TO

FIELD STUDY 1

• This is the first experiential course which will immerse a future teacher to actual
classroom situation and learning environment where direct observation of teaching-
learning episodes that focuses on the application of educational theories learned in
content and pedagogy courses will be made. Observations on learner’s behavior,
motivation, teacher’s strategies of teaching, classroom management, assessment in
learning among others shall be given emphasis. A portfolio shall be required in the
course.

LEARNING OUTCOMES:
At FIELD STUDY 2

• This course is a continuation of FS 1. It is school-based and allows a preservice

teacher to participate and assist in a limited actual teaching-learning activities that
relate to assessment of learning, preparation of instructional materials, preparation
of the bulletin boards and other routines in the classroom. A portfolio which will
contain sample lesson or learning plans and demonstration teaching of at least one
subject content area will be required. An action research shall be encouraged in
this course and conclude during the internship.

the end of each episode, you can successfully:

• reflect on the different educational theories and principles.
• observe classes and best teaching practices.
• interact with students.
• evaluate instructional materials and assessment tools.
• analyze curriculum documents and lessons.

YOUR TOOL:

• A compilation of worksheets is your tool. An important aim of your compilation is to link

the theories you have learned with practice. Here, you are expected to gain knowledge by
undergoing varied and intensive activities in and out of the classroom.
FIELD STUDY

2
 FIELD STUDY 1
dr. rose r. dedace - professor

WORKSHEET 1
THE SCHOOL AS A LEARNING ENVIRONMENT
(FTC – THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP)

Name of FS Student: Jose B. Cocjin________________________________________________

Course / Major / Year: ETEEAP-BEEd/2023-24______________________________________

CONCEPT NOTES:

The learning environment (physical, virtual or hybrid) refers to any context in which
learning is where the teaching and learning process occurs. This is also where the needs of the
learners are addressed, and relationships are established in order for the learning to effectively
take place. A learning environment is more than just a classroom. It is a space where students
feel safe and supported in their pursuit of knowledge and feel motivated to learn.

1. Physical (Traditional) Learning Environment - This category is all about the design of a
classroom, including how it’s laid out to influence learning, and which spaces are
designated for learning activities. This can include the furniture that’s used to fill the
space and even the equipment a teacher relies on to enhance the learning experience.
2. Virtual Learning Environment – This represents a shift from physical to online spaces. This
type of environment harnesses technology to provide education beyond geographical and
temporal limitations, making learning more accessible to students regardless of location or
personal circumstances (thedigitalteachers.com).
3. Hybrid Learning Environment – This combines the best of physical and virtual
environments. This type includes a mix of face-to-face interactions and online learning,
aiming to create a flexible and balanced educational approach (thedigitalteachers.com).

3
 Components of a Learning Environment

Components of an effective learning environment include:

1. the characteristics of the learners;
2. the goals for teaching and learning;
3. the activities that will best support learning;
4. the assessment strategies that will best measure and drive learning; and
5. the culture that infuses the learning environment.

As a teacher, you want to create the environment that is most conducive to maximizing
learning. So, create a good visual environment that is:
a. Attractive – the materials are neat, colorful and pleasing to the eye. These may be self-
made, purchased or textbook resource materials.
b. Functional – the materials teach or reinforce a concept or skill.
c. Stimulating – the materials should be thought provoking and encourage critical thinking.
d. Motivational – the materials should be in the area of values development in the sense that
they raise the students’ awareness and offer hope and encouragement.

Learning Outcome:
At the end of this activity, you will demonstrate competence in determining a school
environment that is supportive of / conducive to learning.

Your Tasks:

A general observation of the campus is an exciting way to start your task.

4
 Describe your school Present your personal
Make a scribble
environment (facilities illustration of an
reflection based on your
and support learning effective learning
experience.
areas). environment.

SCHOOL FACILITIES and LEARNING AREAS CHECKLIST

Direction: Are you familiar with the facilities and learning areas of your school? Check the
column to indicate their availability and scribble a brief description.

