. Teacher 5. The values stressed by Teacher 3 are; value of being a rational individual, value of knowledge and wisdom, a tradition and culture, value of environmental conditions. The philosophies being stressed are; Philosophy of Perennialism, Philosophy of Behaviorism.
Your Reflections 1. Which views do you agree with? Disagree with? Expound. 2. This time, it’s your turn to answer the three sentence completion items. a. My goal/s for my students is/are b. What I really want to teach to my students is/ c. I will teach my students by 3. What philosophy do you adhere to? Why? MY MISSION STATEMENT AS A FUTURE TEACHER Additional Enjoyable Reflective Activities: 1. Answer the following questions and explain. 2. When you explain your answer, relate it to the kind of teacher you want to be. 3. Draw or illustrate your answer. a. If you were a school tool (ruler, pencil, paper, etc.), what would you be? Why? Drawing
Why? .
b. If you were a subject ( Math, English, science, etc.) what would you be? Why?
If I were a school furniture, What would you be? Why?
B. The Teacher in the Classroom
The Teacher in the Classroom Name of FS Student: 4th year Resource Teacher: Cooperating School:
Course:
Year & Section: Signature:
Your Target At the end of this episode, you will gain competence in establishing routines and procedures, to make the physical environment conducive to learning. Your Map Among the various roles of a teacher is that of a classroom manager. For you to be an effective teacher in the future it is important to have the necessary skills in having a well-managed learning environment.
To reach your target, do the following tasks: Step 1.Observe the class. Describe the supportive measures that the teacher uses to manage the learning environment.
Step 2. Analyze the effectiveness of the supportive measures in the different classroom management areas.
Step 3. Reflect on how you can achieve a well-managed classroom. Your tools Use an activity form provided for you to document your observations.
Read the following carefully before you begin to observe. Then write your observation report on the provided space. AN OBSERVATION GUIDE FOR CLASSROOM MANAGEMENT 1. Observe the class at least twice. Focus on how the teacher manages the classroom by using supportive measures in the following areas: a. Organizational Plan. Is the classroom structured or flexible? Is instruction carried individually or by group?or both? b. Schedule. How are activities scheduled. Is time allocated properly for each activity? What activities planned or fillers?
c. Record Keeping. How is attendance monitored? Does the teacher have a record book? Do the students have individual portfolio to file actual records of scored tests, assignments, artwork, etc. d. Physical Environment. How is cleanliness maintained? Is there proper ventilation? Lighting? Is the noise level appropriate? How are the bulletin boards and displays arranged? How is seating arranged? Do the classroom furniture match the size of the students? e. Discipline. How is discipline established? What procedures are in place? Describe these procedures. 2. Fill out the classroom management matrix to document the salient points of your observation. 3. Likewise, use the Classroom Management matrix for your analysis.
OBSERVATION REPORT Name of the School Observed: Tagum National Comprehensive High School School Address: Mankilam, Tagum City Date of Visit: October 17, 2011 Organizational Plan Schedule Record Keeping Physical Environment Discipline Routines CLASSROOM MANAGEMENT MATRIX Observation
Your Analysis
Your Analysis
Classroom Management Area
1.Organizational Plan
2. Schedule
3. Record Keeping
4. Physical Environment
5. Discipline
Description of the Comments on the supportive Effectiveness of Measures the Supportive Observed Measures Refers to the approaches used by teacher in facilitating the learning process. There are 2 types or organizational plan; structured and flexible. Refers to the good time management of the teacher to a smooth flow of planned activities. This is one of the crucial responsibilities of the teacher in which constitutes keeping of school and classroom records such as daily attendance and students’ progress. This refers to the physical objects found in the classroom such as tables, chairs, books, ceiling and the like. Discipline is a controlled behavior, constitutes the next important concern of teachers as part of good management.
Recommendations
6. Routines
It is a regular procedure or a normal practice that is to be followed. It is a schedule of activities that is mostly timepaced and is attuned to the objectives.
Your Analysis In what area of classroom management was the teacher more effective? Which of supportive measures were effective? Why? In what area of classroom management was the teacher least effective? Which supportive measures were not effective?
Suggest more effective ways for your answer in number 2.
