Module in EDUC 306 Field Study 1 Observation Of Teach

VANGIE
 PREFACE
This module guides students on their activities on EDUC 306 FIELD STUDY 1
OBSERVATIONS OF TEACHING-LEARNING IN ACTUAL SCHOOL
ENVIRONMENT the implementation of proper guidelines and policies on deploying Pre-
service teachers. Each unit starts with the introduction followed by objectives, and
varied exercises for the students to analyze and inculcate lessons included. Policies
and guidelines were also discussed and explained to understand the legal basis of
deployment for Pre-service teachers. Attributes of school officials, their authority, and
leadership are also included. Different activities on the cooperating teacher’s classroom
management, how they handle student’s differences, and administration of learning. In
addition, are activities on observing learner’s behavior inside the classroom, how
motivated they are too learned despite of their differences. And lastly, discussions on
the qualities of a professional teachers which is one of the aim of the college, to
produce a competitive future educator.

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 ACKNOWLEDGEMENT
We would like to share our sincere appreciation and thanks to Bulacan State University
and to the College of Education for providing us the chance to work on this noble project
and for helping us to accomplish this module for OBSERVATIONS OF TEACHING-
LEARNING IN ACTUAL SCHOOL ENVIRONMENT. Thank you to our loved ones who
have always been our source of inspiration and to our friends who helped us in finalizing
this module.

And most of all, our profound gratitude to our Almighty God

for guiding and sending us His endless blessings, wisdom, and strength to make this
module possible

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 TABLE OF CONTENTS
Syllabus ………………………………………………………………………………. 5
UNIT I. POLICIES AND GUIDELINES …………………………………………… 18

1.1. Philippine Professional Standards for Teachers (PPST) …………... 19

1.2. Guidelines per Program ……………………………………………….. 31
1.3. Deployment of Pre-service Teachers on Experiential Learning........ 47
1.4. Mentoring and Coaching Pre-Service Teachers …………………….. 52

UNIT II. COOPERATING SCHOOL AND ITS COMPONENTS ………………… 58

1.1. Cooperating Teachers ………………………………………………….. 59

1.2. Key Person and their Roles in Experiential Learning Course ……… 65
1.3. Career Stages of Philippine Professional Standards for Teachers… 69
1.4. Expectations from the Beginning Teacher ……………………………. 74
1.5. Suggested Timeline of Activities for the PST Experiential Learning.. 78

UNIT III. SCHOOL ONLINE/VISIT OBSERVATION ……………………….......... 82

1.1. Classroom Facilities That Support Learning ………………..… 83

1.2. Important Components of Classroom Management…………… 90
1.3. Learner’s Behavior and Needs…………………………………… 95
1.4. Interview of a Teacher…………………………………………….100

UNIT IV. LEARNER’S BEHAVIOR AND MOTIVATION …………………………. 107

1.1. The School as a Learning Environment ………………………...108

1.2. Learner’s Characteristics and Needs ……………………………114
1.3. Classroom Management and Learning ………………………….122
1.4. Individual Differences and the Learning Process ………………128
1.5. Home-School Link ………………………………………………….137

UNIT V. THE TEACHER AS A PERSON ………………………………………..142

1.1. Code of Ethics of Professional teachers ………………………...144

1.2. Personal Qualities of a Teacher ………………………………….144
1.3. Skilled teacher in the Classroom, School, and Society ………..145
1.4. The Duties and Responsibilities of a Teacher
in School Teaching ………………………………………………145

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__________________________________________________________________________________

COURSE SYLLABUS
EDUC 3016 FIELD STUDY 1 OBSERVATIONS OF TEACHING-LEARNING IN
ACTUAL SCHOOL ENVIRONMENT
1st Semester, AY 2020-2021

COLLEGE: College of Education (Main Campus, Bustos Campus, Meneses Campus,

Sarmiento Campus, Pulilan Extension)
DEPARTMENT: College of Education-BSED Programs, BTLED, BPED, BTVTEd,
and BEED
COURSE CODE: EDUC 301
COURSE TITLE: FIELD STUDY 1 OBSERVATIONS OF TEACHING-LEARNING IN
ACTUAL SCHOOL ENVIRONMENT
CREDIT UNITS: 3 units
PRE-REQUISITE: All professional and major/specialization subjects
FACULTY:
EMILIE CONQUILLA, MAEd, LPT
GLADYS S. CRUZ, MPES, LPT
JOEL FAUSTINO, MAEd, LPT
JONA GUEVARRA, MAEd, LPT
LALAINE LOPEZ, MAEd, LPT
MARILOU S. PAGSIBIGAN, MAEd, LPT

CONSULTATION HOURS: 3 HRS. A WEEK

COURSE DESCRIPTION:
The course will engage s future teacher to actual classroom situation and
learning environment where direct observation of teaching-learning episodes that
focuses on the application of education theories learned in content and pedagogy
courses will be made. Observations on learners’ behavior, motivation, and teacher’s
strategies of teaching, classroom management, and assessment in learning among
others shall be given emphasis. A portfolio shall be required in the course.