Facilities & Learning Available Not Description

Areas Available

 Office of the Principal

(Elementary & HS)

 Library

 Computer / ICT
Laboratory

 Counseling Room
(Guidance Office)

 Canteen

 Medical Clinic

 Audio-visual/ Media
Center

 Speech Laboratory

 Science Laboratories

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  Gymnasium

 Auditorium

 Home Economics Room

 Comfort Rooms

 Research Center

 Elementary and High

School Classrooms

 Others: (Please specify)

ARELLANO UNIVERSITY

Answer the questions:

6
 1. Describe your school campus (the community or neighborhood where your school is found
or located, the conditions and colors of the buildings, the different academic and support
service offices, etc.)

2. How can school facilities and learning areas impact the teaching – learning process?

3. How does the school maintain safety and security of employees, students and teachers?

Your Analysis:

1. Why is it important for a teacher to create a conducive and engaging learning

environment?

2. How can your school’s learning environment be improved?

3. How important is the school – community partnerships for the safety and security of the
school and its stakeholders?

Your Reflections:

1. Would you like to teach in the school where you study? Why or why not?

2. If you become a teacher, which type of learning environment would you prefer? Why?

ENRICHMENT:
 Make personal illustrations of your ideal learning environments through photo-
essay.

PHOTO - ESSAY

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 FIELD STUDY 1
dr. rose r. dedace - professor

WORKSHEET # 2
TEACHING AND LEARNING RESOURCES
(PCK - TECHNOLOGY FOR TEACHING AND LEARNING)
(PCK – THE TEACHER AND THE SCHOOL CURRICULUM)

Name of FS Student: _________________________________________________________

Course / Year / Major: _________________________________________________________

CONCEPT NOTES:

Teaching and Learning resources are materials used by teachers to

support the implementation of curriculum and instruction. These resources may be in the form of
print, audio-visual materials, visual aids, auditory materials, real objects, digital resources, ICT
tools, etc. Instructional materials help teachers facilitate classroom instruction efficiently to make
learning more active, meaningful and effective to the students.

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 Regardless of the type of instructional materials to be used, the teacher must consider it in
the light of the purpose of the learning activity, whether it be subject matter, skills improvement
or valuing. Teachers use a variety of instructional materials in any subject to diversify learning
experiences. Students have different abilities and interests that determine what they attend to
and learn. But what they learn also depends on the ability of the teacher to capture their
attention and spark their interest through the use of appropriate teaching and learning materials.
The use of instructional materials does not only encourage teachers and students to work
collaboratively but also results in more cooperative learning activities among students.

Purpose of Teaching and Learning Resources:

1. To motivate students – it provides a high degree of interests for students/pupils.
2. To contribute to better understanding – it contributes to the measurement of learning
outcomes.
3. To provide varied learning experiences – it contributes to the efficiency, depth and variety of
learning making it more engaging.
4. To reinforce learning – it develops continuity of thought.
5. To encourage participation – optimizes and encourages active classroom participation.

Standards to Consider in the Selection of Teaching and Learning Materials:

This should:
a. give a true picture of the ideas they present.
b. contribute meaningful content to the topic under study.
c. be appropriate for the age, intelligence, and experience of the learner.
d. be in a good and satisfactory condition.
e. help to make students better thinkers and develop their critical faculties.
f. be worth the time, expense and effort.

After evaluating what kind of instructional materials to use, these are the steps in
using the materials properly to achieve your goal.

 Prepare yourself - You have the material; you plan on how you will deliver your lesson to
your students.
 Prepare your students - Set class expectations and learning goals.
 Present the material - In presenting the material, you should check whether it is in its best
possible condition. Try using it before presenting it to class to make sure it won't fail you,
or worse, embarrass you.
 Follow-up - Presenting the material doesn't end the process of learning. It's a cycle. Do a
follow-up quiz to check whether the students got the lesson.

9
 Learning Outcome:

At the end of this activity, you will be competent in determining, utilizing and creating
instructional resources that facilitate the teaching and learning processes.

Your tasks:

a. Identify the different teaching and learning resources available in the school.
b. Observe a class and find out the teaching and learning materials utilized by the teacher.
c. Create conventional and video-based materials that are appropriate to the learning
content.

OBSERVATION MATRIX

1. Visit the library / learning resource center (LRC) or the Audio – Visual Room and
determine the availability of the following teaching and learning materials .

Categories Examples
Print

Audio – visual materials

ICT – based materials

Digital materials

Online materials

Visual materials

Others: (pls. specify)

 Based on your assessment, what teaching and learning resources are still needed by the
school? Why?

