FIELD STUDY 2 Learning Episode 1 ( THE TEACHER WE REMEMBER)

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

Target Your Intended Learning Outcomes

At the end of this learning episode, I must be able to:

 Cite the personal qualities of an effective teacher.

 State the professional competencies expected of a teacher.

Clarify Your Task

Before you embark on your one-semester journey in Observation and Teaching Assistantship, it may be good to be reminded of
the personal and professional qualities which we, teachers, ought to possess. Striving to be the best teacher, the teacher who will
leave an imprint of himself/herself on his/her students, is a neve ending journey. The journey began three years ago when you
started discussing who the professional teacher is in your course on The Teaching Profession, etc. The journey gets more focused
and challenging now as you observe and assist your Field Study Resource Teacher. Don’t you worry! You have been prepared for
this for three years and you will end up stronger, happier and wiser!

Let’s buckle down for work!

1. You will review the qualities of good teacher contained in documents such as the Philippine Professional Standards for
Teachers (PPSTs) and the Southeast Asia Teachers Competency Framework and the Code of Ethics for Professional
Teachers.
2. You will view on YouTube 2 TEDx talks on “What makes a good teacher great’’ and’’ the Power of Teacher’’.

CAREER STAGES OF TEACHERS

(Source: DepEd Order No. 42, s.2017)

Career Stage 4. Distinguished Teacher

Teachers embody the highest standard for teaching grounded in global best practices. They exhibit an exceptional capacity to
improve their own teaching practice and that of others. They are recognized as leaders in education, contributors to the
profession, and initiators of collaborations and partnerships. They create a lifelong impact in the lives of colleagues, students and
others. They consistently seek professional advancement and relevance in pursuit of teaching quality and excellence. They exhibit
a commitment to inspire the education community and stakeholders for the improvement of education provision in the Philippines.

Career Stage 3. Highly Proficient Teacher

Teachers consistently display a high level of performance in their teaching practice. They manifest an in-depth and
sophisticated understanding of the teaching learning process. They have high education-focused situation cognition, are more
adept in problem-solving, and optimize opportunities gained from experience. Career Stage 3 teachers work collaboratively with
colleagues and provide them support and mentoring to enhance their learning and practice. They continually seek to develop
their professional knowledge and practice by reflecting on their own needs, and those of their colleagues and students.

Career Stage 2. Proficient Teacher

Teachers are professionally independent in the application of skills vital to the teaching and learning process. They provide
focused teaching programs that meet curriculum and assessment requirements. They display skills in planning, implementing, and
managing learning programs. They actively engage in collaborating learning with the professional community and other
stakeholders for mutual growth and advancement. They are reflective practitioners who continually consolidate the knowledge,
skills, and practices of Career Stage 1 teachers..
Career Stage 1. Beginning Teacher
Teachers have gained the qualification recognized for entry into the teaching profession. They have a strong understanding of
the subjects/areas in which they trained in terms of content knowledge and pedagogy. They possess the requisite knowledge,
skills, and values that support the teaching and learning process. They manage learning programs and have strategies and
promote learning based on the learning needs of their students. They seek advice from experienced colleagues to consolidate their
teaching practice.

A detailed presentation of the indicators of quality teachers in 37 strands along 7 domains for each career stage is given in
DO 42, S. 2017- NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL STANDARS
FOR TEACHERS.

The Code of Ethics for Professional Teachers in the Philippines states how the teacher ought to act in end relate to the state,
community, teaching profession, higher authorities, school officials and other personnel, learners, parents, and business. It also
state how a professional teacher ought to act and behave as a person.

The Southeast Asia Teachers Competency Framework is also given below.

State

Herself/Himself Community

Business Higher authorities

Professional
Teacher

Profession

Parents

Learner School officials

and other personnel

You will also view in https://www.youtube.com/watch?v=vrU6YJle6Q4 What makes a good teacher great? Azul Terronez
| TEDxSantoDomingo and The Power of a Teacher | Adam Saenz | TEDxYale – YouTube www.youtube.com>watch

Who is the great teacher?

“A great teacher loves to teach and loves to learn.”
“A great teacher thinks like an adult but acts as a kid.”
“A great teacher understands that students have a life outside school.”
“A great teacher sings.”
“A great teacher is chill.”
“A great teacher notices when students struggle.”
“A great teacher listens to students.”

