FIELD STUDY 2 LEARNING

EPISODE The Teacher We

1 Remember

To have a meaningful and successful accomplishment in this FS

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

Target Your Intended Learning Outcome

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

• cite the personal qualities of an effective teacher.
• state the professional competencies expected of a teacher.

Classify Your Task

Before you embark on your one-semester journey in Observation and

Teaching Assistantship, it may be good to be reminded of the personal and
professional qualities which we, teachers, ought to possess. Striving to be the
best teacher, the teacher who will leave an imprint of himself/herself on his/her
students, is a never-ending journey. The journey began three years ago when
you started discussing who the professional teacher is in your course on The
Teaching Profession, etc., etc. The journey gets more focused and challenging
now as you observe and assist your Field Study Resource Teacher. Don’t you
worry! You have been prepared for this for three years and you will end up
stronger, happier and wiser!
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Let’s buckle down for work!
1. You will review the qualities of good teachers as contained in
documents such as the Philippine Professional Standards for
Teachers (PPSTs) and the Southeast Asia Teachers Competency
Framework and the Code of Ethics for Professional Teachers.
2. You will view on YouTube 2 TEDx talks on “What makes a good
teacher great” and “The Power of a Teacher”.

Revisit the Infographic/s

CAREER STAGES OF TEACHERS

Source: DepEd no. 42, s. 2017

Career Stage 4: Distinguished Teacher

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

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

Career Stage 2: Proficient Teacher

Teachers are professionally independent in the application of skills vital
to the teaching and learning process. They provide focused teaching
programs that meet curriculum and assessment requirements. They
2 display skills in planning, implementing, and managing learning
programs. They actively engage in collaborative learning with the
professional community and other stakeholders for mutual growth and
advancement. They are reflective practitioners who continually
consolidate the knowledge, skills and practices of Career Stage 1
teachers.

Career Stage 1: Beginning Teacher

Teachers have gained the qualifications recognized for entry into the
teaching profession. They have a strong understanding of the
subjects/areas in which they are trained in terms of content knowledge
1 and pedagogy. They possess the requisite knowledge, skills and values
that support the teaching and learning process. They manage learning
programs and have strategies that promote learning based on the learning
needs of their students. They seek advice from experienced colleagues to
consolidate their teaching practice.

A detailed Presentation of the indicators of quality teachers in 37 strands along

7 domains for each career stage is given in DO 42, S. 2017 - NATIONAL ADOPTION
AND IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL STANDARDS
FOR TEACHERS.

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

The Southeast Asia Teachers Competency Framework is also given below.

State
Herself/Him
self as a Community
person

Higher
authoriti
es
Busines Profession
al Teacher
s

Professi
Parents on

School
officials
Learner and other
personnel

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https://www.criced.tsukuba.ac.jp/math/seameo/2019/pdf/SEA-TCF%20BOOK.pdf

You will also view in https://www.youtube.com/watch?v=vrU6YJ1e6Q4

What makes a good teacher great? | Azul Terronez | TEDxSantoDomingo and The
Power of a Teacher | Adam Saenz | TEDxYale – YouTube www.youtube.com>watch.

Who is the great teacher?

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

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 Participate and Assist

(Note to Student Teacher: As you participate and assist your FS Resource

Teacher in her daily task, please take note of what you are expected to give
more attention to as asked in the next step of this Learning Episode, NOTICE).

Participate actively by assisting your Resource Teacher in his/her daily task.

Take the initiative to offer your assistance. Don’t wait for your Resource Teacher to
ask for it.

Notice

1.Take note of the following:

• your Resource Teacher comments, facial expressions, gestures and actions in
class
• students’ comments, facial expressions, gestures and behavior j in class
• ow your Resource Teacher relates to you
• the classroom proceedings ¢ the classroom atmosphere — relaxed or
threatening?

Analyze

1. From the PPSTs, the Southeast Asia Teachers Competency Standards

and the TEDx videos that you viewed, what competencies does a great
teacher possess?
- To excel as an educator, one must demonstrate a profound mastery
of the assigned subject, showcasing an in-depth understanding that
allows for versatile connections across various domains. The ability to
furnish relevant resources that create a safe and conducive learning

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 environment is equally essential. A great teacher not only forges
connections among students, recognizing and embracing their
individual differences but also extends these relationships to the
broader community, parents, and colleagues. This commitment to
building relationships contributes not only to personal growth but also
to ongoing professional development.

2. Are these competencies limited only to professional competencies?

- Absolutely, as a preservice teacher, it's essential to comprehend and
actively cultivate these competencies. Without a thorough
understanding and personal development in these areas, one cannot
be deemed well-suited for this profession.

3. For a teacher to be great, is it enough to possess the professional

competencies to plan a lesson, execute a lesson plan, manage a class,
assess learning, compute and report grades? Explain your answer.
- Having professional competencies significantly aids teachers in
achieving their goals, as the manifestation of these competencies
allows for continuous self-improvement, particularly in the effective
management of the classroom.