Your Reflections 1. Describe at least 3-5 characteristics of a teacher who can established a well managed classroom. 2. What characteristics do you have at present that can make you an effective classroom manager? Elaborate how these characteristics can help you. 3. What characteristic do you have at present that can hamper you from becoming an effective classroom manager. How can you overcome these characteristics? Appendix B. Classroom Management of the Learning Environment Name: Anecelle M. Bagasbas October 17, 2011 Course/Major/Field: BSED-IV major in English
Date: Cooperating Teacher:
1. How does your CT promote student’s self-esteem and positive classroom climate? In what way does he/she recognize and value their interest and achievements? How does he/she reinforce constructive behaviors? 2. How does the CT manage to attract the attention of the learner to the lesson? How does the CT ensure that everyone will listen, will pay attention and will work well? 3. What happened when your CT practiced class routines and tasks? To what extent has the CT been resourceful and creative in managing the learning environment? Provide two examples. 4. Provide 3 examples of effective classroom management skills that your CT demonstrated. 5. How does your CT ensure the classroom environment is conducive for learning? Provide 3 examples. Our cooperating teacher: 6. Comments/ other learning insights management. TEI Practicum Supervisor’s Feedback
about
classroom
Strengths: Areas of Improvement: Signature of the TEI Practicum Supervisor ________________ Guidelines in Preparing a Lesson Name: Anecelle M. Bagasbas 2011 Subject Area: English
Date: October 21, Sem/SY: 2011-2012
Direction: Make an evaluation of the prepared lesson guide against this checklist. Answer with Yes or No by checking it. Then give a reflective answer on the question given below. YES
NO
1. Do your lesson guides have the basic component parts like? a. Objectives b. Subject Matter/Topics c. Materials/References d. Teaching Strategies/Activities e. Assessment Tools for Authentic Assessment and Evaluation 2. Are your objectives stated in behavioral terms which include the three learning domains? 3. Are your objectives learner-centered and interactive? 4. Are the materials needed written down and appropriate to the lesson objectives? 5. Is the procedure presented in orderly manner? 6. Does the procedure begin with goal setting? 7. Does the development of the lesson connect the broader aspects of the topic and other subjects? 8. Is there values integration? 9. Does the lesson end with a synthesis? 10. Is there an opportunity for a learning outcome evaluation? 11. Does it include a relevant workable assignment? For Pre-Service Teacher Only What learning insights have you gained in evaluating your self-made lesson plan? I learned that in preparing a lesson guides, it should begin with setting objectives which are stated in behavioral terms followed by writing down materials needed appropriate to the lesson objectives, then it should be followed by the teaching strategies/activities and lastly the assessment tools for authentic assessment and evaluation. D. Participation and Actual Transition Teaching The pre-service teachers are expected to observe the cooperating teacher’s teaching as they transition from one lesson to the next lesson. When the PSTs participate in lesson transition, the pre-service teachers will use a SelfAppraisal form which includes the cooperating teacher’s feedback. Activity:
1. Observe how your CT changes from one lesson to another (transition). 2. Conduct a lesson, or activity, whereby you have to transition smoothly from one to another. (This might be in tandem with your CT) Participation Teaching in Transition Self-Appraisal Form for PST Name: Anecelle M. Bagasbas 18, 2011 Subject Area: English 2012
Date: October Sem/SY: 2011-
1. After you observed the Cooperating Teacher’s lesson transition, what were your realizations? It is very important that before introducing the new topic, teachers should have first a recall or review so that students will be able to connect the sequence of the lesson.
2. What strategies do you think worked well in changing (transitioning) the lesson? Give details. 3. What would you like to improve in your transitioning from one lesson to another? Cooperating Teacher’s Feedback Area(s) of Strength: Area(s) of Improvement: Name & signature of Cooperating Teacher: Date: E. Co-Curricular and Extra-Curricular Involvements. Co-curricular and Extra-curricular Involvement Form Name: Anecelle Bagasbas A. List some of the co-curricular and extra-curricular activities that takes place in your cooperating school. 1.Buwan ng Wika Festival 2. Science and Math Quiz Fair 3. Boy Scout 4. United Nation Celebration
5. Still and Motion Pictures Exhibit B. Reflective Questions: 1. Which particular activity will you be involved? Why? . 2. How often you involve yourself to this kind of activity? Why? 3. How does this activity help student learning? 4. As a teacher, Which co-curricular or extra-curricular activities would you like to be involved in? Why?
On Actual Team Teaching
Name
Date :
Course/Major Field: BSED ( English) Mrs. Gulles
Cooperating Teacher:
1. After conducting your team teaching lesson, what have you learned? Did you and your partner share the teaching of the lesson equally? Why/why not? 2. What do you think went well in the lesson? Give details. 4. What would you like to improve and focus on during future planning and delivery? Individual Teaching Name : Anecelle Bagasbas :October 22, 2011
Date
Course/Major Field: BSED-IV major in English Cooperating Teacher: Mrs. Gulles 1. How have you maintained the pupil’s enthusiasm while you were teaching? Give 2 examples.
