FIELD STUDY 2

FS 2 – EPISODE 2: THE TEACHER WE REMEMBER

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

Assistantship, It may be good to be reminded of your personal and professional qualities, that 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. The journey gets focused and challenging now as you observe and assist your
Field Study Resource Teacher. Don’t you worry! You have been prepared for this for three years
and you will end up stronger, happier, and wiser.
Let’s buckle down for work!
1. You will review the qualities of good 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 TED x talks on “What makes a good teacher great” and “The
Power of a Teacher”
Read about the Career Stages of Teachers. Source: DepEd Order No. 42 s. 2017
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.
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 businesses. 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:
1. State
2. Community
3. Higher Authorities
4. Profession
5. School Officials and other personnel
6. Learner
7. Parents
8. Business
9. Herself/Himself as a person

For A Joyful Learner

A. Know and understand what I Teach
*Deepen and broaden my knowledge of what I teach
*Understand Education Trends, Policies and Curricula
*Keep myself updated on local, national, regional, and global development
B. Help my students learn
*Know my students
*Use the most effective teaching and learning strategy
*Assess and give feedback on how my students learn
C. Engage the Community
* Encourage respect and diversity
 * Involve the community to help my students learn
* Partner with parents and caregivers
D. Become a better teacher every day
*. Master my teaching practice
* Practice human goodness in my life and my work
* Know myself and others

Who is a Great Teacher?

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

PARTICIPATE AND ASSIST

(Note: As you participate and assist your FS Resource Teacher in her daily tasks, please take note
of what you are expected to give more attention to as asked in the next step of this Learning
Episode)
Participate actively by assisting your Resource Teacher in his/her daily tasks. Take the
initiative to offer your assistance. Don’t wait for your Resource Teacher to ask for it.
Take note of the following:
1. Your Resource Teacher's comments, facial expressions, gestures, and actions in class
________________________________________________________________________
________________________________________________________________________
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__________________
2. Students’ comments, facial expressions, gestures, and behavior in class
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3. How your Resource Teacher relates to you
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4. The classroom proceedings
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5. The classroom atmosphere (relaxed or threatening)
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ANALYZE
1. From the PPSTs, the Southeast Asia Teachers Competency Standards, what competencies
does a great teacher possess?
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2. Are these competencies limited only to professional competencies?

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

competencies?
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5. Who are the teachers that we remember most?

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

1. OBSERVE
In assisting my Resource Teacher, I observed that personal traits such as
_______________________________________ and professional competencies like
_________________________________Were least/not displayed and as a result, students
were / class was _______________________________.

2. REFLECT
The lack of these personal traits and professional competencies (mentioned in #1) may be
caused by __________________________________________________________.

3. PLAN
I would like to address this problem (mentioned in #2) by conducting an action research on
___________________________________________________________________.
4. ACT
The main objective of my action research is
______________________________________________________________________
My specific research questions are:
______________________________________________________________________
To answer my specific research questions, I
______________________________________________________________________

Note: Attach pictures (ask permission before taking pictures, especially in the classes)
 Evaluation Rubrics
Needs
Learning Excellent Very Satisfactory Satisfactory
Improvement
Episode (4) (3) (2)
(1)
All observation 1 to 2 4 or more
Accomplish 3 observation
questions/tasks observations/tasks observation
ed questions/tasks not
were completely not questions/tasks not
Observation answered/accompli
answered/accompli answered/accompli answered/accompli
Sheet shed
shed shed shed
All questions were
answered All questions were Questions were not 4 or more
completely; answered answered observation
answers are with completely; completely; questions were not
depth and are answers are answers are not answered; answers
Analysis
thoroughly connected to connected to were not connected
grounded on theories; grammar theories; 1 to 3 to theories; more
theories; grammar and spelling are grammatical/spellin than 4 grammatical
and spelling are free from errors g errors spelling errors
free from error
Clear but lacks Not so clear and Unclear and
Profound and clear;
depth,\; supported shallow/; somewhat shallow, rarely
supported by what
Reflection by what was supported by what supported by what
was observed and
observed and was observed and was observed and
analyzed
analyzed analyzed analyzed
The portfolio is
The portfolio is The portfolio is not
reflected in the The portfolio is not
reflected in the reflected in the
context of the reflected in the
context of the context of the
learning outcomes. context of the
Leering learning outcomes. learning outcomes.
Complete, well- learning outcomes;
Artifacts Complete; well Complete not
organized, and not complete; not
organized, very organized, relevant
highly relevant to organized, and not
relevant to the to the learning
the learning relevant
learning outcome outcome
outcome
Submitted 2 days
Submitted before Submitted on the Submitted a day
Submission or more after the
the deadline deadline after the deadline
deadline

Over-all Score __________

Rating (Based on the transmutation) _________
COMMENTS:
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