THE TEACHER AS A PERSON

FIELD STUDY IN SOCIETY

Learning Episode
My FS Learning Task Overview
“You are born a teacher” somebody would tell you. Is this
TRUE? What attributes or qualities should you have that would tell that
you would be a good teacher in the future? Like learners, teachers are
molded by nature and nurture. Nature means your inborn qualities,
your natural tendencies. Nurture means, how you were trained or
toughed to become a teacher. You are born with qualities and attributes
that would fit you to become teachers. Let us find out in this episode.

My Desired Learning Outcomes

 Describe own personal qualities that will make one a good
teacher.
 Identify the personal qualities of an experienced teacher that you
have interviewed and observed
 Compare own personal qualities with those of the observed
teacher.

My Learning Essentials

What are Some Personal Qualities of Good Teachers?

1. Intelligence – ability to make sound decision, analyze, make judgment,

make solutions, possess higher order thinking skills, and other types
of intelligence. The teacher is intelligent.

Field Study 6 – On Becoming the 21st Century Teacher 1

 2. Compassion – natural quality to empathize, to feel what others feel,
€ to be tolerant of others. The teacher is compassionate.

3. Emotional Stability – ability to be calm under pressure, cheerful

and optimistic, level headed. The teacher is emotionally stable.

4. Innovativeness – natural tendency to create new things, modify

existing ones, imaginative, finds solutions to problems quickly,
makes use of available materials. The teacher is innovative.

5. Fairness – natural attribute to look at both sides of the issue before

making judgment, gives equal chances for both sides to be heard,
removes personal biases. The teacher is fair.

6. Self-confidence – natural tendency to fell “I can do it”, works alone,

determined to succeed. The teacher is self-confident.

7. Cooperativeness – natural action to work together with others,

willing to share. The teacher is cooperative.

8. Buoyancy – ability to survive in difficult situation, balances life,

optimistic and cheerful. The teacher is buoyant.

9. Reliability – attribute demonstrated by dependability, sincerity, and

honesty. The teacher is reliable.

Field Study 6 – On Becoming the 21st Century Teacher 2

 My Learning Map

In order to accomplish my desired learning outcomes, these are

the steps I have to follow:

Step 1: Stop for a while and reflect. Ask myself: What are my qualities
that will make me a good teacher?

Step 2: Do Activity 1 based on the instruction given.

Step 3: Secure permission to interview and observe a professional teacher.

Step 4: Use the checklist in my interview. Write an essay about the teacher
from my interview and observation results. This essay will be part
of my portfolio entry. Title: Personal Qualities of an Experienced
Teacher: A Personal Encounter.

Step 5: Based on my interview, add to my list of qualities previously

identified in this episode other qualities not included.

Step 6: Make a personal reflection and include this in my pieces of

evidence for a portfolio.

My Learning Activities

AM I THIS PERSON?

Who am I as a person? Do I have personal qualities that will make

me a better teacher someday? The qualities listed are some of the many
attributes but you will add to this later.
Look into yourself very well and answer each item very honestly.
All your answers are correct, so you do not need to worry.

Field Study 6 – On Becoming the 21st Century Teacher 3

Name: Idyll B. Padua
School: STI West Negros University
Semester: 2nd semester

AM I THIS PERSON?
Bilbao, 2010 (Shortened Version, 2014)

Below are indicators of personal qualities which may describe YOU. Place a __ mark in
Box B if the indicator fits you most of the time or X mark if the description does not fit you
most of the time. Identify your quality by choosing the appropriate label in Box C. write the
letter in Box B. You may use the letter more than once for your answer. Just leave the item
that you marked X.

BOX B
BOX A Match the checked mark BOX C
Personal Attribute Indicator with appropriate Label in Personal Quality Label
Box C (Write letter only)
1. I am mentally alert. 
A. BUOYANCY / Buoyant
2. I am very imaginative for new ideas. 
3. I like to try out new things. 
B. INTELLIGENCE / Intelligent
4. I appreciate other people. 
5. I am tolerant of other person.  C. SELF-CONFIDENCE /
6. I adjust to different situations.  Self-confident
7. I look at the brighter side of life.  D. COMPASSION /
8. I don’t consider myself as better than others. Compassionate
9. I share privileges with others.  E. COOPERATIVENESS /
10. I give personal time for the group.  Cooperate
11. I make it a point to do the job well. 
12. I make quick solutions to problems.  F. FAIRNESS / Fair
13. I volunteer to do task for others.
14. I work for the group even without affirmation in
 G. EMOTIONAL STABILITY/
return.
Emotionally stable
15. I am clam in the midst of chaos.
16. I am dependable on a given task. 
17. I give equal chance for others to be heard.  H. INNOVATIVENESS / Innovative
18. I am sure of what I do. 
19. I hold my anger even when provoked.
I. RELIABILITY/ Reliable
20. I am punctual in attendance.

Field Study 6 – On Becoming the 21st Century Teacher 4

 PERSONAL QUALITIES OF AN EXPERIENCED TEACHER CHECKLIST

With the use of the interview checklist attached, get the information
about the teacher. Ask permission to observe the teacher in her/his
classroom and add other personal qualities that you have observed which are
not included in the checklist.
Request for a picture of the teacher as part of your portfolio entry. Use
the picture as part of your Photo Essay.

Identify and label the characteristics/attributes of checked

indicators like Compassion, Intelligence, Fairness, and others as shown
in Activity 1. List other observed attributes in the box to the right. With
other attributes that you have added, make a Photo Essay about the
Teacher. Place the picture of the teacher on top of the photo essay.

PERSONAL QUALITIES OF AN EXPERIENCED

TEACHER CHECKLIST
Checked those
Personal Qualities Put Labels of Qualities
observed
The experienced teacher:
1. I am mentally alert.
A. BUOYANCY / Buoyant
2. I am very imaginative for new ideas.
3. I like to try out new things.
B. INTELLIGENCE / Intelligent
4. I appreciate other people.
5. I am tolerant of another person.
C. SELF-CONFIDENCE /Self-confident
6. I adjust to different situations.
7. I look at the brighter side of life.
D. COMPASSION / Compassionate
8. I don’t consider myself as better than others.
9. I share privileges with others.
E. COOPERATIVENESS / Cooperate
10. I give personal time for the group.
11. I make it a point to do the job well.
12. I make quick solutions to problems. F. FAIRNESS / Fair
13. I volunteer to do task for others.
14. I work for the group even without affirmation in return. G. EMOTIONAL STABILITY/
15. I am clam in the midst of chaos. Emotionally stable
16. I am dependable on a given task.
17. I give equal chance for others to be heard. H. INNOVATIVENESS / Innovative
18. I am sure of what I do.
19. I hold my anger even when provoked.
I. RELIABILITY/ Reliable
20. I am punctual in attendance.

Portfolio Entry:

Field Study 6 – On Becoming the 21st Century Teacher 5

 TITLE: Irene Berdigay:
PERSONAL QUALITIES:
TEACHER AT: Antipolo national high school
Grade level: Grade 7-8

(Place photo of teacher)

My Reflections / Insights

A. How do I use my personal qualities to become a good teacher? Write

in at least two (2) paragraphs.

I think that the first step to do is to accept yourself as a

better person because it’s hard to become a good teacher when
you’re a “less good” person.

It takes time but try to fix a daily goal. Each day guide your
energy towards achieving one small daily goal. One step at a time.
Try to make your students explore their own mental capacities,
encourage them, boost their creativity and inspire them! That’s
what counts!

Field Study 6 – On Becoming the 21st Century Teacher 6

B. How does the experienced teacher utilize his/her personal qualities
to make him/her a good teacher? Write in at least two (2) paragraphs.

Everyone has different personal qualities, so your response will

be about the unique you. If you are a very honest person, that will
(Write below Text of the Essay)
shine through in everything you do in the classroom. You will be a
role model for honesty. If you are teaching students about academic
honesty, for example, you will do so with great conviction. And
students will take you very seriously.
Having a great sense of humor makes a good teacher, able to find
humor in everyday moments in the classroom and able to laugh at yourself
when you make a mistake. And I do make mistakes. Sometimes you even
tell little stories about some of my mistakes. The students laugh, but they
are also learning that even teachers are not perfect, and that it's always good
to be able to laugh at you at least a little.

Integrating Theory and Practice

A. WHAT HAVE I LEARNED FROM MY EXPERIENCE?

Let’s find out!

Direction: Label the personal qualities that are described in the box.

1. Are you a person, someone can lean on? Are you honest and sincere in words
and action? Are you consistent in your actions and responses to different
situations?
What personal quality do you possess?
A. Innovativeness C. Buoyancy
B. Intelligence D. Reliability

2. Do you easily give up? Are you moody, a loner? Does pressure in work make you
surrender? Is it difficult for you to succeed after you fail? Do you have poor
intrapersonal relationship?
What quality do you lack?
A. Buoyancy C. Reliability
B. Cooperativeness D. Fairness

Field Study 6 – On Becoming the 21st Century Teacher 7

3. Do you believe in yourself and in what you can do? Can you work along without
asking help from others? Do you believe in the saying: “No guts, no glory”?
What quality do you have?
A. Self-confidence C. Compassionate
B. Innovativeness D. Emotional Stability

4. Are you easily upset by petty things? Do you worry a lot? Do you panic when
pressured? Do you often feel that you are to be blamed?
What personal quality do you lack?
A. Innovativeness C. Cooperativeness
B. Emotional Stability D. Reliability

5. Do you have higher order thinking abilities? Do you excel in your abilities in any
of Howard Gardner’s Multiple Intelligences? Do you act quickly on problems of
immediate concern?
What personal quality do you possess?
A. Innovativeness C. Self-confidence
B. Compassion D. Intelligence

B. HOW WILL I USE WHAT I HAVE LEARNED IN THE FUTURE AS A TEACHER?

Read carefully and answer YES if you can do it or NO if you cannot do it.
Identify the personal quality being described. Write on the blank provided.