What practices have you observed and tried out in providing for the varying needs of the learners or individual differences? How often have you done it? 3. Describe 2 changes you made during the lesson. Why did you make these changes?
TEI Practicum Supervisor’s Feedback Strengths: Well modulated voice and effective and energetic facial expression. Areas of Improvement: Disciplining misbehave students. Signature of the TEI Practicum Supervisor: _____________________ Assessment and Evaluation Name 22, 2011
: Anecelle Bagasbas
Date
: October
Course/Major Field: BSED-IV major in English Cooperating Teacher: Mrs. Gulles A. Evaluation of the Learners 1. How did you evaluate the performance of your learners? Dou you reflect on their response and review their achievement? How? Do you varied forms of assessment for the lessons? What are these forms of assessments? Provide 3 examples. 3. How do you use assessment results as important in further planning your lessons? TEI Practicum Supervisor’s Feedback Strengths ______________________________________________________ Areas of Improvement ____________________________________________ Signature of the TEI Practicum Supervisor ____________________________ Test Preparation Name : Anecelle M. Bagasbas October 24, 2011 Course/Major Field:
Date
:
Cooperating Teacher: Mrs. Gulles
1. What measures have you taken to assure yourself that your test items were clear and simple?
2. What problems have you encountered in preparing your test? How can you respond to them? So far, my problem that I had encountered in assessing student’s performance is checking their essays. Since it is very subjective in nature, it is really inevitable to be biased sometimes. So to make the subjective one objective in nature, on the second time around, I let the students make an essay with corresponding limiting words, task words and content words, With this strategy, checking and detecting of errors will be made easier. I will also use rubric to make the scoring more precise and specific. 3. Do your test items provide for a wide range of differences in ability? How? Yes because the test items that I have made cover the various level of BLOOM’S TAXONOMY. Each objective of the item consists of a statement of what is to be achieved and, preferably, by how many percent of the students. This is being catered through table of specification construction or the TOS. The purpose of TOS construction is to determine the item characteristics through the item analysis and characteristics of the test itself: validity, reliability and practicality. TEI Practicum Supervisor’s Feedback Strengths ______________________________________________________ Areas of Improvement ____________________________________________ Signature of the TEI Practicum Supervisor ____________________________
On Test Preparation Name
: _____________________ Date
: ____________
Course/Major Field: _____________________ Cooperating Teacher: ____________
1. What types of information about pupil’s/student’s progress can be obtained by making the test? Diagnostic and achievement information. Because correcting student’s test is done for diagnostic purposes. In this case we could be able to determine the gaps in learning or learning process, hopefully to be able to bridge these gaps. With this it will provide tool for determining the extent to which an educational process or program is effective and at the same time indicates directions for remediating
process of the discussion of the subject. Improving student performance is inextricably linked to improvement in the inputs and processes that shape the effectiveness of teaching and learning. 2. If the test result shows that 50% of the learners get low marks, what does this tell you? It would probably mean that there is a problem regarding with my selection and use of teaching of instructional materials and strategies. That is why with the use of assessment process it determines the extent to what area does student have defects and at the same time indicates directions for remediating processes of teaching that do not contribute to successful student performance. To this end, assessment enhances teaching efficiency by providing focus for teacher and administrator effort as well as allows resources to be directed to areas of greatest need. 3. What will you do about this? Give those students who do poorly in subject area a remedial class or talk one on one to those students about their problems or difficulties in understanding the lesson.
TEI Practicum Supervisor’s Feedback Strengths ______________________________________________________ Areas of Improvement ____________________________________________ Signature of the TEI Practicum Supervisor ____________________________
The Teacher and the Community
THE TEACHER AND THE COMMUNITY ______________________________________________________________________________ Name of FS Student: Anecelle M. Bagasbas English Resource Teacher: Mrs. Gulles
Course: BSED major in Signature: _________________
Cooperating School: Tagum Comprehensive National High School Yo u r Ta rg e t At the end of this episode, you will gain competence in identifying possible linkages between the school and the community, particularly those that will help attain curricular goals. Yo u r M a p The teacher lives in isolation. For you to be an effective teacher in the future it is vital to forge genuine win-win relationship between the school and the community. To reach your target, do the following tasks: Step 1.Tour the community around your cooperating school.