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 2. Observe a class and answer the following questions.

Teacher: _____________________________________________
Grade level and subject handled: _____________________________________________
Lesson: _____________________________________________
Teaching and Learning resources used: ______________________________________
______________________________________

 How are the teaching and learning resources utilized in the lesson? Did it help attain
the target learning outcomes of the teacher?

 If you were to teach the same lesson, what teaching and learning resources would you
use? Why?

3. Create a video-based material (10 mins).

 Decide on a specific content area and grade level. Prepare your own teaching
and learning materials based on your chosen content.

4. Create two conventional teaching – learning materials based on your chosen content
or area of specialization.

Your Analysis:

What suggestions can you recommend for the improvement of your school’s library or
learning resource centers?

Your Reflection:

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 1. What difficulties did you encounter in making your conventional and video-based
teaching - learning materials? How did you overcome them?

2. What benefits did you gain in making your own teaching – learning materials?

FIELD STUDY 1
dr. rose r. dedace - professor

WORKSHEET 3
DIVERSITY: LEARNERS’ CHARACTERISTICS AND NEEDS
(FTC - THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES)
(PCK – FACILITATING LEARNER-CENTERED TEACHING)

Name of FS Student: _____________________________________________________

Course /Year / Major: _____________________________________________________

CONCEPT NOTES:

Learner’s characteristics revolve around how learners are

influenced by the following elements: personal, socio-emotional, and cognitive, which play a
pivotal role in how students learn.

 Personal characteristics can be defined as the learners’ demographic information

such as age, gender, cultural background, maturation, language, social economic

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 status and specific needs of a learner group such as particular skills and
disabilities for and/or impairments to learning.
 Cognitive characteristics can be described how learners remember, organize and
store information in the brain. It involves language, memory, problem solving
skills, thinking skills, and other cognitive functions which are essential for
adaptation and survival.
 Socio-emotional characteristics can be described how learners understand, form
and sustain positive relationships experience, manage and express emotions, and
apply a broad range of social skills.

When designing instruction, it is important to understand your learners characteristics

and needs for you to plan effectively. A combination of good design and an appropriate use of
technology will greatly facilitate the personalization of learning, allowing for instance for different
students to work at different speeds, and to focus learning on students’ specific interests and
needs, thus ensuring engagement and motivation for a diverse range of students . The 21st
century learning is the constellation of learner characteristics which equips students to enjoy a
high quality of life, work and relationships by being resilient, intentional, creative and confident
learners who understand the value of collaboration, the relationship of effort to results and the
need to be continually growing and learning.

The 21st Century Skills

 The 21st century skills are a set of abilities that students need to develop and hone, in order to
succeed in the information age.
a. Learning and Innovation Skills
a.1 Critical Thinking
a.2 Creative Thinking
a.3 Collaborating
a.4 Communicating
b. Literacy Skills
b.1 Information Literacy
b.2 Media Literacy
b.3 Technology Literacy
c. Life Skills
 Flexibility
 Initiative
 Social Skills
 Productivity
 Leadership

Learning Outcome:
At the end of this activity, you will demonstrate competence in determining learners’
characteristics and needs from different developmental levels and develop understanding of their
diverse backgrounds.

13
 Your Tasks:
1. Research on the different salient characteristics and needs of elementary and high
school students based on their personal, socio-emotional, and cognitive elements. You
may also view some YouTube videos on child and adolescent learners as your
reference. Fill in the chart below for this.
2. Conduct a brief interview with a classroom teacher about the principles and practices
s/he uses in dealing with diversity in the classroom.

Learners’ Characteristics and Needs

Level/s Personal Socio-Emotional Cognitive

A. Elementary
(Childhood)

B. High School
(Adolescence)

 Write the most salient characteristics of learners (at least 3). Based on these
characteristics, think of implications for the teacher. Examples are provided for your
guide.

Example:
Level Salient Characteristics and Implications to the Teaching-
Needs Learning Process
A. Elementary Learners in this level want to be Therefore, the teacher should
more independent develop self-learning activities to
encourage independent learning.
B. High School Learners in this level are highly Therefore, the teacher should
interested in co-curricular and encourage the learners to join
extracurricular activities school clubs which will showcase
their talents and skills.