1. Will you use your intelligence to plan and implement appropriate lesson
for your learners?
YES ______ NO ______

2. Will you adjust to whatever situation you will be assigned as a teacher

alone with less assistance from your peers and superiors for?
YES ______ NO ______

3. Will you be capable of doing your job as a teacher alone with less
assistance from your peers and superiors for?
YES ______ NO ______

4. Will you share your skills and talents to help others so that the result
will add to learning outcomes?
YES ______ NO ______

Field Study 6 – On Becoming the 21st Century Teacher 8

 5. Will you be able to confront difficult problems as a teacher by using your
capacity to sink and swim under difficult times?
YES ______ NO _____

My Learning Portfolio

Pieces of Evidence:

1. Picture of self and description of personal qualities in Photo-Essay

and Reflections.

Field Study 6 – On Becoming the 21st Century Teacher 9

 2. Photo Essay of the Experienced Teacher Personal Attributes or Characteristics
and Reflections.

(Place photo here)

My Learning Rubric
FIELD STUDY 6, EPISODE 1 – The Teacher as a Person in Society
Focused on:
 Describing own personal qualities that will make one a good teacher.
 Identifying the personal qualities of an experienced teacher that you have interviewed and
observed.
 Comparing own personal qualities with those of the observed teacher.

Name of FS Student: Emily C. Evangelista Date Submitted: Oct.17, 2016

Year and Section: 4th Yrear/J44 Course: BEED- Gen. Ed

Learning Exemplary Superior Satisfactory Needs Improvement

Episodes 4 3 2 1
All episodes were done All or nearly all episodes Nearly all episodes were Fewer than half of
with outstanding quality; were done with high done with acceptable episodes were done or
Learning
work exceeds quality. quality. most objectives were met
Activities
expectations. but needs improvement.
4 3 2 1
All questions/ episodes Analysis questions were Analysis questions were not Analysis questions were
were answered answered completely. answered completely. not answered.
completely; in depth
answers; thoroughly Clear connection with Vaguely related to the Grammar and spelling
Analysis of the
grounded on theories. theories. theories. unsatisfactory.
Learning Episode
Exemplary grammar and
spelling. Grammar and spelling Grammar and spelling
are superior. acceptable.
4 3 2 1
Reflection statements are Reflection statements are Reflection statements are Reflection statements are
Reflection /
profound and clear; clear, but not clearly shallow; supported by unclear and shallow and
Insights
supported by experiences supported by experiences are not supported by

Field Study 6 – On Becoming the 21st Century Teacher 10

 from the learning from the learning experiences from the experiences from the
episodes. episodes. leaning episodes. learning episodes.

4 3 1
2
Portfolio is complete, clear, Portfolio is complete, Portfolio is incomplete; Analysis questions were
well-organized and all clear, well-organized; supporting documentations not answered.
supporting; most supporting are organized but are
documentations are documentations are lacking. Grammar and spelling
Learning Portfolio
located in sections clearly available and logical and unsatisfactory.
designated. clearly marked locations.

4 3 2 1
Submitted before the Submitted on the submitted a day after the Submitted two days or
Submission of deadline. deadline. deadline. more after the deadline.
Learning Episode
4 3 2 1
COMMENT/S Rating:
Overall Score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 5.00
71-Below

______________________________ _______________________
Signature of FS Teacher Above Printed Name Date

Field Study 6 – On Becoming the 21st Century Teacher 11

 \

THE TEACHER’S PHILOSOPHY

FIELD STUDY OF EDUCATION
Learning Episode
My FS Learning Task Overview

What is your philosophy about schools and education? Since you will
become a teacher, you must have a clear understanding of your strong
belief or philosophy of education. A philosophy will guide your actions
in teaching and learning. This section will cover some of the
fundamental educational philosophies that will help you as future
teacher.
Learning Episode 2 will tackle only Essentialism, Perennialism,
Progressivism, Existentialism, Behaviorism, Linguistic Philosophy and
Constructivism.

My Desired Learning Outcomes

 Identify one’s philosophy of teaching and education

 Gather information on the philosophy of education of experienced
teachers
 Clarify how these philosophies are being put into practice

Field Study 6 – On Becoming the 21st Century Teacher 12

 My Learning Essentials

As a teacher, one should have a philosophy of education. A philosophy

is a strong belief that is translated into action. A philosophy will guide you
on what to teach, how to teach, why you teach, among others. The different
schools of thought or philosophies were handed down to us by different
philosophers. But as the word progress, other philosophies emerged.

Below are major educational philosophies presented in summary form?

Philosophy of Education Basic Features

Aim: Promote intellectual growth of learners for competence
Teacher’s Role: Sole authority in the subject matter
1. Essentialism
Focus: Essential Skills, 3 Rs
Trends: Back to Basics, Cultural Literacy, Excellence
Aim: To educate the rational person, cultivate intellect
Teacher’s Role: Assist learners to think with reason (critical thinking,
2. Perennialism HOTS)
Focus: Classical subject, Great Books, Enduring curriculum
Trends: Use of Great Books, Bible, Koran, Classical books
Aim: Education of the whole being, as unique individuals
Teacher’s Role: Help students define who they are, their essence
3. Existentialism
Focus: Self-paced, self-directed, learner-centered
Trends: Individualized learning, values clarification
Aim: Promote democratic social living
Teacher’s Role: Develop lifelong learners
4. Progressivism Focus: Learner-centeredness, interdisciplinary, outcomes-based
Trends: Humanistic education, contextualized curriculum, equal
opportunities for all
Aim: Improve and reconstruct society. Education for change
Teacher’s Role: Agent of change and reform
5. Reconstructionism
Focus: Transformation of present to future landscape
Trends: Global education, convergence, transformative education
Aim: Develop communication skills in different languages
(Multilingualism)
Teacher’s Role: Provide experiential learning to learn language
6. Linguistic Philosophy
Focus: Language and communication
Trends: Mastery of communication skills (verbal, non-verbal,
paraverbal or listening, speaking, writing, reading and viewing)
7. Behaviorism Aim: Modify and shape learner’s behavior

Field Study 6 – On Becoming the 21st Century Teacher 13

 Teacher’s Role: Arrange environmental conditions to change behavior
Focus: Learners and the learning environment that act as stimuli
Trends: Education for sustainable development; ubiquitous
classrooms, multi-sensory stimuli
8. Constructivism Aim: Develop intrinsically motivated learners
Teacher’s Role: Teaching students to learn, how to learn
Focus: Experimental learning
Trends: UNESCO’s Pillars of Education; multiple perspectives

My Learning Map

Here is a way to achieve your Desired Learning Outcomes (DLO).

Follow this:

Activity 1 will be Step 1 to 6

Step 1: Know thyself. Determine your own philosophy by

answering the 40 items scale.

Step 2: Record your answer on the matrix provided on the Column

S (student). Add all your scores from all the items in the
cluster.

Step 3: Go to a school where you have a teacher as a resource

person. Request two of the teachers to answer the same
survey form that you answered. Secure a permit before
asking them to answer. Your coordinator will endorse that
to the teacher.

Step 4: Record their answer in the same way you did with your own
results.

Step 5: Analyze the results in the matrix. Rank the Philosophies of

each one from the Most Dominant (highest) to the Least
Dominant (lowest).

Step 6: Add the result matrix as your entry to the Portfolio.

Field Study 6 – On Becoming the 21st Century Teacher 14

 Activity 2 will be Step 7 to 9

Step 7: Go back to the school where you surveyed the teacher.

Identify from our matrix his/her dominant philosophy.

Step 8: Observe his/her class and activities in at least three hours.

Record your observation in your notebook. Write down at
least 5 teaching actions that reflect his/her philosophy of
education. Describe in detail.

Step 9: Prepare this report as an entry to your portfolio

My Learning Activities

KNOW THY SELF: My Philosophy of Education

Use the Survey Instrument found below for yourself and for two teachers
in the school. Read each statement and answer honestly. Select among the
choices from Agree Strongly to Disagree Strongly.

Field Study 6 – On Becoming the 21st Century Teacher 15

 WHAT IS YOUR PHILOSOPHY OF EDUCATION?
(Based on Sadker & Sadker, 2nd Ed. Bilbao, 2014)

What is your philosophy of education? To find out, read each of the following
statements about the nature of education. Decided whether you agree or disagree
with each statement. Use the following numbers to express your response.