Step 2. Gather information about the issues/concerns/problems of the community that affect the school and where the teacher and students can help. Also, gather information about the resources of community.
Step 3. Analyze the possible linkages that the school and the community can have.
Step 4. Reflect on the vital role of the teacher as a member of the community.
Yo u r A n a l y s i s Suggest new what ways by which the school can creatively use the resources of the community. Every school should have an extension community services by participating the green brigade program of the local government such as tree-planting activities and pulot basura program. Of course the main participants in these activities are the students. With this the community will benefit to the cleanliness and orderliness of the resources made by the students. Vice versa, students will be able to benefit also because the activities harness and the sense of responsibility within the students and develops the resourcefulness, value of helping the community, sense of belongingness and strong citizenship. Furthermore, the school can also benefit to the help and financial support of community as well as to the local government unit because of the school’s active participation to their programs. How can the school address the issues/concerns and problems of the community? By making students aware about the important events happened in the community specially to those societal problems such as crimes. The responsibility of the teacher in this situation inform students on what are the good and bad ones and teach them how to avoid these unethical things and helping them to follow the right direction. What possible linkages can the community and the school have? The very concrete linkages of the school to the community are: Collaborative relationships between the school and the municipal or city officials are likewise ready to provide help in improving the physical facilities of the school. Organizing associations such as Parent-Teacher and Community Associations with the officers coming from both their members. Undertaking projects and activities with the public conveyances aimed at promoting a harmonious and enjoyable relationship among themselves intended to improve/ assist conditions prevailing in both.
Yo u r Re fl e c t i o n s 1. How did you feel while you were going around the community? What things did you learn that you might have taken for granted before? I realized that if there would be celebrations of both the school and the community, participation by each should be elicited with such positive and civic-consciousness so that there will be a strong feeling of togetherness. Another one is, there should be a strong spirit of cooperation as well as sharing of expertise and material resources. Both should represent during town or school affairs that will create strong ties among the members, thus helping hands are volunteered in times of needs.
2. As a future teacher, what do you think will be your role in the community? As a future teacher, a future facilitator of learning and development of the youth, I should render the best services by providing an environment conducive to such learning and growth. I should provide leadership and initiative to actively participate in the community movements for moral, social, educational, economic and civic betterment. Lastly, I should be an intellectual leader of the community, especially in the baranggay and shall welcome the opportunity to provide social leadership when needed to extend counseling services and involved in matters affecting the welfare of the people. 3. How will you encourage more community among teachers and students? I will encourage them through:
participation
Calm and friendly face to face exchange of observations that could strengthen some disturbing interactions. Positive attitudes of kindheartedness and patience through modeling.
Letters and praises to parents for outstanding performance build confidence and strengthen determination to continue the good work. Regularity in
attendance
and
doing
daily
assignments
developing strong motivation and encouragement from both sides.
The Teacher as a Professional
THE TEACHER AS A PROFESSIONAL Name of FS Student ___________________________________________________ Course _______________________________ Year & Section _________________ Resource Teacher______________________ Signature ______________________ Cooperating School ___________________________________________________ Yo u r Ta rg e t At the end of this episode, you will demonstrate a deeper understanding of the rights, duties and responsibilities of a professional teacher and their impact on you as a future teacher. Yo u r M a p “Ignorance of the law, excuses no one.” This is true for everyone. A true professional always knows both his rights and duties. These are two equal sides of the coin. For you to achieve your target, do the following tasks:
Step 1.Gather information about the policies and guidelines concerning teachers, implemented by your cooperating school.
Step 2. Interview the principal/head teacher/your resource teacher about the implementation of these policies and guidelines.
Step 3. Analyze the policies and guidelines in the light of values and pertinent laws.
Step 4. Reflect on the impact of all these to your future life as a fullfledged professional teacher.
Yo u r A n a l y s i s 1. What values are reflected by the policies and guidelines found in the school or teacher manual. Put your answers in the matrix above. You may choose to put some additional comments here. The values reflected in the policies and guidelines found in the school or teacher manual are the following: The value of enjoying the rights and privileges of every teacher justifiable to the services they render. The value of respecting each other’s rights accorded by the government. The value of being a responsible teacher to your students. The value of keeping the students in the path of morality, effectiveness and success of students. The value of strengthening the skill and knowledge in teaching so that students will grow globally competitive and effective. The value of ensuring the conducive-learning environment for the teachers. The value of following the disciplinary rules and procedures. 2. Cite the legal provisions/laws that are exemplified by each of the policies/guidelines that you included in your matrix. To help you, focus on the provisions of the following: a. Magna Carta for Public School teachers b. Code of Ethics for Professional Teachers c. Manual of Regulations for Private Schools d. Certain parts of the Labor Code e. Philippine teachers Professionalization Act of 1994 Write your additional comments here.