Participate and Assist

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

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

Take note of the following:

 your Resource Teacher comments, facial expression, gestures, and actions in class
 student’s comments, facial expressions, gestures, and behavior in class
 how your Resource Teacher relates to you
 the classroom proceedings
 the classroom atmosphere-relaxed or threatening?

ANALYZE

1. From the PPSTs, the Southeast Asia Teachers Competency Standards and the TEDx videos that you viewed, what
competencies does a great teacher possess?
2. Are these competencies limited only to professional competencies?
3. For a teacher to be great, is it enough to possess the professional competencies to plan a lesson, manage a class, asses learning,
compute and report grades? Explain your answer.
4. For a teacher to be great, which is more important-personal qualities or professional competencies?
5. Who are the teachers that we remember most?

REFLECT

1. Which personal traits do I possess? Not possess? Where do I need improvement in?
2. Which professional competencies am I strongly capable of demonstrating?
3. In which competencies do I need to develop more?
4. Who are the teachers that we remember most?

Write Action Research Prompts

1. OBSERVE In assisting my Resource Teacher, I observed that personal traits such as_________________
and professional competencies like____________________ were at least/ not displayed and as a result, students
were/class was__________________________________________.
2. REFLECT The lack of these personal traits and professional competencies (mentioned in #1) may be caused
by________________________________________-
3. PLAN I would like to address this problem (mentioned in #2) by conducting an action research
on______________________________________________
4. ACT
a) The main objective of my action research is ________________________________________________
b) My specific research questions are: ______________________________________________________
c) To answer my specific research questions, I will ____________________________________________

Check for Mastery

Direction: Read the questions and choose the letter of the correct answer.

1. Which behavior does a great teacher who can empathize with his/her students display?
A. Feels what students feel C. Gives no assignment
B. Expects students to understand his/her feelings D. Makes test easy
2. According to students, a great teacher is “chill”. What does this mean? Teacher is

I. cool II. calm III. doesn’t get overwhelmed

A. I, II, and III C. I only

 B. I and II D. I and II
3. What professional competency refers to content knowledge and pedagogy?
I. Apply developmentally appropriate and meaningful pedagogy grounded on content knowledge and
current research
II. Display proficiency in Mother Tongue, Filipino and English in the teaching and learning process
III. Demonstrate skill in the use of communication strategies, teaching strategies, and technologies to
promote high quality learning
A. I only C. I, and II
B. II only D. I, II and III
4. To address the diversity of learners, which professional competency must teacher display?
A. Apply interactive teaching
B. Do differentiated teaching
C. Use Problem-based learning
D. Employ Project-based learning
5. In the Southeast Asia Teachers Competency Framework, who is at the center with whom the professional teacher relates?
A. The professional teacher
B. The school heads
C. The joyful learner
D. The parent/guardian

WORK ON MY
ARTIFACTS
*** Make your reflections *****
Name of FS Students ________________________________ Date Submitted:__________________

Year & Section:_____________________________ Course:________________________________

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet question/tasks/ observation questions/tasks not observation
Completely questions/ tasks not answered / questions/tasks/ not
answered/ answered / accomplished. answered /
accomplished accomplished. accomplished
Analysis All question were All questions were Questions were not Four (4) or more
answered answered answered observation
completely; answer completely; answers completely; answers questions were not
with depth and are are clearly connected are not clearly answered; answers
thoroughly grounded to theories; grammar connected to not connected to
on theories; grammar and spelling are free theories; one (1) to theories; more than
and spelling are free from errors. three (3) grammatical four (4) grammatical/
from error. / spelling errors. spelling errors.
Reflection Profound and clear; Clear but lacks Not so clear and Unclear and Shallow;
supported by what depth; supported by shallow; somewhat rarely supported by
were observed and what were observed supported by what what were observed
analyzed and analyzed were observed and and analyzed
analyzed
Learning Artifacts Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not
on in the context of on in context of the reflected on in the reflected on in
the learning learning outcomes. context of the context of the
outcomes; Complete, Complete; well learning outcomes. learning outcomes;
well-organized, organized, very Complete; not not complete; not
highly relevant to the relevant the learning organized relevant to organized, not
learning outcome outcome the learning outcome relevant
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2)
deadline deadline the deadline days or more after
the deadline
COMMENT/S Rating: (Based on
Over-all Score transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 18-19 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below