Level Salient Characteristics and Implications to the

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 Needs Teaching and Learning
Process

Classroom Interview:
Interview a classroom teacher and ask the following questions:
1. How would you characterize the students you are teaching?
2. How do you handle the learning needs of your class - the performing and non-performing
learners, the working students, etc.?
3. How do you promote a gender-sensitive classroom?

Teacher’s Name: _____________________________________________

Grade Level and Subject: _____________________________________________

1.

2.

3.

Your Analysis:
1. How does understanding individual differences help in the process of leaning?

15
 2. How will you promote diversity and equity in your future classroom?

Your Reflections:

1. Recall your elementary and high school experiences. Did you have the same or different
salient characteristics when you were in elementary and high school?

2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help
or not help you with your needs? How did it affect you?

ENRICHMENT:
 Create a collage celebrating diversity.

 Reflection Writing Activity:

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 How can you prepare your students for the demand of the 21st century learning skills?

FIELD STUDY 1
dr. rose r. dedace - professor

WORKSHEET NO.4
MY ASSESSMENT LIST
(PCK - ASSESSMENT IN LEARNING)

Name of FS Student: ___________________________________________________________

Course / Year / Major: ___________________________________________________________

CONCEPT NOTES

Classroom assessment refers to the tasks, activities, or procedures designed to obtain

accurate information about student achievement in the school-based environment. Classroom
assessment is divided into two categories:
(1) Formative assessments are on-going assessments, reviews, and observations in a
classroom. Teachers use formative assessment to improve instructional methods and
student feedback throughout the teaching and learning process. For example, if a
teacher observes that some students do not grasp a concept, she or he can design a
review activity or use a different instructional strategy. Likewise, students can monitor
their progress with periodic quizzes and performance tasks. The results of formative
assessments are used to modify and validate instruction.

17
 (2) Summative assessments are typically used to evaluate the effectiveness of instructional
programs and services at the end of an academic year or at a pre-determined time. The
goal of summative assessments is to make a judgment of student competency -- after
an instructional phase is complete. For example, the National Career Assessment Test
(NCAT) is administered once a year -- it is a summative assessment to determine each
student's ability at pre-determined points in time. Summative evaluations are used to
determine if students have mastered specific competencies and to identify
instructional areas that need additional attention.
(3) Performance-Based assessments measure students' ability to apply the skills and
knowledge learned from a unit or units of study . In the 1990s, performance-
based assessments became a valid alternative to traditional multiple-choice
tests. Currently, more school districts and universities are seeking authentic
measures of student learning, and performance-based assessments have
become increasingly relevant.

Assessment provides evidence to answer the question, "Are students really learning what
the instructor is trying to teach them?" Simply because an instructor taught something doesn't
necessarily mean that the student learned it.
In your classroom, assessments generally have one of three purposes:
1. Assessment of learning
2. Assessment for learning
3. Assessment as learning

1. Assessments of learning are usually grade-based, and can include:

 Exams
 Portfolios
 Final projects
 Standardized tests

2. Assessments for learning provide a clear snapshot of student learning and

understanding as you teach --allowing you to adjust everything from your classroom
management strategies to your lesson plans as you go. It should be ongoing and
actionable.

3. Assessment as learning actively involves students in the learning process. It teaches

critical thinking skills, problem-solving and encourages students to set achievable goals
for themselves and objectively measure their progress.

Points to Consider When Making Assessment

When assessing students, keep the following ideas in mind:
1. Assessment matches the objectives and instructional emphases.
2. Expectations for student performance are made clear.
3. The assessments probe students’ understanding, reasoning, and the utilization of
knowledge.
4. They are appropriately modified to accommodate the needs of students with physical
disabilities, learning disabilities, or limited English proficiency.
5. They engage students with different interest and experiences, and do not assume the
perspective or experience of a particular gender, racial, or ethnic group.

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 Learning Outcome:

At the end of this activity, you will gain competence analyzing various assessment
methods utilized in the classroom.

Your Tasks:

Classify the assessment

methods used by the
Observe 2 classes. teacher as to
conventional, authentic,
performance, etc.

Describe how each

Reflect on your
assessment method was
experience
used.