The Philippine Constitution should continue to provide all educational institutions quality education for all Filipino citizen. I guess this can be realized by making all teachers to be professionally competent in their field. The provision of these laws shall apply, therefore to all teachers in the Philippines. Every teacher shall help the school keep the people in the community informed about the school’s work and accomplishments as well as its needs and problems. Aside from that, it is teachers’ task to merit reasonable social recognition for which purpose is with honor and dignity at all times and refrain from such activities as gambling, smoking, drunkenness and others. Another policy that the teacher should always remember is he/she should not engage in the promotion of any political, religious or other partisan interest, and shall not directly or indirectly, solicit, require, collect, or receive any money, service, and other valuable material from any person or entity for such purposes.
Yo u r R e fl e c t i o n s 1. How do you feel about the policies and guidelines concerning teachers? How will you respond to them in the future? The policies and guidelines concerning teachers are presented and stated clearly and comprehensively. As a future educator, I will actively help ensure that teaching is the noblest profession by manifesting genuine enthusiasm and pride in teaching as a noble calling. I will never put shame to the image of teachers and promised to God and to everybody that I will sincerely follow the policies and guidelines of being a professional teacher. Lastly, when I will become a teacher in the near future, I will display the paragon of ideal behaviors, serves as exemplar to my students so that as they follow me as their model, they will grow with good values and aspirations. 2. What insights/realizations did you have about the “demands” of being a professional teacher? How will you meet these challenging “demands” in the future? Being a professional teacher is multi-tasking. Teaching demands the highest possible standards of quality education and teacher should make the best preparation for the career of teaching and shall be at his/ her best at all times in the practice of his/her profession. And, as a future teacher, the only powerful way to meet these challenging demands is to render true SERVICE and DEVOTION in teaching. 3. What are your values and strengths that can help you become a true professional? Being a God-fearing person who live in accordance to the law of God and with dignity in all places at all times. A person who placed premium self-respect and self-discipline as the principle of personal behavior in all relationships with others and in all situations. These are the values and strengths that I have possessed that make up the vital feature of a true-blooded teacher.
The Global Teacher
THE GLOBAL TEACHER
Name of FS Student: Anecelle M. Bagasbas Course :BSED IV English Resource Teacher: Mrs. Gulles
Year & Section : 4 th year major in Signature: ______________________
Cooperating School : Tagum City National Comprehensive High School Step 1.Interview teachers about their ideas about the knowledge, skills and values that a global teacher has. Yo u r Ta rg e t At the end of this episode, you will gain insights and describe the characteristics of a global teacher.
Yo u r M a p Step 2. Analyze and synthesis their responses. The high speed advancement of technology has linked peoples of different nations ever closer. We have all become part of the global village. An effective teacher therefore should also be global. To reach your target, do the following tasks:
Step 3. Reflect on how you can become a global teacher in the future.
Knowledge
Skills
Values
Other Shared Experiences
A global teacher is skillful in using the modern technology in the classroom to meet the global standards.
A global teacher knows how to value the individual differences of the students.
When I was in Australia, I realized how important the culture of reading to become a globally competitive teacher. I need to read 4 thick books just to answer the written discussion.
To become a global teacher you have to master the strategies & techniques in employing the lesson in lined with the global trends. You must in with the new and out with the old to meet the global standards.
You have to possess attitudes and values that are acceptable to multicultural communitie s such as being an open minded teacher.
When I was studying in Australia for 1 year I had experienced there a cyber learning. We are only 20 in a mini auditorium room. Each of us uses laptop. Our master teacher had only gave us the websites and it is our task to read the 350 pages PDF file.
Teacher 1 A global teacher is knowledgeable about the background of the peoples of the world to resolutions of global problems. Teacher 2 To become a global teacher you should be knowledgeable of the various educational system outside the country such as; USA, China, UK, Japan, Australia and other big countries.
Teacher 3
In order to be a global teacher, you need to know how to modify the curriculum and the instructional processes that answer the demands of the global community.
You must master the necessary skill in manipulating the latest media in teaching such as computers and projectors.
You have to be sensitive and aware of racial, ethnic, cultural and gender groups other than your own.
A global teacher doesn’t have to go abroad and study just to be called as global teacher. I don’t experience to study abroad but I attended seminars and workshops about different techniques and strategies to become a global teacher.