4. For a teacher to be great, which is more important - personal qualities or

professional competencies?
- In my perspective, it's crucial for a teacher to possess strong
communication and collaboration skills, especially when working with
students of varied personalities. Proficient communication enables us
to discern their interests, serving as a foundation for motivating them
as learners. Moreover, collaboration is essential for addressing their
needs through the strategic use of teaching approaches, methods,
and resources that enhance their overall learning attainment.

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 5. Who are the teachers that we remember most?
- A teacher that most of us remembered embodied kindness and
intelligence. Kindness allows them to connect with students,
displaying empathy and consideration when students require support.
Intelligence is crucial as it reflects their profound knowledge and
expertise in the subjects they teach.

Reflect

Which personal traits do I possess? Not possess? Where do I need

improvement in?
- I possess the personal traits of understanding and patience. On the
flip side, a trait I recognize as needing improvement is my
communication skills, an area I am actively working on. While I have
a basic understanding of communication, I find that my confidence in
this skill is not as strong as I would like it to be. I am committed to
enhancing and refining my communication abilities.

Which personal competencies am I strongly capable of demonstrating?

- I am proficient and self-assured in certain personal competencies,
particularly in efficiently managing my time and maintaining self-
control. I have the capability to tackle numerous tasks in a busy life
by effectively prioritizing responsibilities. Additionally, I am adept at
managing stress, and I motivate myself by incorporating rewards and
allocating time for self-care.

In which components do I need to develop more?

- I believe my challenge lies in decision-making, as I tend to be easily
influenced by others and often hesitate to make prompt decisions.

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Who are the teachers that we remember most?
- A teacher that most of us remembered embodied kindness and
intelligence. Kindness allows them to connect with students,
displaying empathy and consideration when students require support.
Intelligence is crucial as it reflects their profound knowledge and
expertise in the subjects they teach.

Write Action Research Prompts

1. OBSERVE In assisting my Resource Teacher, I observed that personal

traits such as knowing how to relate with the students_ and professional
competencies like possessing knowledge of individual differences_ were
least/not displayed and as result, students were/class was lacking in
discipline inside the classroom and may face difficulties in attaining the
required competencies.

2. REFLECT The lack of these personal traits and professional

competencies (mentioned in #1) may be caused by
Lack of knowledge in competencies in 21st-century learners, as well as
limiting oneself to further enhance their personal and professional traits.

3. PLAN I would like to address this problem (mentioned in # 2) by

conducting action research on students’ differences, particularly
concerning the issues of classroom discipline and its impact on their
competence attainment.

4. ACT
a) The main objective of my action research is to enhance
classroom discipline and competency attainment through
understanding student differences.

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 b) My specific research questions are: "What are the demographic
characteristics shaping the student profile, including age,
gender, religion, ethnicity, and family background?" "How do
challenges in classroom discipline, stemming from student
differences, impact specific competencies in the learning
environment?" What interventions and strategies can be
implemented to enhance classroom discipline and contribute to
improved competency attainment by addressing student
differences?

c) To answer my specific research questions, I will utilize a.

descriptive research method as it is the most suitable approach
to comprehensively understand the student profile and to
establish the correlation between student differences,
classroom discipline, and competency attainment. In the
descriptive method, observations, analysis, and data collection
of students' behavior in the classroom are facilitated. It is
structured to formulate questions and conduct interviews, aiding
in the acquisition of relevant information

Check for Mastery

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

1. Which behavior does a great teacher who can empathize with his/her
students display?
A. Feels what students feel
B. Expects students to understand his/her feelings
C. Gives no assignment
D. Makes test easy

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2. According to students, a great teacher is “chill”. What does this mean?
Teacher is ________________.
I. cool
II. calm
III. doesn’t get overwhelmed

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

3. Which professional competency refers to content knowledge and

pedagogy?
I. Apply developmentally appropriate and meaningful pedagogy
grounded on content knowledge and current research
II. Display proficiency in Mother Tongue, Filipino and English in the
teaching and learning process
III. Demonstrate skill in the use of communication strategies, teaching
strategies, and technologies to promote high quality learning

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

4. To address the diversity of learners, which professional competency must

teacher display?
A. Apply interactive teaching
B. Do differentiated teaching
C. Use Problem-based learning
D. Employ Project-based learning

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5. In the Southeast Asian Teachers Competency Framework, who is at the
center with whom the professional teacher relates?
A. The professional teacher
B. The school heads
C. The joyful learner
D. The parent/guardian

Work on my Artifacts

Attach your reflection here.

- Becoming an exceptional teacher necessitates the cultivation of

qualities essential to the teaching profession. A vital lesson I've learned
is the interconnectedness of personal and professional traits.
Developing professional traits is intricately linked to the foundation laid
by personal traits. For example, understanding the individual
differences among learners becomes challenging if there is a lack of
personal connection and relatability. Building relationships with
students allows teachers to discern these differences, enabling the
implementation of tailored approaches in teaching. This underscores
the significance of intertwining personal and professional growth for
effective teaching practices.

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