Observation Sheet
Name of Teacher:
Subject:
Grade Level:
Assessment Tools Used Type of Assessment
(Formative, Summative, Performance-Based)

Name of Teacher:
Subject:
Grade Level:
Assessment Tools Used Type of Assessment
(Formative, Summative, Performance-Based)

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 Your Analysis:

1. Why is there a need to assess student learning?

2. Based on your classroom observations, do you think the target learning behaviors were
properly and appropriately assessed through those assessment methods? Why or why not?

3. Why should assessment be clearly communicated to the parents?

Your Reflection:

Write your thoughts and feelings on the importance of using appropriate assessment
methods in the classroom. Which type of assessment is the most important to you? Why?

FIELD STUDY 1
dr. rose r. dedace - professor

WORKSHEET NO.5
THE TEACHER AS A PERSON
(FTC – THE TEACHING PROFESSION)

Name of FS Student: ___________________________________________________________

Course / Year / Major: ___________________________________________________________

CONCEPT NOTES

Teaching is a noble profession; thus, teachers need to be inspiring.

As a person possessed with a noble heart, s/he is willing to assume great responsibility towards
20
the inculcation and cultivation of the mind, heart and soul of the youth. The role of the teacher
in nation building can never be undermined because they mold the leaders of tomorrow.

The Roles of the Teacher

 Instructional Expert - This is the primary role a teacher performs in the classroom.
S/He plans, guides and evaluates learning. He has to make decisions as to what to
teach, what instructional materials to use, what method to employ in teaching a
particular subject and how to best evaluate the intended learning.
 Manager – The teacher is responsible for the effective management of the class from
start to finish. S/He is also expected to maintain order in the classroom.
 Counselor – Every teacher is a guidance counselor. When problems crop up
concerning student behavior, teachers are expected to respond constructively. When
students are beset with problems, teachers should comfort them and make them feel
they have a ready shoulder to cry on.
 Parent – surrogate – At school, teachers are the parents of learners. They take over
the role of the parents, attending to the needs of the students / pupils and offering
them the comforts away from home. Parents have a feeling of security knowing that
their children are in good hands.
 Model – A teacher is an exemplar. S/He serves as a model to the students/pupils.
Learners idolize teachers; they believe the things the teacher says, especially if the
teacher is kind, approachable and sympathetic to their needs.
 Researcher - The teacher supplements and develops the learners’ needs. It is
important that they are equipped with in-depth information that will develop them to
constantly research for new information which will substantiate or improve academic
situations.
 Motivator - The teacher must be able to motivate their students. Motivating them can
arouse curiosity and make the lesson content interesting thus it attracts and maintain
their focus. This would help if the teacher knew the needs and interests of the
students / pupils. The task of the teacher is to guide and direct the efforts of the
learners toward the attainment of definite goals.
 Community Servant. The duty of the teacher extends beyond the four corners of the
classroom. The teacher should actively participate in improving the community since
his/her sound values and intellectual knowledge can also affect the lives of the
individuals that make up the society. S/He works with parents to provide consistency
between home and school. S/He serves as advocate, and fights bureaucracies in and
out of school in an effort to aid the health and growth of learners.

Remember: Your end goal as a future teacher is to become a positive role-model to / for your
students.

Principles of Effective Teaching and Learning:

As a teacher, you must:

 Seize the moment. Teaching is most effective when it occurs in quick response to a
need the learner feels.
 Involve the student in planning. For learning to occur, you will need to get the
student involved in identifying his learning needs and outcomes.
 Begin with what the student knows. You will see that learning moves faster when it
builds on what the student already knows.

21
  Move from simple to complex. The student will find learning more rewarding if he
has the opportunity to master simple concepts first and then apply these concepts to
more complex ones.
 Accommodate the student’s learning style preference. How quickly and well a
student learns depends not only on his intelligence and prior education, but also on
the student’s learning style preference.
 Sort goals by learning domains. You can combine your knowledge of the student’s
preferred learning style with your knowledge of learning domains.
 Make materials meaningful. The more meaningful the material is to a student, the
quicker and easier it will be learned.
 Tell your students how they are progressing. Learning is made easier if the students
are aware of their progress. Give regular feedback.
 Allow immediate application of knowledge. Giving the student the opportunity to
apply his or her knowledge and skills reinforces learning and builds confidence.
 Plan for periodic rests. When your instructions are especially complex or lengthy,
your students may feel overwhelmed and appear unreceptive to your teaching. Be sure
to recognize these signs of mental fatigue and let the students relax.
 Reward desired learning with praise. Praising your students’ successes associates
the desired learning goal with a sense of growing and accepted competence.