Yo u r A n a l y s i s Form the responses of the teachers, what conclusions can you make about the knowledge that a global teacher should have? Global education embraces today’s challenges as national boarders are opened. It paves the way for borderless education to respond to the needs of educating children of the world they are entering and, offers new curricular dimensions and possibilities, current scientific and technological breakthroughs. From the responses of the teacher above, I had came up to the conclusion that to be a global teacher you should be equipped with a wider range of knowledge of the various educational systems outside the country; master skills and competencies which can address the global demands; and possess attitudes and values that are acceptable to multicultural communities. Form the responses of the teachers, what conclusions can you make about the skills that a global teacher should have? I had come up to the conclusion that to be a global teacher you should be skillful in using the modern technology in the classroom to meet the global standards. You must master the necessary skill in manipulating the latest media in teaching such as computers and projectors. The modern curricula recommended that the concept of global village is the increase use of technology in the classroom, current scientific and technological breakthroughs for competitively and completely new frontiers in education. With this, there is an incorporation of the changing realities of our world’s society and ease of mobility of peoples of the world become a challenge to the teachers and to the future educators. Form the responses of the teachers, what conclusions can you make about the Values that a global teacher should have? Form the responses of the teachers, I conclude that the a global teacher should know how to value the individual differences of the students, possess attitudes and values that are acceptable to multi-cultural
communities such as being an open minded teacher. Lastly, a global teacher should be sensitive and aware of racial, ethnic, cultural and gender groups other than your own. Collect articles/reading about Global education the global teacher. Enrich your answers in 1-3 with these readings. Place the additional learning/insights you got from your reading. Global education possess variety of goals ranging from increased knowledge about the people of the world to resolutions of global problems, from increased fluency in foreign languages to the development of more tolerant attitudes towards other cultures and peoples. Global education embraces today’s challenges as national boarders are opened. It paves the way for borderless education to respond to the needs of educating children of the world they are entering and, offers new curricular dimensions and possibilities, current scientific and technological breakthroughs. Yo u r Re fl e c t i o n s 1. Write a song about your insights as to the knowledge, skills and values that make up a global teacher. Make it to the tune of “It’s a Small World” or create your own tune too. My Global Teacher Song Title of my song: Conquer the Global Arena Hmmm….ohhhhh…..hmmmm…. yeahhhhh…. Our World has been called a Global village, Current scientific and technological breakthroughs And new curricular dimensions and possibilities Chorus: To become a global teacher, Equipped yourself with a wider knowledge of the various trends in teaching To meet the global standards. 10 years from To become a global teacher, now, I will… 5 years from Be teaching master the skills and competencies which can address now, I will… 2 years from in UK, I will Become a the community now,demands I will… of global Now , I will… save my Doctor of Be teaching Prepare (Repeat first stanza then chorus) salaries there Education a prestigious myself forown the gameinplan and go back to 2. Make your about how major you can work towards becoming a in school with teacher the Philippines applied global teacher. Write challenging on the Future Global Teacher Life-Line the things you Education preand build my linguistic andNOW! a will board, work study on to become a global teacher, starting students like own technicalhard so that I will achieve one of my goals in life, to graduate with flying colors
here in UM.
fortunate recipient of the teacher Exchange program who will study in Australia.
vocational school.
GLOBAL TEACHER LIFE-LINE
3. Below is a clip art essay on what a global teacher is. Examine each part of the clip art essay. Think of a title for it. What message does it convey to you? Write a reflection on this.
Title: On Becoming a World-class Teacher It’s Message: The clip-art shows that our world has been called as a “Global Village.” Satellite communications make possible television, telephone and documents transmitted through fax and electronic mails across thousands of miles in thousandths of a second. If we equate this in the educational standpoint, global education possess variety of goals ranging from increased knowledge about the people of the world to resolutions of global problem. The clip-art implies that the TEACHER in a borderless frontiers of education should respond to the needs of educating CHILDREN of the world they are entering. The teacher should know the curricular dimensions and possibilities, current scientific and technological breakthroughs to answer the demand of the global community. My Reflection: To become a global teacher, you need to broaden your teaching perspectives. Expand your experiences beyond the confines of your classroom to the wider environment of the world. From the clip-art essay above, I had came up to the realization that to be a global teacher you should be equipped with a wider range of knowledge of the various educational systems outside the country; master skills and competencies which can address the global demands; and possess attitudes and values that are acceptable to multi-cultural communities.