Legend: 4 Agree Strongly 2 Disagree

3 Agree 1 Disagree Strongly

______1. The student leaning should be centered around 3Rs only.

_____ 2. The school subjects should focus on the great thinkers of the past.
_____ 3. Many students learn best by engaging in real-world activities than
reading.
_____ 4. The students should be permitted to determine their own curriculum.
_____ 5. Subject matter is taught effectively when it is broken down into small
parts.
_____ 6. The school subjects should include only essential for all students to
know.
_____ 7. Schools above all, should develop students’ abilities to think deeply,
analytically, and creatively thank develop social skill or acquire body of
knowledge.
_____ 8. Teaching should prepare students for analyzing and solving the types of
problems they will face outside the classroom.
_____ 9. Reality is determined by each individual’s perceptions. There is no
objective and universal reality.
_____ 10. People are shaped much more by their environment than by the
exercise of their free will.
_____ 11. Students should not be promoted to their next grade until they have
read and mastered certain key material.
_____ 12. An effective education is not aimed at the immediate needs of the
students or society.
_____ 13. The curriculum of a school should be built around the personal
experiences and need of the students.
_____ 14. Students who do not want to study much should not be required to
do so.
_____ 15. Programmed learning is an effective method of teaching information.
_____ 16. Academic rigor is an essential component
Field of education.
Study 6 – On Becoming the 21st Century Teacher 16
_____ 17. All students, regardless of ability, should study more or less the same curriculum.
_____ 18. Art classes should focus primarily on individual expression and creativity.
_____ 19. Effective learning is unstructured and informal.
_____ 20. Students learn best through reinforcement.
_____ 21. Effective schools assign a substantial amount of homework.
_____ 22. Education should focus on timeless questions such as “What is beauty?” or “What is
truth?”
_____ 23. Since students learn effectively though social interaction, schools should plan for more
social gathering in their curricula.
_____ 24. The purpose of school is to help students understand themselves and find the meaning
of their existence.
_____ 25. Frequent objective testing is the best way to determine what students know.
_____ 26. Countries must become more competitive economically, hence, schools must bolster
their academic requirements for more competition.
_____ 27. Students must be taught to appreciate learning primarily for its own sake, rather than
to help them into their careers.
_____ 28. Schools must place more emphasis on teaching about the concerns of minorities and
women.
_____ 29. Each person has free will to develop as he or she sees fit.
_____ 30. Reward students well for learning so they will remember and be able to apply what they
learned, even if they were not able to understand why information is worth knowing.
_____ 31. Philippine schools should attempt to instill tradition Filipino values in students.
_____ 32. Teacher-guided discovery of profound truths is a key method of teaching students.
_____ 33. Students should be active participants in the learning process.
_____ 34. There are no external standards of beauty. Beauty is what an individual decides it to
be.
_____35. We can place a lot of a faith on our schools and teachers to determine which student
behaviors are acceptable and which are not.
_____ 36. Schools must provide students with a firm grasp of basic facts regarding the books,
people, and events.
_____ 37. Philosophy is ultimately a practical subject to study like computer science.
_____ 38. Teachers must stress to the students the relevance of what they are learning to their
lives outside and inside the classroom.
_____ 39. It is more important for a student to develop a positive self-concept than to lean specific
concepts.
_____ 40. Learning is more effective when students are given frequent tests to determine what
they have learned.

Field Study 6 – On Becoming the 21st Century Teacher 17

Record your answer in the matrix below.

Now that you have responded to all 40 items, write the number of the response to
each statement in the matrix below. Add the raw scores in each column to determine your
PHILOSOPHY. Record those for the teacher in T 1 and T2.

MY PHILOSOPHY IN EDUCATION
ESSENTIALISM PERENNIALISM PROGRESSIVISM EXISTENTIALISM BEHAVIORISM
Item S T1 T2 Item S T1 T2 Item S T1 T2 Item S T1 T2 Item S T1 T2
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 17 18 19 20
16 22 23 24 25
26 27 28 29 30
31 32 33 34 35
36 37 38 39 40
Total Total Total Total Total

Legend: S – Self; T1 - Teacher 1; T2 – Teacher 2

Based on the information taken, answer the following questions:

Rank your total raw scores for each category. Do the same for Teacher 1 and Teacher
2.

1. What Philosophy is most dominant for you?

What is least dominant?

2. For Teacher 1, which is the most dominant?

Least dominant

3. For Teacher 2, what Philosophy has gained the highest score?

This is the most dominant philosophy of the teacher. What has the lowest score?

Field Study 6 – On Becoming the 21st Century Teacher 18

 APPLICATION OF PHILOSOPHY OF EDUCATION
IN THE CLASSROOM

Step 7: Go back to the school where you surveyed the teacher. Identify from our
matrix what is his/her dominant philosophy.

Step 8: Observe in at least three hours her class and activities. Record your
observation in your notebook. Write down at least 10 teaching actions that
reflect her Philosophy in Education. Describe in detail.

Step 9: Prepare this report as an entry to your portfolio.

Name of Teacher: Dominant Philosophy:

Observations: Write at least 5 observations in narrative form that shows the application of
the dominant philosophy of the Teacher.

1.

2.

3.

4.

5.

6.

You may use extra sheet for your Portfolio entry. You may also include pictures or
illustrations in this report

Field Study 6 – On Becoming the 21st Century Teacher 19

Snapshots

Field Study 6 – On Becoming the 21st Century Teacher 20

 My Reflections / Insights

1. Have you discovered your dominant Philosophy of Education? How

do you feel after knowing it? Is your philosophy or firm belief of
education reflected in what you are doing as a future teacher?
My dominant Philosophy of
Education is
The practices that I do as a student and future teacher that reflect my
philosophy are: (describe in sentences)

In choosing to become a teacher, I have made the commitment to myself

and my future students to be the best academic, personal, and ethical role model
I can be. It is my goal to have a mutually enriching teaching career by keeping an
open mind and continually communicating with my peers and students. I am
prepared to rise to the challenges of teaching in the 21st century, and I promise
to try to provide an honest, well-rounded education to every student I encounter.

The practices that I will do, that I will reflect my Philosophy of Education
will be: (describe in sentences)
I think that teaching and learning are reciprocal processes. When
teachers nurture individual talents in each child, educators can build
self-esteem and may encourage a lifelong skill. By supporting these
special abilities, teachers can, for example, guide students' research,
and students can, in turn, enlighten teachers about subjects in which
they may not be as knowledgebale.

2. In your observations, does an experienced teacher practice what they

believe in (philosophy of education) in actual teaching? If yes, describe
the instance/episode. If no, what could be the reason?

Yes, because in these situation I think the teacher can’t give their
statement right away without experiencing those things in school that may
possibly happen every day.

Field Study 6 – On Becoming the 21st Century Teacher 21

 Integrating Theory and Practice

What have you gained from your experiences in Task No. 2, Activities 1 and 2?

Direction: Choose the correct answer from the options.

1. What is the right philosophy that every teacher should follow when teaching?
I. Pragmatism
II. Perennialism
III. Existentialism
A. I only C. I and II
B. II only D. I, II, and III

2. Mr. Balgos teaches science in the Junior High School. He taught the concept that
sunlight is necessary for the plants in the process of photosynthesis. Applying the
philosophy of pragmatism, Mr. Balgos should ______________.
A. Show a PowerPoint presentation of photosynthesis
B. Ask the students to bring plant leaves in school
C. Draw the leaves of the plant and color this green
D. Ask the students to do a simple experiment about photosynthesis

3. A philosophy that believes in prior learning or what the learners already know is
___________________.
A. Essentialism C. Constructivism
B. Behaviorism D. Naturalism

4. Behaviorism is a philosophy that has been anchored on the theories that relate to
_________________.
I. Trial and Error
II. Stimulus and Response
III. Brain and Thinking
A. I only C. I and II
B. II only D. I, II, and III

5. The teacher’s teaching philosophy is reflected by which of the following?

I. Choice of teaching methods
II. Choice of circle of friends
III. Choice of how to use leisure time
A. I only
B. II only
C. I and II
D. I, II, and III

Field Study 6 – On Becoming the 21st Century Teacher 22

 My Learning Portfolio

Evidences of Portfolio here:

1. The Matrix of Survey Results
2. Observation of the Teacher and the Responses
3. Pictures (optional)

Field Study 6 – On Becoming the 21st Century Teacher 23

Snapshots

Field Study 6 – On Becoming the 21st Century Teacher 24

 My Learning Rubric

FIELD STUDY 6, EPISODE 2 – The Teacher’s Philosophy of Education

Focused on:
 Identifying one’s philosophy of teaching and education
 Gathering information on the philosophy of education of experienced teachers
 Clarifying how these philosophies are being put into practice

Name of FS Student: Emily C. Evangelista Date Submitted: Oct. 17, 2016

Year and Section: 4TH YEAR/J44 Course: BEED-General curriculum

Learning Exemplary Superior Satisfactory Needs Improvement

Episodes 4 3 2 1
All episodes were done All or nearly all episodes Nearly all episodes were Fewer than half of
with outstanding quality; were done with high done with acceptable episodes were done or
Learning
work exceeds quality. quality. most objectives were met
Activities
expectations. but needs improvement.
4 3 2 1
All questions/ episodes Analysis questions were Analysis questions were not Analysis questions were
were answered answered completely. answered completely. not answered.
completely; in depth
answers; thoroughly Clear connection with Vaguely related to the Grammar and spelling
Analysis of the
grounded on theories. theories. theories. unsatisfactory.
Learning Episode
Exemplary grammar and
spelling. Grammar and spelling Grammar and spelling
are superior. acceptable.
4 3 2 1
Reflection statements are Reflection statements are Reflection statements are Reflection statements are
profound and clear; clear, but not clearly shallow; supported by unclear and shallow and
supported by experiences supported by experiences experiences from the are not supported by
Reflection /
from the learning from the learning leaning episodes. experiences from the
Insights
episodes. episodes. learning episodes.