University Vision
Bulacan State University is a progressive knowledge-generating institution,
globally-recognized for excellent instruction, pioneering research, and responsive
community engagements.
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 University Mission
Bulacan State University exists to produce highly competent, ethical and service-
oriented professionals that contribute to the sustainable socio-economic growth and
development of the nation

Core Values: SOAR BulSU!

Service to God and Community

Order and Peace
Assurance of Quality and Accountability
Respect and Responsibility

The BulSU Ideal Graduates Attributes (BIG A) reflect the graduate’s capacity as:
a. highly and globally competent;
b. ethical and service-oriented citizen;
c. analytical and critical thinker; and
d. reflective life-long learner.

Program Educational Objectives (PEO)

Program Educational Objectives (PEO) University Mission

AIG-a AIG-b AIG-c AIG-d
1. To provide relevant specialized education
and training to develop competencies in
  
the chosen field of concentration in the
academic work oriented or industrial-
vocational courses
2. To provide broad general education that
would enable students to develop critical  
thinking, research capability, creativity,
and desirable work habits.
3. To equip students with knowledge and
  
skills necessary for successful
entrepreneurial activities.
4. To promote co-curricular activities that
will enhance the development of personal
 
discipline, effective and satisfying
personal and family life and responsible
citizenship.
5. To develop a new breed of educators
  
sensitive to the technological changes
and effect global competitiveness.
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A. PROGRAM OUTCOMES
(content on this part… PO is based on the program courses offered by the College or
Campus)

Program Program Program Program

Educational Educationa Educational Educational
PROGRAM OUTCOMES
Objectives l Objectives Objectives Objectives
PEO1 PEO2 PEO3 PEO4

B. COMMON TO DISCIPLINE (TEACHER EDUCATION)

Program Educational Objectives (PEO)

Program Educational Objectives (PEO) University Mission
AIG-a AIG-b AIG-c AIG-d
1.To provide relevant specialized
education and training to develop
  
competencies in the chosen field of
concentration in the academic work
oriented or industrial-vocational courses
2.To provide broad general education
that would enable students to develop  
critical thinking, research capability,
creativity, and desirable work habits.
3. To equip students with knowledge
  
and skills necessary for successful
entrepreneurial activities.
 
4. To promote co-curricular activities

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 that will enhance the development of
personal discipline, effective and
satisfying personal and family life and
responsible citizenship.
5. To develop a new breed of educators
  
sensitive to the technological changes
and effect global competitiveness.

Program Outcomes (PO)

On completion of the course, the student is expected to be able to do the following:
Program Educational Objectives
PROGRAM OUTCOMES
PEO1 PEO2 PEO3 PEO4 PEO5
a. Articulate the rootedness
of education in
philosophical, socio- 
cultural, historical,
psychological, and political
contexts.
b. Demonstrate mastery of 
subject matter/discipline
c. Facilitate learning using a
wide range of teaching
methodologies and 
delivery modes
appropriate to specific
learners and their
environment.
d. Develop innovative
curricula, instructional
plans, teaching 
approaches, and
resources for diverse
learning.
e. Apply skills in the
development and
utilization of ICT to

promote quality, relevant,
and sustainable
educational practices,

f. Demonstrates a variety of
thinking skills, in planning, 
monitoring, assessing, and
reporting learning
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 processes and outcomes.
g. Practice professional and
ethical teaching standards

sensitive to the local,
national, and global
realities.
h. Pursue lifelong learning for
personal and professional

growth through varied
experiential and field-
based opportunities.

LEARNING EPISODES:
Learning Outcomes Topics Week Learning Activities

● Acquire ● Orientation and Course ● Course syllabus

knowledge on Syllabus discussion
orientation, ● University mission, Wee ● Informal discussion
course syllabus, vision and goals. k1 (student and teacher
vision, mission, ● Guidelines and policies interaction)
goals and in online class
objectives of the
university.
● Discuss
course
requirements,
grading system
and online class
policies and
guidelines.
I. POLICIES AND
GUIDELINES

Lesson 1. CMO no. 80, S, Wee Virtual discussion and

1. Discuss the 2017; and Department of k 2-3 lecture on the PPST
policies and Education Order No. 42, S. Class Active participation
guidelines of the 2017 Quiz / Activity
Philippine 1.1. CMO’s of SUC’s
Professional and local universities
Standards for
Teachers

2. Understand the
DepEd Orders and
CHED Memo’s for
the different
programs offered
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for SUC’s and
local universities
1. Identify CHED Lesson 2. Guidelines per Virtual discussion of the
Memo’s on Program lesson
program offered in Active class participation
the College of 2.1. CMO’s for program Quiz
Education courses of SUC’s and local
universities
2. Obtain
knowledge on the
competencies of
future teachers
must have
1. Differentiate the Lesson 3. Deployment of Online discussion and
roles of CHED and Pre-service Teachers on lecture
DepEd in the Experiential Learning Individual activity or
internship of Pre- Written output
Service Teachers Active class participation