The 5Cs of the K-12 Teacher

 COMMITMENT – the willingness to give (time, energy, effort) to something that you believe.
 COMPETENCE – the capability of performing a task efficiently and effectively.
 CREATIVITY – the capacity to generate ideas or alternatives (innovativeness) in doings
tasks.
 COMPASSION – a feeling of sympathy and empathy towards others.
 CHARACTER – the moral and ethical qualities of an individual which guides his behavior
and actions.

Learning Outcome:
At the end of this activity, you will gain competence in clarifying your values about
teaching and in demonstrating your personal philosophy of teaching.

Your Tasks:

22
 1. Interview 2 Teachers
2. Analyze the values
about their beliefs on the
and philosophy behind
why, what and how of
the teachers' beliefs
teaching.

3. Reflect your own 4. Express these values

values and philosophy and philosophy in your
about teaching own mission statement

Guide for Interview:

Teacher 1: _______________________________________________
Grade Level Handled: ____________________________________
Subject/s Taught: _______________________________________

a. My goal/s for my pupils/students is/are

______________________________________________________________________________________.
(This statement reflects the teacher’s values/philosophy about WHY one should teach).

b. What I really want to teach my pupils/students is/are

______________________________________________________________________________________.
(This statement reflects the teacher’s values/philosophy about WHAT one should teach).

c. I will teach my pupils/students by

______________________________________________________________________________________.
(This statement reflects the teacher’s values/philosophy about HOW one should teach).

Teacher 2: _________________________________________________
Grade Level Handled: ______________________________________
Subject/s Taught: _________________________________________

a. My goal/s for my pupils/students is/are

_______________________________________________________________________________________.
(This statement reflects the teacher’s values/philosophy about WHY one should teach)

b. What I really want to teach my pupils/students is/are

_______________________________________________________________________________________.

23
(This statement reflects the teacher’s values/philosophy about WHAT one should teach).

c. I will teach my pupils/students by

_______________________________________________________________________________________.
(This statement reflects the teacher’s values/philosophy about HOW one should teach).

Your Analysis:

TEACHER’S VALUES AND PHILOSOPHY MATRIX

Philosophy Reflected
Teacher’s Responses Values Reflected (Essentialism, Progressivism, Perennialism,
Existentialism, Behaviorism, Constructivism)

Teacher 1
a. Why Teach

b. What to teach

c. How to Teach

Teacher 2
a. Why Teach

b. What to teach

c. How to Teach

Reflection: It’s your turn to answer the three sentence completion items.
a. My goal/s for my pupils/students is/are
_______________________________________________________________________________________.
b. What I really want to teach my pupils/students is/are
_______________________________________________________________________________________.
c. I will teach my pupils/students by
_______________________________________________________________________________________.
 What values and philosophy are reflected in your statements?

24
  In preparing to teach, what has been your greatest challenge so far? What have you done
to make yourself ready to teach?

A mission statement is a clear and concise expression of your beliefs, values and
philosophy. Write your own mission statement here. Keep it Short and Simple (KISS).

My Mission Statement as a Future Teacher

25
 FIELD STUDY

FIELD STUDY 2
DR. ROSE R. DEDACE - PROFESSOR

EPISODE 1
ON BECOMING A TEACHER: TEACHING AS A PROFESSION

Name of FS Student: ___________________________________________________________

Course / Year / Major: ___________________________________________________________

LEARNING OUTCOMES:
At the end of this episode, you can successfully:
26
A. show appreciation for the value and dignity of teaching as a profession.
B. articulate a personal philosophy of teaching.
C. demonstrate understanding of how professional reflection and learning can be used to
improve one’s craft in teaching.

YOUR LEARNING TASKS:

1. The following are the rewards of teaching. Briefly explain your beliefs about these by
completing the statements.

Teaching is intrinsically rewarding because

________________________________________________________________________________________.

Teaching is intellectually rewarding because

________________________________________________________________________________________.

Teaching is emotionally rewarding because

________________________________________________________________________________________.

Teaching is extrinsically rewarding because

________________________________________________________________________________________.

Teaching is socially rewarding because

____________________________________________________________________________________________.

2. Teaching can be rewarding, but it is also challenging. What do you think are the
challenges in teaching?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________.
3. What are your top 3 reasons for entering / choosing the teaching profession?
A.
B.
C.