4 3 2 1
Portfolio is complete, clear, Portfolio is complete, Portfolio is incomplete; Analysis questions were
well-organized and all clear, well-organized; supporting documentations not answered.
supporting; most supporting are organized but are
documentations are documentations are lacking. Grammar and spelling
Learning Portfolio
located in sections clearly available and logical and unsatisfactory.
designated. clearly marked locations.

4 3 2 1
Submitted before the Submitted on the submitted a day after the Submitted two days or
Submission of deadline. deadline. deadline. more after the deadline.
Learning Episode
4 3 2 1
COMMENT/S Rating:
Overall Score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 5.00
71-Below

______________________________ _______________________
Signature of FS Teacher Above Printed Name Date

Field Study 6 – On Becoming the 21st Century Teacher 25

 THE TEACHER IN A
FIELD STUDY SCHOOL SETTING
Learning Episode

My FS Learning Task Overview

A teacher as a professional will always be found in a school
setting. A teacher’s official working place is a school. A school is an
institution where learning occurs under the guidance of a professional
called the teacher.
How does a teacher operate or function in a school setting? How
will a teacher manage the learning environment in the school setting?

My Desired Learning Outcomes

 List the activities in the daily routing of the teacher.

 Identify the teacher’s role in creating a conducive learning
environment in the school.

My Learning Essentials

A regular school day is equivalent to 8 hours. It begins officially

at 8:00 in the morning and ends up at 5:00 in the afternoon.
Adjustments are sometimes made, but the time spent in school is 8
hours. Majority (of the eight hours) is spent guiding the learners in their
lessons, which is called the contact point. Usually, the teacher is
assigned to teach for 6 hours. The remaining time of 2 hours is spent
for co-curricular and extra-curricular activities. Normally, there are five
school days per week, Monday to Friday.

Usually, a teacher is assigned to one class, as a class adviser.

She is made to teach one or more subject content areas depending on
the population of the school and the number of teachers. There are
schools where the teacher teaches all the subjects for the whole class,
while in bigger schools they have subject area specialists who teach the
same subject in the same grade level or different grade levels.

Field Study 6 – On Becoming the 21st Century Teacher 26

Field Study 6 – On Becoming the 21st Century Teacher 27
My Learning Map

This experiential learning episode will take you to the school

setting. You will spend more time making observations and talking to
your resource teacher. Here are the steps that will guide you in your
journey today.

Step 1: Visit a particular teacher in school.

Step 2: Secure the teacher’s program. Study the time schedule

and the activities.

Step 3: Make a school setting observation at a certain period of

the day’s activities.

Based on the daily program, find out what the teacher is supposed
to do during the time of your visit. Observe what the teacher is doing.
Take note of the different activities.

My Learning Activities

TEACHER IN THE SCHOOL SETTING:

Encounter of the First Kind

1. Copy the Class Program of the Teacher

Name of the
Teacher LYN C. DUCO
Name of the School APOLINARIO MABINI ELEM. SCHOOL
District of XVIII-NEGROS ISLAND REGION
Division of BACOLOD CITY

CLASS PROGRAM
Grade 4
MORNING CLASS SESSION:

7:00-7:30 – Flag ceremony/ Ground improvement

7:30-8:20 – EPP
8:20-8:50 – ESP
8:50-9:40 – SCIENCE
9:40-10:00- RECESS
10:00-10:50-MATH

Field Study 6 – On Becoming the 21st Century Teacher 28

 10:50-11:40- ENGLISH
NOON BREAK
AFTERNOON CLASS SESSION:
1:00-1:40- ARAL.PAN
1:40- 2:30- FILIPINO
2:30-3:00- RECESS
3:00-3:40- MSEP
3:40-4:00- REMEDIATION

2. Record Observations

At the time you are in school, what significant observations have

you made?
AREAS OF FOCUS
MY OBSERVATIONS
For Observation in the
(Describe clearly as you can)
School Setting
Physical Setting
Their classroom arrangement is nice and conducive for
learning. They have their electric fan, the lights and the
1. Classroom Arrangement television whenever they will need it for video
presentation.
The bulletin board is also complete which leaners can

2. Bulletin Board Display find some information.

The school playground is wide that can

accommodate children when they want to play or
3. School Playground other activities that they want to do.

The learning resources are complete, the books,

magazine and other learning materials are found
4. Learning Resource
Center
in their classroom.

Socio-Psychological Setting

Their classes schedules are organize.

1. Class schedule

The teacher’s activities are going simultaneously as I had

observed.
2. Teachers’ Activities

Field Study 6 – On Becoming the 21st Century Teacher 29

 The leaners activity is fine seems that they
are cooperating very well.
3. Learners’ Activities

I haven’t notice this.

4. Co-curricular Activities

I haven’t notice this.

5. Extracurricular Activities

My Reflections / Insights

Based on the teacher’s program and your observations, answer the following:
1. Would you consider teaching as a full time job? Why? Why not?
I would prefer as a full time so that I can work
simultaneously everyday if I only have one place to work on for.

2. Are the conditions in the classroom conducive to the welfare of both the
learners and the teacher? How will you improve on it?
Yes, their classroom arrangement is conducive for learners
because they have complete materials and the electric materials
that make tem comfortable while learning.

3. After closely observing the teacher in the school setting, are you motivated to
continue on becoming a teacher? What in the teacher’s practices inspire you
to become a professional teacher?
Yes, I will continue being a teacher because I already started
it by choosing this profession. I love children and they are the one
who motivates me to become a teacher.

4. How can I improve the school setting that I have observed when I become a teacher?

Field Study 6 – On Becoming the 21st Century Teacher 30

a. Classroom
arrangement
To have a wide space for children so that they
will not bothered when they are learning.

b. Bulletin Board
To have colorful learning materials that
display
can attract or grab the attention of the child

c. School
To have a wide playground so that they have
playground
space in playing because they are fun in playing
during their vacant hour

Integrating Theory and Practice

What previous learning or concepts are affirmed by this learning episode? Let’s find
out.

1. A classroom teacher comes to school early in the morning and goes home late.
Officially, the number of hours spent in school should be ___________.
A. 6 hours B. 8 hours C. 4 hours D. 3 hours

2. As required, all teachers should eat lunch at exactly 12:00 noon because it’s their
noon break.
A. This statement is true.
B. This statement is false.
C. This statement is doubtful.
D. This statement is a rule.

3. As observed, all teachers in the whole school __________________.

A. Begin classes at the same time at 8:00 AM
B. Ends classes at the same time at 5:30 PM
C. Wear the same school uniform
D. Live in the same village

4. Which of these activities is NOT required of a teacher in school?

Field Study 6 – On Becoming the 21st Century Teacher 31

 A. Come to class on time.
B. Attend the flag ceremony.
C. Attend school activities.
D. Take a nap at noontime.

5. Aside from teaching and guiding the learners in the classroom, a teacher has to
do other things. This one activity should be to _______________.
A. Feed the children everyday.
B. See to it that the classroom is conducive for learning.
C. Provide school materials for the whole year.
D. Sell snacks in the classroom.

My Learning Portfolio
Portfolio Entries may include:
1. Picture of the school site
2. Picture of the teacher’s classroom with the teacher and children
3. Class program
4. Observations in Activity

Field Study 6 – On Becoming the 21st Century Teacher 32

Snapshots

Field Study 6 – On Becoming the 21st Century Teacher 33

 My Learning Rubric

FIELD STUDY 6, EPISODE 3 – The Teacher in a School Setting

Focused on:
 Listing the activities in the daily routine of the teacher.
 Identifying the teacher’s role in creating a conducive learning environment in the school.

Name of FS Student: Emily C. Evangelista Date Submitted: Oct. 17, 2016

Year and Section: 4th year/J44 Course: BEED-Gen. Curriculum

Learning Exemplary Superior Satisfactory Needs Improvement

Episodes 4 3 2 1
All episodes were done All or nearly all episodes Nearly all episodes were Fewer than half of
with outstanding quality; were done with high done with acceptable episodes were done or
Learning
work exceeds quality. quality. most objectives were met
Activities
expectations. but needs improvement.
4 3 2 1
All questions/ episodes Analysis questions were Analysis questions were not Analysis questions were
were answered answered completely. answered completely. not answered.
completely; in depth
answers; thoroughly Clear connection with Vaguely related to the Grammar and spelling
Analysis of the
grounded on theories. theories. theories. unsatisfactory.
Learning Episode
Exemplary grammar and
spelling. Grammar and spelling Grammar and spelling
are superior. acceptable.
4 3 2 1
Reflection statements are Reflection statements are Reflection statements are Reflection statements are
profound and clear; clear, but not clearly shallow; supported by unclear and shallow and
supported by experiences supported by experiences experiences from the are not supported by
Reflection /
from the learning from the learning leaning episodes. experiences from the
Insights
episodes. episodes. learning episodes.

4 3 2 1
Portfolio is complete, clear, Portfolio is complete, Portfolio is incomplete; Analysis questions were
well-organized and all clear, well-organized; supporting documentations not answered.
supporting; most supporting are organized but are
documentations are documentations are lacking. Grammar and spelling
Learning Portfolio
located in sections clearly available and logical and unsatisfactory.
designated. clearly marked locations.