2. Determine
duties and
responsibilities of
Pre-Service
Teachers
1. Identify Lesson 4. Mentoring and Virtual discussion on the
Mentoring and Coaching Pre-Service Teachers lesson
Coaching Brainstorming
Quiz
2. Understanding
on the Roles of
the Cooperating
Teachers
UNIT II. COOPERATING
SCHOOL AND ITS
COMPONENTS

1. Determine Lesson 1. Cooperating Virtual presentation of

qualities and Teachers Wee pictures
responsibilities of a. Qualification, and k 4, Identify and relate to the
Cooperating b. Responsibilities 5, 6 lesson
Teachers and Brainstorming on posted
acquire their best pictures
practices
1. Identify and Lesson 2. Key Person Online discussion and
familiarization on and their Roles in lecture
the key persons Experiential Learning Class Recitation
in the Course Quiz/Group activity
Cooperating a. Cooperating
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School Principal/School Head
b. Cooperating Teacher
2. Determine the (CT)
roles of the key c. TEI Coordinator /
persons in the Supervisor
Cooperating
Schools
1. Identify career Lesson 3. Career Stages of Active participation
stages of PPST Philippine Professional Individual activity
and its standards Standards for Teachers Quiz
a. Beginning
2. Establish b. Proficient
standards as self- c. Highly Proficient
motivation to meet
d. Distinguished
the qualification of
future teacher
1. Determine Lesson 4. Expectations from the Virtual discussion
qualifications of Beginning Teacher Class active participations
teachers Group activity/Online
dialogue
2. Recognize Quiz
assumptions of
the Cooperating
schools from the
Pre-Service
Teacher
1. Identify timeline Lesson 5. Suggested Timeline Virtual discussion on the
activity of the of Activities for the PST lesson
College of Experiential Learning Individual activity
Education and Evaluation on the output
DepEd for the
experiential
learning students

2. Acquire skills on
designing timeline
activities during
the deployment
UNIT III. SCHOOL Week
ONLINE/VISIT 7, 8,
OBSERVATION &9

1. Identify varied ● Online Observation

facilities of the Lesson 1. Classroom of Varied facilities of
cooperating Facilities That Support the Cooperating
school Learning school
● Virtual discussion
● Assessment on
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2. Describe classroom learning
classroom environment
learning
environment
Actual Classroom
Situation and
Learning
Environment
Lesson 2. Important ● Virtual observation
1. Online Components of Classroom on Classroom
observation on Management facilities
classroom ● Evaluation on
management Classroom
management
2. Identify ● Write ups on online
indication on observation about
classroom classroom
management management
1. Observe on Lesson 3. Learner’s ● Virtual observation
behavior’s Behavior and Needs on the management
management of of learner’s
learners in behavior during
classroom class
● Evaluation on the
2. Identify management of
learners’ behavior learner’s behavior
inside the class ● Online discussion
on learner’s
behavior
● Write ups on online
observation
1. Determine Lesson 4. Interview of a ● Online interview on
teacher’s Teacher the characteristics
competencies on of the cooperating
becoming a teacher
successful ● Online discussion
teacher on the
competencies of
2. Identify cooperating teacher
teacher’s best ● Assessment on the
practices on gathered answers
becoming from the
outstanding cooperating teacher
teacher ● Documentation on
the gathered
answers from the
cooperating teacher

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MIDTERM Journal/Diary of Week MidTerm Evaluation to
EXAMINATION Experiences 10 students

UNIT IV. LEARNER’S

BEHAVIOR AND MOTIVATION

Week Activity 1. The School

Lesson 1. The School as a 11, Facilities
The School as 12,&
Learning Environment
Learning
13 List down available
Environment facilities.
Identify alternative
1. Determine a measures which have
school been
environment that
provides social, Applied in the absence of
psychological and facilities.
physical Activity 2. The School
environment Site
supportive of
learning. -Draw the layout of the
school site.
-Describe the location of
the school
Activity 3. My
Observation Report
General Impression of the
School as a learning
environment.
Learner’s Lesson 2. Learner’s Activity 1. Getting to know
Characteristics Characteristics and Needs you.
-Observation of group of
1. Differentiate
learners
learners of varied
learning Activity 2. Comparing the
characteristics and learner based on
needs intellectual, social,
emotional, physical
aspects
Classroom Lesson 3. Classroom Activity 1. Classroom
Management and Management and Learning management Components
Learning
- Observe a
13
1. Develop the pre classroom as to
service students’ how it is managed.
competence in Activity 2. What Did I
managing time, learn?
space and Activity 3. In My Own
materials to Classroom
provide an
environment - Make a list of the
conducive to rules/routine.
learning. Activity 4. My Analysis
1. What are the effects
of the classroom in
the
teaching/learning
process?
2. What are the
causes of
disciplinary
problems in the
classroom?
Individual Lesson 4. Individual Differences Activity 1. Class Profile
Differences and and the Learning Process
- Observation to
the Learning
gather data in the
Process
class.
Activity 2. Stimulating
Activities
1. Determine,
understand, - Class Observation
and accept - Describe the
the learner’s
activities that focus
diverse
background. on
methods/techniques
2. Identify the of teachers
teaching - Learners interaction
approaches Activity 3. An Analysis
and
techniques - Make an analysis of
appropriate the learners
to the development.
learners Activity 4. Thoughts to
ponder
- Class observation