4. What are the 5 best personal or professional qualities you possess which you think your
students would love about you?

27
 My Personal Qualities

 Recall your elementary and secondary teachers. What personal and professional
attributes were you able to observe with your teachers? Were you inspired by them?
Why and Why not?
 Does a teacher’s personality affect the quality of student’s learning? How?

5. Write a poem about your insights as to the knowledge, skills and values that make up a
teacher.

My Teacher Poem

Title: ________________________________________

6. Choose two pictures which you think would represent a teacher and a learner. Scribble or
Write a brief explanation for your choices.

28
 TEACHER LEARNER

7. Watch one (1) of these films about a teacher. Make a reaction paper (talk about the
characters, the part of the movie you liked / hated most, the integrity and dedication of the
teacher, etc.)
a. Mila
b. Mga Munting Tinig
c. My Teacher
d. Maestra
e. Manoro, The Teacher

8. Interview a classroom teacher.

Ask: What motivates you to become a teacher? Do you find this profession rewarding?
Why?
Name:
Grade level taught:
Subject Handled:
Answers:

9. Articulate your philosophy of teaching by completing this statement:

When I become a teacher, I will

_________________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________________________________.

10. What advice would you give someone in your family who wants to be a teacher?

FIELD STUDY 2
DR. ROSE R. DEDACE - PROFESSOR

EPISODE 2
CLASSROOM MANAGEMENT AND LEARNING

Name of FS Student: ___________________________________________________________

29
Course / Year / Major: ___________________________________________________________

LEARNING OUTCOMES:
At the end of this episode, you can successfully:
A. demonstrate competence in creating a positive learning environment for learners.
B. articulate a personal classroom management philosophy.
C. show understanding of classroom diversity.

YOUR LEARNING TASKS:

1. What is the purpose of classroom management?

Answer:

2. List some characteristics of an effective classroom manager. What essential

considerations do teachers need to effectively manage the classroom?

Answer:

3. How does classroom management affect teachers and students?

4. Describe the classroom management program you will employ in your own future
classroom.

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5. What can schools do to better prepare the teachers in dealing with classroom management
problems?

6. What is corporal punishment? What deter teachers in using it as a form of discipline in

the classroom?

7. Interview a guidance counselor.

Ask: What is the most common discipline problem in elementary? high school? In
college? What are the causes of these discipline problems?

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 Name of Guidance Grade Level Common Disicipline Causes
Counselor Problems

8. Recall your elementary and secondary years. What challenges did your teachers encounter in
terms of classroom management?

9. Describe ways on how effective teachers respond to cultural diversity in their classroom.

10. As a future teacher, how would you respond to your students’ differences in ability?

FIELD STUDY 2
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 DR. ROSE R. DEDACE - PROFESSOR

EPISODE 3
INSTRUCTIONAL PLANNING

Name of FS Student: ___________________________________________________________

Course / Year / Major: ___________________________________________________________

LEARNING OUTCOMES:
At the end of this episode, you can successfully:
A. explain the importance of instructional planning.
B. determine the elements of instructional planning.
C. observe how instructional planning is being done.
D. write an instructional plan.

YOUR LEARNING TASKS:

1. Interview a classroom teacher. List five preparation tips being done by the teacher in
planning a successful classroom instruction.

Teacher’s Name: _________________________________________________

Grade Handled: __________________________________________________

A.

B.

C.

D.

E.

2. Which among the tips is the most challenging for you? Why? The most important? Why?

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3. Secure a copy of a learning plan – one for each type - detailed, semi-detailed and brief .
Answer the following questions:
3.1 What are the components / parts of the learning plans for detailed, semi-detailed and
brief? What are the similarities and differences of the learning plans?

4. Which do you think is the most important part of a learning plan? Why?

5. Why is it important to write a learning / lesson plan?

6. Observe a class and answer the following questions.

 What are the learning objectives of the lesson?

 What is the subject matter?

 What learning resources are used in instruction?

 What learning strategies or techniques are used?

 What assessment procedures are used?

7. Write your own detailed learning plan. Choose your preferred content and grade level.

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