4 3 2 1
Submitted before the Submitted on the submitted a day after the Submitted two days or
Submission of deadline. deadline. deadline. more after the deadline.
Learning Episode
4 3 2 1
COMMENT/S Rating:
Overall Score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 5.00
71-Below

______________________________ _______________________
Signature of FS Teacher Above Printed Name Date

Field Study 6 – On Becoming the 21st Century Teacher 34

 THE TEACHER IN THE
FIELD STUDY COMMUNITY SETTING
Learning Episode
My FS Learning Task Overview
In the Philippines, the government has built schools in almost all
barangays, town or city. This was done to provide access and equal
opportunity for every school child for quality education. At present,
there are more than half a million public school teachers deployed in
all these schools throughout the country. The school and the teacher
have a very crucial responsibility in bringing about change and
development in the community on one hand and the community
provides a lot learning opportunities on the other hand.
Where else can one find resources that are authentic and are in
the context of the school setting? The COMMUNITY. Who is one
significant community person who earns great respect of the
community? The TEACHER.

My Desired Learning Outcomes

 Identify community resources available for use by the teachers in

the school through a Rapid Appraisal Survey
 Observe how teachers utilize community resources in teaching.
 Collect information on how the teacher is looked upon in the
community.

My Learning Essentials

Here are some key points in this episode:

 While the school is the official working place of a Teacher, the
community is the wider learning environment.
 Schools are often perceived to be the transformative agent of
change, hence, the teachers are agents of change.
 The teachers are looked upon as important agents of change.

Field Study 6 – On Becoming the 21st Century Teacher 35

 Teacher’s roles and functions do not stop within the four
walls of the school, but extend beyond the community.
 The community provides the authentic resource for teaching
and learning.

Field Study 6 – On Becoming the 21st Century Teacher 36

 My Learning Map

How will I achieve the desired learning outcomes? Join me, as we go

through the stpes we have to follow.

1. Step 1 Conduct a Rapid Survey of the Barangay (in groups)

1.1Report to the Punong Barangay upon arrival in the
community.
1.2Peruse a community map to find out the area you are
going to cover.
1.3Secure the available information from the records of the
Barangay Secretary.
1.4Spend time to go around the barangay for visual
observation.
1.5Interview some folks from whom you can see secure or
verify the data.

2. Step 2 Make an inventory or list of the existing community

resoueces based on the Rapid Survey.

3. Step 3 Based on the inventory, match the available resources with

the subject areas taught in schools.

4. Step 4 observe classes and identify what community resources are

utilized.

5. Step 5 Conduct a random survey to find out how the school

teachers are perceived in the community.

My Learning Activities

RAPID COMMUNITY SURVEY

Permission to conduct the community survey should be secured

from your teacher. The same permission shall be asked from the
Barangay Officials.
It is suggested that this activity will be done by group of five (5),
to facilitate the collection of the data and to enhance your

Field Study 6 – On Becoming the 21st Century Teacher 37

understanding of the community situation. Follow the suggested
guidelines.

Guidelines in the Rapid Community Survey

1. Report to the Barangay Captain or Punong Barangay upon arrival in

the community.
2. Peruse a community map to find out the area you are going to cover.
3. Secure the available information from the records of the Barangay
Secretary.
4. Provide the opportunity to go around the barangay for visual
observation.
5. Interview some folks from whom you can secure or verify the data.

Field Study 6 – On Becoming the 21st Century Teacher 38

 RAPID COMMUNITY APPRAISAL FORM

Name of the School in the

Barangay:
Name of the
Barangay:
Name of the
Town/Municipality:
Name of the Province/City:

I. Barangay
Location
1. Distance from the City (in
Km)
2. Distance from the College/University where
enrolled

II. Demography
1. Population:
2. Number of
household:
3. Number of school-going
children:

III. Physical Features (Circle the number of the type)

1. Lowland
2. Upland
3. Mountainous
4. Coastal

IV. Facilities (Circle the number of the facility that exists).

1. School
2. Community Center
3. Plaza
4. Health Center
5. Market
6. Cooperative Store
7. Church/Chapel
8. Electricity
9. Drinking Water Supply

Field Study 6 – On Becoming the 21st Century Teacher 39

 10. Reading Center
11. Others (please list)

V. Agricultural Resources (Please circle the number if

existing)
1. Rice fields
2. Corn fields
3. Sugarcane fields
4. Coconut palm
5. Fruit trees (mango, jackfruits, etc.)
6. Forest trees (mahogany, narra, etc.)
7. Bananas
8. Root crops
9. Livestocks (carabao, cattle)
10. Fisheries (ponds, deepsea)

VI. Commercial Resources (Please circle if existing)

1. Sari-sari stores
2. Trading center
3. Rural banks
4. Cooperative stores
5. Product sales
6. Others (please list)

VII. Development Programs in Barangay (Circle the number if it exists)

1. Brigada Eskwela
2. Clean and Green
3. Gulayan ng Bayan
4. Peace and Order
5. Others (please list)

VIII. Annual Community Activities (please circle if it exists)

1. Barangay Fiesta
2. Community Festival
3. Sports Festival
4. Search for Miss Barangay
5. Christmas Celebration
6. Others (please list)

Field Study 6 – On Becoming the 21st Century Teacher 40

IX. Other significant data of the Community

Field Study 6 – On Becoming the 21st Century Teacher 41

 CLASSROOM UTILIZATION OF COMMUNITY RESOURCES IN LESSONS

After making the inventory of community resources, spend some

time to observe classes and find out which are being utilized by the
teachers.
Add the chart in your portfolio.

Community Resources Utilized in Classroom

Subjects in School Community Resources Utilized

Science

Mathematics

Social Studies

Snapshots

Field Study 6 – On Becoming the 21st Century Teacher 42

 INTERVIEW OF THE SCHOOL TEACHER

Visit the school in the community which you surveyed. Interview a teacher.

Questions:
1. What school activities do you conduct that allow the participation
of the people in the barangay?
2. Are there community activities that you, as teachers, join? Please
name. do your learners join also these activities?
3. What learning do your pupils/students gain from the participation?
4. What does the community benefit from joining in your school
activities?
5. As per your observation, are the lessons that you taught in the
school transferred to the homes or the community?

Record the answer and make a narrative report of your observations.

My Observations

Field Study 6 – On Becoming the 21st Century Teacher 43

 HOW IS THE TEACHER VIEWED BY THE COMMUNITY

1. Randomly select 10 community members for a survey. Use the survey instrument
below:

COMMUNITY VIEW OF THE TEACHERS

For Community Members:

Elected Official: __________ Community Member: _________
1. Do you ask teachers’ advice for a solution of a problem?
2. Do you cooperate when teachers request you to do something in school?
3. Do you consider the teacher as a respected person by the community
members?
4. Do teachers help in the improvement of your community?
5. Do teachers serve as models in their behavior in the community?
6. How best will you describe all teachers in the school?

2. Consolidate the answer of ten respondents and include the report as an entry in
your portfolio.

My Survey Results

Field Study 6 – On Becoming the 21st Century Teacher 44

 My Reflections / Insights

After making a survey of a barangay and interviewing the teacher, answer the
following questions:

1. How do you feel about the participation of the school, teacher and learners in
the celebration of the barrio fiesta?

I feel that the barangay and the school are interconnected

with each other because they are helping each other in all
activities that being celebrate in the barangay especially during
fiestas.

2. How does the view of the people in the community improve the teacher’s
status?

They can see that the teachers are the one who help or facilitate
the events that happen during fiestas and other activities which may
make them realize that the teachers contribute a big help during the
barrio fiesta.

3. What realization that relates to your becoming a teacher, have you

gained from your concrete experiences and observations in the
community?

Yes, I realize that the school can’t stand alone without the help
of the community. The school needs collaboration with the barangay
and the people who lives in that certain community so that it will
possibly became a child friendly school.

Field Study 6 – On Becoming the 21st Century Teacher 45

Integrating Theory and Practice

Direction: Choose the letter of the correct answer from the choices given.

1. Which statement is TRUE about the community where the school

is located?
A. It is a part of the learning environment.
B. It is outside and so is not a part of the school.
C. There are no learning resources in the community.
D. It serves as a school garden.

2. The barangay officials if asked as a resource person can best speak

on _____.
I. community governance
II. health and well-being
III. literacy program
A. I only C. I and II
B. II only D. I, II and III

3. Natural resources like rivers, lakes, mountains and hills found in

the community can be used best as resources in teaching
___________.
A. Mathematics C. English
B. Science D. Physical Education

4. It is always important for a teacher to transfer learning and

practices from the school to the _________.
A. Church C. City
B. Community D. Sports Complex

5. The community hold high respect of a teacher if he/she is a

____________.
A. Money lender C. Rumor monger
B. Role Model D. Gambler

Field Study 6 – On Becoming the 21st Century Teacher 46

My Learning Portfolio

Recommended entries include:

1. Picture of the landscape view of the community.
2. Narrative essay about the resources of the community.
3. Report on the Community View of Teachers.