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Home School Link Lesson 5. Home-School Link
Activity 1. When I was a
child……….
1. Reflect on
the impact of Activity 2. My Learning
home and Insights
family to life
learning - Involvement of
Parents in
Classroom activities

Activity 3. As A Future
Teacher
- Cite Plans to
maintain a good
home school
relationships

UNIT V. THE TEACHER AS

A PERSON

Lesson 1. Code of Ethics of Week Virtual collaborative

1. Identifies discussion
personal qualities Professional teachers 14
of good teachers Online interview to
through survey Lesson 2. Personal cooperating or
Qualities of A Teacher professional teacher
2. Possess
personal attributes Group/Individual
Lesson 3. Skilled teacher in the
of professional classroom, school, and society activity
teachers
Quiz
Lesson 4. The duties and
3. Creates a responsibilities of a teacher in
healthy and free school teaching.
expression of
ideas.

FINAL Submit Portfolio Week Evaluation of students

EXAMINATION 15

FINAL COURSE OUTPUT:

Students enrolled in EDUC 301 FS1 OBSERVATIONS OF TEACHING-
LEARNING IN ACTUAL SCHOOL ENVIRONMENT are required to submit related
documents before and during their deployment at the end of the semester.
Requirements are for the first half of the semester is a journal or diary of experiences in
Cooperating School, and the final requirement will be a compiled documents during
15
their stay in their respective Cooperating school. Submission of the requirement is on or
before the agreed date with the class.

RUBRIC FOR ASSESSMENT:

OTHER REQUIREMENTS AND ASSESSMENTS:

GRADING SYSTEM:

ATTENDANCE 25%
WRITTEN OUTPUTS/PORTFOLIO 50%
CLASS PARTICIPATION 25%
TOTAL 100%

Final Grade = Midterm Grade + Tentative Final Grade Period

2

Range Grade
97-100 1.00
94 – 96 1.25
91 – 93 1.50
88 – 90 1.75
85 – 87 2.00
82 – 84 2.25
79 – 81 2.50
76 – 78 2.75
75 3.00
74 and below 5.00

References:

 CHED Memorandum No 74, series of 2017 - Policies, Standards and Guidelines

for Bachelor of Elementary Education (BEEd)

 CHED Memorandum Order No. 75, series 2017. Policies, Standards and
Guidelines for Bachelor of Secondary Education (BSEd)

16
  CHED Memorandum Order No. 76, series of 2017. Policies, Standards and
guidelines for the Bachelor of Early Childhood Education (BECEd)

 CHED Memorandum Order No. 78, series of 2017 – Policies, Standards, and
Guidelines for the Bachelor of Technology and Livelihood Education (BTLEd)

 CHED Memorandum Order No. 79, series of 2017. Policies, Standards, and
Guidelines for the Bachelor of Technical-Vocational Teacher Education
(BTVTEd)

 CHED Memorandum Order No. 80, series of 2017. Policies, Standards and
Guidelines for Bachelor of Physical Education (BPEd)

 Principles of Coaching: Coaching Skills. Retrieved on August 23, 2020 from

www.free-management-ebooks.com

 Concepcion, La Delle L. et al Field Study The Learners Development and

Environment. St. Andrew Publishing House, 2007.

 Department of Education - Teacher Education Council. Philippine Professional

Standards for Teachers (PPST) © 2017.

 Corpuz D. & Salandanan G. (2015). Principles of Teaching 1. Lorimar Publishing,

Inc.

Required Readings

 https://depedtambayan.net/philippine-professional-standards-for-teachers-
frequently-asked-questions/
 Caroline Payant and John Murphy (2012). Cooperating Teachers’ Roles and
Responsibilities in a MATESOL Practicum. Published by TESL CANADA
JOURNAL/REVUE TESL DU CANADA 23 VOL. 29, NO 2, SPRING 2012.
Retrieved from https://files.eric.ed.gov/fulltext/EJ981508.pdf

Class Policies:

Please refer to the guidelines on the implementation of Flexible Mode of Learning

link: www.bulsu.edu.ph/announcements/files/guidelines_flexibles_learning.pdf

Prepared by:

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EMILIE CONQUILLA, MAEd, LPT GLADYS S. CRUZ, MPES, LPT
Faculty, CoEd Meneses Campus Faculty, CoEd Bustos Campus

JOEL FAUSTINO, MAEd, LPT JONA GUEVARRA, MAEd, LPT

Faculty, CoEd Pulilan Ext. Faculty, CoEd Sarmiento Campus

MARILOU S. PAGSIBIGAN, MAEd, LPT

Faculty, CoEd Malolos Campus

Evaluated by:

Program/Area Chair

Approved:

Dean

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 CONTENTS

Unit I Policies and Guidelines

 Philippine Professional Standards for Teachers (PPST)
-Domains and Strands

 Guidelines per Program

-CMO’s for program courses of SUC’s and local universities

 Deployment of Pre-service Teachers on Experiential Learning

-Duties and responsibilities

 Mentoring and Coaching Pre-Service Teachers

-Roles of Cooperating Teacher

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Lesson 1 – Philippine Professional Standards for Teachers (PPST)

Duration: 3 Hours

Introduction

A teacher is a person who enables the learners to obtain information, skills, or

values. The role of the teacher is essential in nation-building. By providing quality
teaching, a teacher can develop holistic learners who are equipped with skills which can
contribute to our country’s growth and development.

To ensure that the country has quality teachers, the Philippine Professional
Standards for Teachers was introduced through DepEd Order No. 42, series of 2017.
These standards are the product of over three years of collaboration of thousands of
teachers, the school head, and other stakeholders in the country which is composed of
well-defined domains, strands, and indicators. The PPST complements the reform
initiatives on teachers’ quality such as the K to 12 Reform, Philippine Qualification
Framework, ASEAN Integration and Internalization, and the changing quality of the 21 st
society in learnings.

Objectives:
 Identify the aims of Philippine Professional Standards for Teachers.
 Enumerate the seven (7) domains that are required for qualified teachers.
 Name the career stages of becoming a quality teacher.
 Gain a comprehensive understanding of the indicators for different career
stages.

Lesson Proper:

A. Activity
List down the attributes of a quality teacher.
1. May alam
2. Mahusay na tagapagsalita
3. May Dedikasyon at sakripisyo
4. May pag-aalaga sa tinuturuan
5. Inspirasyon

B. Analysis

The Department of Education released the DepEd Order No. 42, series of
2017 entitled National Adoption and Implementation of the Philippine
Professional Standards for Teachers. This order recognized the importance of
professional standards for teachers towards quality teaching based on principles
of lifelong learning. Through the collaboration of different stakeholder, the
Philippine Professional Standards for Teachers (PPST) was created with the
aims:

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  set out clear expectations of teachers along well-defined career
stages of professional development from beginning to distinguished
practice;
 engage teachers to actively embrace a continuing effort in attaining
proficiency;
 apply a uniform measure to assess teacher performance, identify
needs, and provide support for professional development; and
 provides a basis for building public confidence in and support for
the work of teachers.

The 7 Domains and 37 Strands in the PPST

Domain 1. Content Knowledge and Pedagogy

1. Content knowledge and its application within and across curriculum

areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other
higher-order thinking skills
6. Mother Tongue, Filipino, and English in teaching and learning
7. Classroom communication strategies

Domain 2. Learning Environment

1. Learner safety and security

2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

Domain 3. Diversity of Learners

1. Learners’ gender, needs, strengths, interests, and experiences

2. Learners’ linguistic, cultural, socio-economic, and religious
backgrounds
3. Learners with disabilities, giftedness, and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups

Domain 4. Curriculum Planning

1. Planning and management of teaching and learning process

2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
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 Domain 5. Assessment and Reporting

1. Design, selection, organization, and utilization of assessment

strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress, and achievement to key
stakeholders
5. Use of assessment data to enhance teaching and learning practices
and programs

Domain 6. Community Linkages and Professional Engagement

1. Establishment of learning environments that are responsive to

community contexts
2. Engagement of parents and the wider school community in the
educative process
3. Professional ethics
4. School policies and procedures

Domain 7. Personal Growth and Professional Development

1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals

Career Stages

Career Stage 1 or Beginning Teachers

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

Career Stage 2 or Proficient Teachers

 professionally independent in the application of skills vital to the teaching
and learning process.
 display skills in planning, implementing, and managing learning programs.
 actively engage in collaborative learning with the professional community
and other stakeholders for mutual growth and advancement.

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  reflective practitioners who continually consolidate the knowledge, skills,
and practices of Career Stage 1 teachers.

Career Stage 3 or Highly Proficient Teachers

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

Career Stage 4 or Distinguished Teachers

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

Figure 1. Career Path https://www.slideshare.net/edmond84/03-the-ppst

23
Domains/ Strands/ Indicators for Different Career Stages

Domain 1. Content Knowledge and Pedagogy

Beginning Proficient Highly Proficient

Strands Distinguished Teachers
Teachers Teachers Teachers
Strand 1.1 1.1.1 1.1.2 Apply 1.1.3 Model 1.1.4 Model exemplary
Content Demonstrate knowledge of effective practice to improve
knowledge content content within applications of the applications of
and knowledge and and across content content knowledge
its application its application curriculum knowledge within within and across
within and within and/or teaching areas. and across curriculum teaching
across across curriculum curriculum areas.
curriculum teaching areas teaching areas.
areas
Strand 1.2 1.2.1 1.2.2 Use 1.2.3 Collaborate .2.4 Lead colleagues
Research- Demonstrate an research-based with colleagues in in the advancement of
based understanding of knowledge and the conduct and the art and science of
knowledge research-based principles of application of teaching based on
and knowledge and teaching and research to enrich their comprehensive
principles of principles of learning to knowledge of knowledge of research
teaching and teaching and enhance content and and pedagogy.
learning learning. professional pedagogy.
practice.