Field Study 6 – On Becoming the 21st Century Teacher 47

Snapshots

Field Study 6 – On Becoming the 21st Century Teacher 48

 My Learning Rubric

FIELD STUDY 6, EPISODE 4 – The Teacher in the Community Setting

Focused on:
 Identifying a community resources available for use by the teachers in the school through Rapid Appraisal
Survey
 Observing how teachers utilize community resources in teaching
 Collecting information on how the teacher is looked upon in the community

Name of FS Student: Emily C. Evangelista Date Submitted: Oct.17, 2016

Year and Section: 4th year/ J44 Course: BEED- Gen. Curriculum

Learning Exemplary Superior Satisfactory Needs Improvement

Episodes 4 3 2 1
All episodes were done All or nearly all episodes Nearly all episodes were Fewer than half of
with outstanding quality; were done with high done with acceptable episodes were done or
Learning
work exceeds quality. quality. most objectives were met
Activities
expectations. but needs improvement.
4 3 2 1
All questions/ episodes Analysis questions were Analysis questions were not Analysis questions were
were answered answered completely. answered completely. not answered.
completely; in depth
answers; thoroughly Clear connection with Vaguely related to the Grammar and spelling
Analysis of the
grounded on theories. theories. theories. unsatisfactory.
Learning Episode
Exemplary grammar and
spelling. Grammar and spelling Grammar and spelling
are superior. acceptable.
4 3 2 1
Reflection statements are Reflection statements are Reflection statements are Reflection statements are
profound and clear; clear, but not clearly shallow; supported by unclear and shallow and
supported by experiences supported by experiences experiences from the are not supported by
Reflection /
from the learning from the learning leaning episodes. experiences from the
Insights
episodes. episodes. learning episodes.

4 3 2 1
Portfolio is complete, clear, Portfolio is complete, Portfolio is incomplete; Analysis questions were
well-organized and all clear, well-organized; supporting documentations not answered.
supporting; most supporting are organized but are
documentations are documentations are lacking. Grammar and spelling
Learning Portfolio
located in sections clearly available and logical and unsatisfactory.
designated. clearly marked locations.

4 3 2 1
Submitted before the Submitted on the submitted a day after the Submitted two days or
Submission of deadline. deadline. deadline. more after the deadline.
Learning Episode
4 3 2 1
COMMENT/S Rating:
Overall Score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 5.00
71-Below

______________________________ _______________________
Signature of FS Teacher Above Printed Name Date
Field Study 6 – On Becoming the 21st Century Teacher 49
 THE GLOBAL TEACHER
FIELD STUDY OF THE 21ST CENTURY
Learning Episode

My FS Learning Task Overview

Teaching is a respectable profession the world over. The status of
teachers has been comparable in all parts of the globe, hence each year, a
celebration of the WORLD TEACHER’S DAY!
This alone would tell us the recognition and honor given to the best
profession of all: TEACHING. A teacher is an extraordinary person in whose
hands lie the future of the world. A teacher, regardless of what country he/she
comes from should be a GLOBAL TEACHER or the TEACHER of the WORLD.
Thus, you should have qualities, skills, knowledge, views, with wider
breadth and deeper sense because you too, will be a global teacher.
This Learning Episode focuses on the global teacher of the 21st century.

My Desired Learning Outcomes

 Identify competencies of the global Filipino teacher

 Increase knowledge of other countries teachers’ competencies
 Compare the global Filipino teacher with the other teachers of the world

My Learning Essentials

Let us begin with ourselves, the Filipino teachers. Why are Filipino
teachers doing very well in classrooms and schools outside our country?
Are Filipino teachers doing well in our country as well? Many of them are
awarded as exemplar teachers, best teachers and model teachers. They
are honored by the school, parents and community as well. Would you
like to be a global teacher of the 21st century? As global teachers, you
should be the excellent ones.

Read some teaching skills and qualities needed of global

teachers in the 21st century.

Field Study 6 – On Becoming the 21st Century Teacher 50

A GLOBAL TEACHER.
 thinks and acts both locally and globally.
 has classroom management skills.
 makes content relevant and updated.
 has skills in critical thinking.
 uses technology in education.
 has deep understanding of multiculturalism and
globalization.
 has skills to collaborate with teams.
 brings the world into the classroom, school and community.
 continuously grow professionally.

A Filipino teacher should have these qualities and skills, too.

These competencies are enshrined in the National Competency-Based
Teacher Standards (NCBTS) of the Philippines.

My Learning Map

Here are the steps that you should take in order to reach your
desired learning outcome.

1. Request for a short interview of any public school teacher

about the teacher’s competencies in the NCBTS (Elementary
or High School).

2. Request the teacher to answer a short questionnaire on the

NCBTS teacher’s competencies.

3. Analyze the data.

1. In which of the seven domains did the teacher rate the
herself/himself HIGH?
2. Which competencies are practiced by the teacher all the
time? Often? Sometimes? Never?

Field Study 6 – On Becoming the 21st Century Teacher 51

 4. Go to the web, interview, chat, Skype or use other means to
obtain the information about other teachers in at least two
other countries aside from the Philippines.

My Learning Activities

NCBTS and THE GLOBAL FILIPINO TEACHER

Name of Teacher
School
Grade Level / Year Level

Instruction: Based on your NCBTS-TSNA Individual Profile, please check the Domain,
where you rated yourself HIGH. Please give your explanation.

NCBTS DOMAINS

If HIGH, Give brief explanation why are rated

NCBTS-TSNA Domains
check HIGH

DOMAIN 1 –
Social Regard for Learning

DOMAIN 2 –
Learning Environment

DOMAIN 3 –
Diversity of Learners

DOMAIN 4 – Curriculum

DOMAIN 5 – Planning,
Assessing and Reporting

Field Study 6 – On Becoming the 21st Century Teacher 52

DOMAIN 6 –
Community Linkages

DOMAIN 7 –
Personal Growth &
Professional Development

Field Study 6 – On Becoming the 21st Century Teacher 53

 Instruction: Below is a checklist for the teacher you requested to answer.
I am Global Filipino Teacher. Do I practice/possess these qualities
or competencies?
No or Yes Frequency: Never__________
0
Sometime______
1
Often __________ 2
All the time_____ 3

NO/YES FREQUENCY
COMPETENCIES
- + 0 1 2 3

Do I….

1. demonstrate values for lifelong learning?

2. teach considering that learning is of different kinds?

3. create an environment that is safe and conducive for learning?

4. communicate higher learning expectations to each learner?

5. accept learner’s diverse knowledge and experiences?

6. demonstrate mastery of the subject matter?

7. make use of allotted instructional time?

8. recognize that each learner is unique?

9. demonstrate skills in the use of technology?

10. develop and use appropriate instructional plan?

11. develop and use a variety of instructional support materials?

12. develop and use a 76 variety of appropriate assessment strategies?

13. communicate promptly and clearly to learners, parents, and
superiors about learners’ progress?
14. take pride in the nobility of the profession?

15. enhance myself through continuing professional development?

How many competencies are rated as:

A. All the time ________
B. Often ________
C. Sometimes ________
D. Never ________

Field Study 6 – On Becoming the 21st Century Teacher 54

 GLOBAL TEACHERS THE WORLD OVER

Activity 1 describes the competencies that a global Filipino

Teacher should possess. Now, we need to know what competencies are
required of other teachers from other countries of the world.
Since we cannot travel physically to other countries, we can reach
these places through the use of modern technology like surfing, Skype,
chat, emails through the World Wide Web, interviews and use of other
sources of information.
Choose at least two countries other than the Philippines. Search
for the personal and professional competences required of the teachers
in that particular country. You may also interview a Filipino teacher
who has taught in these countries.
Be guided by the matrix given below.

Global Teacher from Other Countries

Requirements to
Name of Personal Qualities Professional Qualities become
Country of Teachers of Teachers Professional
Teachers
High-Achieving: The National Board 1. Degree from
The individual for Professional accredited
has a history of TeachingStandards' teacher's
success no What Teachers collegeSelect a
matterwhat the Should Know and teacher's college
endeavor.2 Be Able to Do, or college with a
Responsible: developed by teacher's
Instead of teachers in the program.Make
blaming others or United States, sure the college
circumstances, provides agood is accredited.
the in-dividual example of Admittance is
United
takes full professional differentfor all
States of
America responsibility for standards as colleges, but
achieving a values. most schools will
positive Theprinciples look at your
outcome.3 include: grade
Critical thinker: 1. Teachers are pointaverage and
The individual committed to the course
reflects about the students and their program of
linkages learning.2. study. Colleges
betweencause and Teachers know the likestudents who
effect instead of subjects they teach have taken
simply reacting to and how toteach challenging
the effect.4 those subjects to classes, such

Field Study 6 – On Becoming the 21st Century Teacher 55

Organized: The students.3. asAdvanced
individual is able Teachers are Placement
to juggle multiple responsible for courses or honor
projects and managing and programs, but
taskssuccessfully. monitoringstudent don'tlet that
learning.4. discourage you.
Teachers think During your
systematically junior year in
about their practice highschool, start
andlearn from looking at
experience.5. colleges and
Teachers are their
members of requirements.2.
learning Bachelor's or
communities. Master's
degreeChoose a
college program.
If you choose to
major
insecondary
education, you
will need at least
one major and
aminor or two
majors. To make
yourself more
interesting
topotential
employers, major
in two areas.
Because of No
ChildLeft Behind
mandates, you
must be highly
qualified,
whichmeans at
least 45 hours of
course work in
your major
area.For
elementary
education, you
may have to
specialize
ineither lower,
middle or upper
elementary
grades. If you

Field Study 6 – On Becoming the 21st Century Teacher 56

 arerequired to
teach a core
course, you will
need a major in
thatcore area.
Elementary
programs
usually focus on
grade levelsand
a major in a core
course, such as
English/language
arts,math,
science or
geography.
Special
education
programsrequire
a focus in a
specific area,
such as learning
disabilitiesor
mental
handicaps.
Include a good
liberal arts
backgroundin
your electives as
well.

My Reflections / Insights

1. If the NCBTS is the measure of a global teacher, can the teacher you
interviewed be able to meet the challenges of global education? Why?
Why not?
I got these information from blog and I think the teacher that being interviewed
will be able to meet the challenges of global education, Because she is able to
meet the competencies required in the NCBTS. Such competencies In the NCBTS
with define good teaching in terms of actual competencies associated features of
teaching high-learning classroom activities

Field Study 6 – On Becoming the 21st Century Teacher 57

2. Are there similarities or differences among teachers in other countries in terms of the
standard requirement for a professional teacher? Explain your answer.
There are similarities and difference as well. Based on what I have researched, the for
teachers in USA developed 5principles of professional standards as values.
Theseprinciples are not totally different with the 7 domains of theNCBTS that we have
our teachers here in Philippines. As what I observed, these principles and domains
correlated with each other. The difference I have noticed is that in the USA,linking the

school to the community is not highlighted or given much focus

3. Are Filipino teachers comparable to their fellow teachers in other countries? Explain
your answer.
If teachers meet the competencies in the NCBTS, theyare really comparable with the I t
other teachers in othercountries. As what I have answered in the previous
question,competencies in the NCBTS define good teaching in terms of
actual

competencies associated with features of teachinghigh-learning classroom activities. And

hink, what weconsider good teaching here in Philippines is also consideredas good
teaching in other countries

4. How would you prepare to become a global teacher of the 21 st century? How do you
see yourself?
I see myself facing theteachers from all over the world with confidence. Ibelieve 10 years
n

time is enough to train myself tobecome one who can compete well with otherteachers
abroad. With such competencies laid outin NCBTS, I believe I can grow into a
professionalteacher in equal footing with those foreig
mentors.

Field Study 6 – On Becoming the 21st Century Teacher 58

 Integrating Theory and Practice

Choose the correct answer.

1. The most challenging components of teaching in another country is

__________.
A. Mastery of the subject matter
B. Making instructional materials
C. Adjusting to cultural differences
D. Constructing assessment tool

2. Teaching is a universal vocation. Wherever the teacher is assigned, his or her

primary concern is to __________.
A. Earn a good salary C. Be the most important person
B. Make the students learn D. Do Self-sacrifice

3. In the 21st century, the fastest development or change that the teacher should
catch up with as a teacher is in the ____________.
I. Use of technology
II. Knowledge of globalization
III. Practice of collaboration
A. I C. II and III
B. I and II D. I, II and III

4. “If you are an excellent teacher here in the Philippines, you can very well
teach in any ASEAN country.” This statement ______________.
A. is false C. an overstatement
B. is true D. cannot be determined

5. For a Filipino teacher to succeed in teaching in the country and elsewhere in

the world, he or she should ____________.
I. master and practice the competencies of the NCBTS
II. Be multilingual and multicultural
III. Think and act both locally and globally
A. I C. II and III
B. I and II D. I, II and III

Field Study 6 – On Becoming the 21st Century Teacher 59

 My Learning Portfolio

Entries to portfolio may include: (Choose only one)

1. Story of narrative (experiences) of a Filipino Teacher abroad.
2. Story or narrative of an outstanding teacher in your community.
(School, District, Division)
3. Story of narrative of non-Filipino teacher in other countries.

(Highlight and change title of your preference. Erase this after your done.)

NARRATIVE EXPERIENCES OF A FILIPINO TEACHER ABROAD

Field Study 6 – On Becoming the 21st Century Teacher 60

 My Learning Rubric

FIELD STUDY 6, EPISODE 5 – The Global Teacher of the 21st Century

Focused on:
 Identifying competencies of the global Filipino teacher
 Increasing knowledge of other countries teachers’ competencies
 Comparing the global Filipino teacher with the other teacher of the world

Name of FS Student: Emily C. Evangelista Date Submitted: Oct. 17, 2016

Year and Section: 4TH YEAR/J44 Course: BEED- Gen. Curriculum

Learning Exemplary Superior Satisfactory Needs Improvement

Episodes 4 3 2 1
All episodes were done All or nearly all episodes Nearly all episodes were Fewer than half of
with outstanding quality; were done with high done with acceptable episodes were done or
Learning
work exceeds quality. quality. most objectives were met
Activities
expectations. but needs improvement.
4 3 2 1
All questions/ episodes Analysis questions were Analysis questions were not Analysis questions were
were answered answered completely. answered completely. not answered.
completely; in depth
answers; thoroughly Clear connection with Vaguely related to the Grammar and spelling
Analysis of the
grounded on theories. theories. theories. unsatisfactory.
Learning Episode
Exemplary grammar and
spelling. Grammar and spelling Grammar and spelling
are superior. acceptable.
4 3 2 1
Reflection statements are Reflection statements are Reflection statements are Reflection statements are
profound and clear; clear, but not clearly shallow; supported by unclear and shallow and
supported by experiences supported by experiences experiences from the are not supported by
Reflection /
from the learning from the learning leaning episodes. experiences from the
Insights
episodes. episodes. learning episodes.

4 3 2 1
Portfolio is complete, clear, Portfolio is complete, Portfolio is incomplete; Analysis questions were
well-organized and all clear, well-organized; supporting documentations not answered.
supporting; most supporting are organized but are
documentations are documentations are lacking. Grammar and spelling
Learning Portfolio
located in sections clearly available and logical and unsatisfactory.
designated. clearly marked locations.

4 3 2 1
Submitted before the Submitted on the submitted a day after the Submitted two days or
Submission of deadline. deadline. deadline. more after the deadline.
Learning Episode
4 3 2 1
COMMENT/S Rating:
Overall Score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 5.00
71-Below

______________________________ _______________________
Signature of FS Teacher Above Printed Name Date

Field Study 6 – On Becoming the 21st Century Teacher 61

 THE TEACHER AS A
FIELD STUDY PROFESSIONAL
Learning Episode

My FS Learning Task Overview

In the Philippines, only those with a professional license are

authorized to teach.
There are fundamental requirements to be a professional teacher.
One has to graduate in college with a baccalaureate degree, pass the
Licensure Examination for Teachers (LET), be a member of professional
teacher organization and abide by the Code of Ethics for Professional
Teachers. In addition, teachers must grow in the profession by
undertaking continuing professional development/education.

My Desired Learning Outcomes

 Present clear definition of a professional teacher

 Describe a Filipino professional teacher
 Identify fundamental laws that professionalized teaching in the
country

My Learning Essentials

Some of the basic questions on the professionalization of teaching are

the following:

1. What are the legal bases of considering teaching as a

Profession?
2. What are the requirements to become a Professional Teacher?
3. What is the career path of a Filipino Professional Teacher?

Field Study 6 – On Becoming the 21st Century Teacher 62

Consider these as answers:
1. Fundamental Laws and Policies
 1987 Philippine Constitution, Article XIV
 PD 1006 – Professionalization of Teacher
 RZ 7836 – Regulation and Supervision of the Practice of
Teaching and Prescribing the Licensure Examination for
Teachers or the Teacher Professionalization Act of 1994
 Code of Ethics for Professional Teachers

2. Qualifications of a Filipino Professional Teachers

 Holds a Professional Teacher’s License
 Holds a Bachelor’s degree in Education or any Bachelor’s
degree with 18 units of professional education units
 Member of a Professional Teacher Organization
 Undertake continuing professional development
 Abide by the Code of Ethics for Professional Teachers

3. Requirements to take the Licensure Examination for

Teachers (LET)
 Earned a Bachelor’s Degree in Education or any Bachelor’s
Degree with 18 units of professional education units
 Must be a Filipino citizen
 Other requirements as prescribed by the Professional
Regulation Commission (PRC)

4. Career Path of Professional Teachers

 Beginning Professional Teacher – 1to 3 years of teaching
 Young Professional Teacher – 4 to 10 years of teaching
 Mentor/Master Professional Teacher – 11 to 15 years of
teaching
 Expert/Sterling Professional Teacher – 15 years and above in
teaching

My Learning Map

This episode will bring you to a closer encounter with

professional teachers. To achieve your desired learning outcomes, you
will follow this learning map.

Field Study 6 – On Becoming the 21st Century Teacher 63

Step 1. Have a close encounter with a Beginning Professional Teacher.
Step 2. Have a close encounter with a Young Professional Teacher.
Step 3. Have a close encounter with a Mentor/Master Professional
Teacher.
Step 4. Have a close encounter with the Expert or Sterling
Professional Teacher.
Step 5. Have a close encounter with a Retired Professional Teacher.
Step 6. Record all answers and prepare a written report.
Step 7. Request to take picture of the teacher which will form a part of
your report.

Field Study 6 – On Becoming the 21st Century Teacher 64

My Learning Activities
(Note: All activities shall be conducted by two’s or dyad)

CLOSE ENCOUNTER with a BEGINNING PROFESSIONAL TEACHER

(1 to 3 Years Teaching Experience)

1. Conduct an interview with the beginning teacher by asking the

following questions.
 Where did you earn your degree? When?
 How did your University prepare you to become a good
teacher?
 When did you pass the Licensure Examination for Teachers
(LET)?
What was your passing rating?
 When did you start teaching as a professional?
 What makes you happy as a teacher?
 What disappoints you as a teacher?
 What professional development activities/trainings have you
participated in?
 Are you a member of a professional organization?
What is the name of the organization?
 As a professional teacher, what code of conduct do you strictly
follow? Can you name the specific behavior that should be
followed to the utmost?
 What king of professional teacher would you dream to become
before you retire?
2. Record all answers and prepare a written report.
3. Request to take picture of the teacher as part of your report.