Strand 1.3 1.3.1 Show skills 1.3.2 Ensure 1.3.3 Promote 1.3.4 Mentor
Positive use in the positive the effective colleagues in the
of use of ICT to positive use of strategies in the implementation of policies to
ICT facilitate the ICT to facilitate positive use of ensure the
teaching and the teaching ICT to facilitate positive use of ICT within or
learning process. and the teaching and beyond the
learning learning process. school.
process.
Strand 1.4 1.4.1 Demonstrate 1.4.2 Use a 1.4.3 Evaluate with 1.4.4 Model a comprehensive
Strategies in knowledge of range of colleagues the selection of effective teaching
promoting teaching strategies teaching effectiveness of strategies that promote learner
literacy and that promote literacy strategies that teaching strategies achievement in literacy and
numeracy and numeracy skills. enhance learner that promote learner numeracy.
achievement in achievement in
literacy and literacy and numeracy.
numeracy skills.
Strand 1.5 1.5.1 Apply teaching 1.5.2 Apply a 1.5.3 Develop and 1.5.4 Lead colleagues in
Strategies for strategies that range of apply effective reviewing, modifying and
developing develop critical and teaching teaching strategies to expanding their range of
critical and creative thinking, strategies to promote critical and teaching strategies that
creative and/or other higher- develop critical creative thinking, as promote critical and creative
thinking, as order thinking skills. and creative well as other higher- thinking, as well as other
well as other thinking, as well order thinking skills. higher-order thinking skills.
higher-order as other higher-
thinking skills order thinking
skills.
Strand 1.6 1.6.1 Use Mother 1.6.2 Display 1.6.3 Model and 1.6.4 Show exemplary skills in
Mother Tongue, Filipino and proficient use of support colleagues in and advocate the use of
Tongue, English to facilitate Mother Tongue, the proficient use of Mother Tongue, Filipino and
Filipino and teaching and Filipino and Mother Tongue, English in teaching and
English in learning. English to Filipino and English to learning to facilitate the
teaching and facilitate improve teaching and learners' language, cognitive
learning teaching and learning, as well as to and academic development
learning. develop the learners' and to foster pride of their
pride of their language, heritage and
language, heritage culture.
and culture.
Strand 1.7 1.7.1 Demonstrate 1.7.2 Use 1.7.3 Display a wide 1.7.4 Exhibit exemplary
Classroom an understanding of effective verbal range of effective practice in the use of effective
communication the range of verbal and non-verbal verbal and non-verbal verbal and non-verbal
strategies and non-verbal classroom classroom classroom communication
classroom communication communication strategies to support learner
communication strategies to strategies to support understanding, participation,
strategies that support learner learner understanding, engagement and achievement
support learner understanding, participation, in different learning contexts.
understanding, participation, engagement and
participation, engagement and achievement.
engagement and achievement.
achievement.

24
Domain 2. Learning Environment

Beginning Proficient Highly Proficient

Strands Distinguished Teachers
Teachers Teachers Teachers
Strand 2.1 2.1.1 Demonstrate 2.1.2 Establish 2.1.3 Exhibit 2.1.4 Apply comprehensive
Learner safety knowledge of safe and secure effective strategies knowledge of and act as a
and security policies, guidelines learning that ensure safe resource person for, policies,
and procedures environments to and secure learning guidelines and procedures that
that provide safe enhance learning environments to relate to the implementation of
and secure through the enhance learning safe and secure learning
learning consistent through the environments for learners.
environments. implementation of consistent
policies, guidelines implementation of
and procedures. policies, guidelines
and procedures.
Strand 2.2 2.2.1 Demonstrate 2.2.2 Maintain 2.2.3 Exhibit 2.2.4 Advocate and facilitate
Fair learning understanding of learning effective practices the use of effective practices
environment learning environments that to foster learning to foster learning
environments that promote fairness, environments that environments that promote
promote fairness, respect and care to promote fairness, fairness, respect and care to
respect and care to encourage respect and care to encourage learning.
encourage learning. learning. encourage learning.
Strand 2.3 2.3.1 Demonstrate 2.3.2 Manage 2.3.3 Work with 2.3.4 Model exemplary
Management of knowledge of classroom colleagues to model practices in the management
classroom managing structure to engage and share effective of classroom structure and
structure and classroom learners, techniques in the activities, and lead colleagues
activities structure that individually or in management of at the whole-school level to
engages learners, groups, in classroom structure review and evaluate their
individually or in meaningful to engage learners, practices.
groups, in exploration, individually or in
meaningful discovery and groups, in meaningful
exploration, hands-on activities exploration, discovery
discovery and within a range of and hands-on
hands-on activities physical learning activities within a
within the available environments. range of physical
physical learning learning
environments. environments.
Strand 2.4 2.4.1 Demonstrate 2.4.2 Maintain 2.4.3 Work with 2.4.4 Facilitate processes to
Support for understanding of supportive learning colleagues to share review the effectiveness of the
learner supportive learning environments that successful strategies school's learning environment
participation environments that nurture and inspire that sustain to nurture and inspire learner
nurture and inspire learners to supportive learning participation.
learner participate, environments that
participation. cooperate and nurture and inspire
collaborate in learners to
continued learning. participate, cooperate
and collaborate in
continued learning.
Strand 2.5 2.5.1 Demonstrate 2.5.2 Apply a range 2.5.3 Model 2.5.4 Lead and empower
Promotion of knowledge of of successful successful strategies colleagues in promoting
purposive learning strategies that and support learning environments that
learning environments that maintain learning colleagues in effectively motivate learners to
motivate learners to environments that promoting learning achieve quality outcomes by
work productively by motivate learners to environments that assuming responsibility for
assuming work productively effectively motivate their own learning.
responsibility for their by assuming learners to work
own learning. responsibility for productively by
their own learning. assuming
responsibility for their
own learning.
Strand 2.6 2.6.1 Demonstrate 2.6.2 Manage 2.6.3 Exhibit 2.6.4 Provide leadership in
Management of knowledge of learner behavior effective and applying a wide range of
learner positive and non- constructively by constructive strategies in the
behavior violent discipline in applying positive behavior implementation of positive and
the management of and non-violent management skills non-violent discipline
learner behavior. discipline to ensure by applying positive policies/procedures to ensure
learning-focused and non-violent learning-focused
environments. discipline to ensure environments.
learning-focused
environments.

25
Domain 3. Diversity of Learners

Beginning Proficient Highly Proficient

Strands Distinguished Teachers
Teachers Teachers Teachers
Strand 3.1 3.1.1 3.1.2 Use 3.1.3 Work with 3.1.4 Lead colleagues to
Demonstrate differentiated, colleagues to share evaluate differentiated
Learners' knowledge and developmentally differentiated, strategies to enrich teaching
gender, needs, understanding of appropriate learning developmentally practices that address
strengths, differentiated experiences to appropriate learners' differences in
interests and teaching to suit address learners' opportunities to gender, needs, strengths,
experiences the learners' gender, needs, address learners' interests and experiences.
gender, needs, strengths, interests differences in
strengths, and experiences. gender, needs,
interests and strengths, interests
experiences. and experiences.
Strand 3.2 3.2.1 Implement 3.2.2 Establish a 3.2.3 Exhibit a 3.2.4 Model exemplary
teaching learner-centered learner-centered teaching practices that
Learners' strategies that are culture by using culture that recognize and affirm diverse
linguistic, responsive to the teaching strategies promotes success linguistic, cultural,
cultural, socio- learners' that respond to their by using effective socioeconomic and religious
economic and linguistic, cultural, linguistic, cultural, teaching strategies backgrounds to promote
religious socio-economic socio-economic and that respond to their learner success.
backgrounds and religious religious linguistic, cultural,
backgrounds. backgrounds. socioeconomic and
religious
backgrounds.
Strand 3.3 3.3.1 Use 3.3.2 Design, adapt 3.3.3 Assist 3.3.4 Lead colleagues in
strategies and implement colleagues to designing, adapting and
Learners with responsive to teaching strategies design, adapt and implementing teaching
disabilities, learners with that are responsive implement teaching strategies that are
giftedness and disabilities, to learners with strategies that are responsive to learners with
talents giftedness and disabilities, responsive to disabilities, giftedness and
talents. giftedness and learners with talents.
talents. disabilities,
giftedness and
talents.
Strand 3.4 3.4.1 3.4.2 Plan and 3.4.3 Evaluate with 3.4.4 Model a range of high
Learners in Demonstrate deliver teaching colleagues teaching level skills responsive to the
difficult understanding of strategies that are strategies that are special educational needs of
circumstances the special responsive to the responsive to the learners in difficult
educational needs special educational special educational circumstances, including:
of learners in needs of learners in needs of learners in geographic isolation; chronic
difficult difficult difficult illness; displacement due to
circumstances, circumstances, circumstances, armed conflict, urban
including: including: geographic including: resettlement or disasters;
geographic isolation; chronic geographic isolation; child abuse and child labor
isolation; chronic illness; displacement chronic illness; practices.
illness; due to armed displacement due to
displacement due conflict, urban armed conflict,
to armed conflict, resettlement or urban resettlement
urban disasters; child or disasters; child
resettlement or abuse and child abuse and child
disasters; child labor practices. labor practices.
abuse and child
labor practices.
Strand 3.5 3.5.1 Demonstrate 3.5.2 Adapt and use 3.5.3 Develop and 3.5.4 Show comprehensive
Learners from knowledge of culturally appropriate apply teaching skills in delivering culturally
indigenous teaching strategies teaching strategies strategies to address appropriate teaching
groups that are inclusive of to address the needs effectively the needs strategies to address
learners from of learners from of learners from effectively the needs of
indigenous groups. indigenous groups. indigenous groups. learners from indigenous
groups.