Field Study 6 – On Becoming the 21st Century Teacher 65

NARRATIVE 1: Close Encounter with the BEGINNING PROFESSIONAL TEACHER
(The narrative will be based on the answers in your interview. A narrative is written in paragraph form.)

(Picture of a Professional Teacher)

Submitted by:

FS 6 Student

Field Study 6 – On Becoming the 21st Century Teacher 66

 CLOSE ENCOUNTER with a YOUNG PROFESSIONAL TEACHER
(4 to 10 Years Teaching Experience)

1. Conduct an interview with a Young Professional Teacher.

2. Ask the following questions:
 Are you satisfied with your job as a professional teacher for the past
few years?
If yes, why? If no, why not?
 What are the things that you do as a professional teacher that make
you happy? Sad?
 What was your most unforgettable experience as a teacher? Please
tell.
 What are your plans for the future as a professional teacher?
 Do you think you will retire as a professional teacher or look for other
jobs? Why?
3. Record all answers and prepare a written report.
4. Request for a picture taken as part of the report.

NARRATIVE 1: Close Encounter with the YOUNG PROFESSIONAL TEACHER

(The narrative will be based on the answers in your interview. A narrative is written in paragraph form.)

(Picture of a Professional Teacher)

Field Study 6 – On Becoming theSubmitted by: Teacher

21st Century 67
 CLOSE ENCOUNTER with a MENTOR/MASTER TEACHER
(11 to 15 Years Teaching Experience)

1. Conduct an interview with a Mentor/Master Professional Teacher.

2. Ask the following questions:
 Are you satisfied with your job as a mentor professional teacher for the past few
years? If yes, why? If no, why not?
 What are the things that you do as a mentor professional teacher that make you
happy? Sad?
 How did you mentor younger professional teachers?
 Looking back to your early years as a professional, how do you compare yourself
with your mentees now?
 What awards or citations have you received?
 What are your plans for the future as a professional teacher?
 Do you think you will retire as a professional teacher or be promoted to higher
position?
3. Record all answers and prepare a written report.
4. Request for a picture taken as part of the report.

NARRATIVE 1: Close Encounter with a MENTOR/MASTER TEACHER

(The narrative will be based on the answers in your interview. A narrative is written in paragraph form.)

(Picture of a Professional Teacher)

Submitted by:

FS 6 Student

Field Study 6 – On Becoming the 21st Century Teacher 68

 CLOSE ENCOUNTER with an EXPERT/STERLING TEACHER
(15 Years Teaching Experience)

1. Conduct an interview with an Expert/Sterling Professional Teacher.

2. Ask the following questions:
 Are you satisfied with your job as a professional teacher for the past years? If yes,
why? If no, why not?
 What are the things that you do as an expert professional teacher that make you
happy? Sad?
 What was your most unforgettable experience as an expert professional teacher?
Please tell.
 What do you consider as your most significant contribution to the teaching
profession? Please tell.
 What are your plans for the future as an expert professional teacher?
 Have you been promoted in your job? Why were you promoted? What benefits did
you get from your promotion?
3. Record all answers and prepare a written report.
4. Request for a picture taken as part of the report.

NARRATIVE 1: Close Encounter with an EXPERT/STERLING TEACHER

(The narrative will be based on the answers in your interview. A narrative is written in paragraph form.)

(Picture of a Professional Teacher)

Submitted by:

FS 6 Student

Field Study 6 – On Becoming the 21st Century Teacher 69

 CLOSE ENCOUNTER with RETIRED TEACHER
(Retired from Teaching)

1. Conduct an interview with a Retired Professional Teacher.

2. Ask the following questions:
 What are your usual activities as a retired professional teacher? Please tell.
 Did you find your past teaching experiences memorable? What were your most
significant experiences?
 How long have you taught as a professional teacher? Do you have any regrets of
having been a professional teacher? Why?
 What do you consider as your most significant contribution to the teaching
profession? Please tell.
 Have you been promoted in your job? Why were you promoted? What benefits did
you get from your promotion?
 Would you consider teaching as the greatest profession? Why? Why not?
 What food for thought would you like to give us, and the young professional
teachers?
3. Record all your answers and prepare a written report.
4. Request for a picture taken as part of the report.

NARRATIVE 1: Close Encounter with Retired Teacher

(The narrative will be based on the answers in your interview. A narrative is written in paragraph form.)

(Picture of a Professional Teacher)

Submitted by:

FS 6 Student

Field Study 6 – On Becoming the 21st Century Teacher 70

 My Reflections / Insights

Based on the answers given the by teachers you interviewed, do

they reflect a true professional teacher?

1. Why do you think so?

YES.

2. Why don’t you think so?

Because as what they had answered they pay their role as a teacher
Inside the classroom and do their job base on their job description.

3. Based on the interviews you conducted, is being a professional teacher

a fulfilling job? Why?

Yes, because as a professional teacher you are molding a child as they

grow. And you are the one of many reasons or as you become part of
their Success is really Fulfilling to feel that you become part of it.

4, Considering that you will be a future professional teacher, what

standards of behavior should you uphold based on the Code of Ethics
for Professional Teachers?

To do what is based on your job description or by teaching children with all my heart.
As I am committed and choose with this kind of profession.

Field Study 6 – On Becoming the 21st Century Teacher 71

 Integrating Theory and Practice

1. After the 1987 Philippine Constitution, the first legal basis to make teaching
as a profession and consider teachers are professionals was _________.
A. RA 7836
B. PD 1006
C. RA 7640
D. Code of Ethics for Professional Teachers

2. Who among these graduates is not qualified to take the Licensure

Examination for Teachers (LET)?
A. Bachelor of Elementary Education
B. Bachelor of Agricultural Education
C. Associate in Arts
D. Bachelor of Science in Mathematics

3. All Filipino professional teachers must have ____________.

A. A professional teacher’s license
B. A recognized master’s degree
C. Teaching experience
D. Published research article

4. Which of the following practices is NOT allowed in the Code of Ethics for
Professional Teachers?
A. Teachers shall insure that teaching upholds the highest standards.
B. Teachers shall accept tutorial fees for the slow learners in her class.
C. Teachers shall live with dignity in all places at all times.
D. Teachers shall establish maintain cordial relations with parents.

5. What should be the best description of teaching as a profession?

A. Teaching is the noblest profession.
B. Teaching is a lucrative job in this country.
C. Teaching requires less preparation.

Field Study 6 – On Becoming the 21st Century Teacher 72

 My Learning Portfolio

Portfolio entries should include:

NARRATIVE 1: Close Encounter with the BEGINNING PROFESSIONAL TEACHER

(The narrative will be based on the answers in your interview. A narrative is written in paragraph form.)

Field Study 6 – On Becoming the 21st Century Teacher 73

 My Learning Rubric

FIELD STUDY 6, EPISODE 6 – The Teacher as a Professional

Focused on:
 Identifying competencies of the global Filipino teacher
 Increasing knowledge of other countries teachers’ competencies
 Comparing the global Filipino teacher with the other teacher of the world

Name of FS Student: Emily C. Evangelista Date Submitted: Oct. 17,2016

Year and Section: 4th year/J44 Course: BEED- Gen. Curriculum

Learning Exemplary Superior Satisfactory Needs Improvement

Episodes 4 3 2 1
All episodes were done All or nearly all episodes Nearly all episodes were Fewer than half of
with outstanding quality; were done with high done with acceptable episodes were done or
Learning
work exceeds quality. quality. most objectives were met
Activities
expectations. but needs improvement.
4 3 2 1
All questions/ episodes Analysis questions were Analysis questions were not Analysis questions were
were answered answered completely. answered completely. not answered.
completely; in depth
answers; thoroughly Clear connection with Vaguely related to the Grammar and spelling
Analysis of the
grounded on theories. theories. theories. unsatisfactory.
Learning Episode
Exemplary grammar and
spelling. Grammar and spelling Grammar and spelling
are superior. acceptable.
4 3 2 1
Reflection statements are Reflection statements are Reflection statements are Reflection statements are
profound and clear; clear, but not clearly shallow; supported by unclear and shallow and
supported by experiences supported by experiences experiences from the are not supported by
Reflection /
from the learning from the learning leaning episodes. experiences from the
Insights
episodes. episodes. learning episodes.

4 3 2 1
Portfolio is complete, clear, Portfolio is complete, Portfolio is incomplete; Analysis questions were
well-organized and all clear, well-organized; supporting documentations not answered.
supporting; most supporting are organized but are
documentations are documentations are lacking. Grammar and spelling
Learning Portfolio
located in sections clearly available and logical and unsatisfactory.
designated. clearly marked locations.

4 3 2 1
Submitted before the Submitted on the submitted a day after the Submitted two days or
Submission of deadline. deadline. deadline. more after the deadline.
Learning Episode
4 3 2 1
COMMENT/S Rating:
Overall Score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 5.00
71-Below

______________________________ _______________________
Signature of FS Teacher Above Printed Name Date

Field Study 6 – On Becoming the 21st Century Teacher 74

Snapshots

Field Study 6 – On Becoming the 21st Century Teacher 75

Snapshots

Field Study 6 – On Becoming the 21st Century Teacher 76