26
Domain 4. Curriculum and Planning

Beginning Proficient Highly Proficient

Strands Distinguished Teachers
Teachers Teachers Teachers
Strand 4.1 4.1.1 Prepare 4.1.2 Plan, manage 4.1.3 Develop and 4.1.4 Model exemplary
developmentally and implement apply effective practice and lead
Planning and sequenced teaching developmentally strategies in the colleagues in enhancing
management of and learning sequenced teaching planning and current practices in the
teaching and process to meet and learning management of planning and
learning process curriculum process to meet developmentally management of
requirements. curriculum sequenced teaching developmentally
requirements and and learning sequenced teaching and
varied teaching process to meet learning process.
contexts. curriculum
requirements and
varied teaching
contexts.
Strand 4.2 4.2.1 Identify 4.2.2 Set achievable 4.2.3 Model to 4.2.4 Exhibit high-level
Learning learning outcomes and appropriate colleagues the skills and lead in setting
outcomes aligned that are aligned with learning outcomes setting of achievable achievable and
with learning learning that are aligned with and challenging challenging learning
competencies competencies. learning learning outcomes outcomes that are
competencies. that are aligned with aligned with learning
learning competencies towards
competencies to the cultivation of a culture
cultivate a culture of of excellence for all.
excellence for all
learners.
Strand 4.3 4.3.1 Demonstrate 4.3.2 Adapt and 4.3.3 Work 4.3.4 Provide advice in
Relevance and knowledge in the implement learning collaboratively with the design and
responsiveness of implementation of programs that colleagues to implementation of
learning programs relevant and ensure relevance evaluate the design relevant and responsive
responsive learning and responsiveness of learning programs learning programs that
programs. to the needs of all that develop the develop the knowledge
learners. knowledge and skills and skills of learners at
of learners at different ability levels.
different ability
levels.
Strand 4.4 4.4.1 Seek advice 4.4.2 Participate in 4.4.3 Review with 4.4.4 Lead colleagues in
concerning collegial discussions colleagues, teacher professional discussions
Professional strategies that can that use teacher and and learner to plan and implement
collaboration to enrich teaching learner feedback to feedback to plan, strategies that enrich
enrich teaching practice. enrich teaching facilitate, and enrich teaching practice.
practice practice. teaching practice.
Strand 4.5 4.5.1 Show skills in 4.5.2 Select, 4.5.3 Advise and 4.5.4 Model exemplary
the selection, develop, organize guide colleagues in skills and lead colleagues
Teaching and development and and use appropriate the selection, in the development and
learning resources use of a variety of teaching and organization, evaluation of teaching
including ICT teaching and learning resources, development and and learning resources,
learning resources, including ICT, to use of appropriate including ICT, for use
including ICT, to address learning teaching and within and beyond the
address learning goals. learning resources, school.
goals. including ICT, to
address specific
learning goals.

Domain 5. Assessment and Reporting

Beginning Highly Proficient Distinguished

Strands Proficient Teachers
Teachers Teachers Teachers
Strand 5.1 5.1.1 Demonstrate 5.1.2 Design, select, 5.1.3 Work 5.1.4 Lead initiatives
knowledge of the organize and use collaboratively with in the evaluation of
Design, selection, design, selection, diagnostic, formative colleagues to review assessment policies
organization and organization and and summative the design, selection, and guidelines that
utilization of use of diagnostic, assessment strategies organization and use relate to the design,
assessment formative and consistent with of a range of effective selection,
strategies summative curriculum diagnostic, formative organization and use
assessment requirements. and summative of effective
strategies assessment strategies diagnostic, formative
consistent with consistent with and summative
curriculum curriculum assessment
requirements. requirements. strategies consistent
with curriculum
requirements.

27
Strand 5.2 5.2.1 Demonstrate 5.2.2 Monitor and 5.2.3 Interpret 5.2.4 Provide advice
knowledge of evaluate learner collaboratively on, and mentor
Monitoring and monitoring and progress and monitoring and colleagues in the
evaluation of evaluation of achievement using evaluation strategies effective analysis
learner progress learner progress learner attainment of attainment data to and use of learner
and achievement and achievement data. support learner attainment data.
using learner progress and
attainment data. achievement.
Strand 5.3 5.3.1 Demonstrate 5.3.2 Use strategies 5.3.3 Use effective 5.3.4 Exhibit
knowledge of for providing timely, strategies for exemplary skills and
Feedback to providing timely, accurate and providing timely, lead initiatives to
improve learning accurate and constructive feedback accurate and support colleagues in
constructive to improve learner constructive feedback applying strategies
feedback to performance. to encourage learners that effectively
improve learner to reflect on and provide timely,
performance. improve their own accurate and
learning. constructive
feedback to learners
to improve learning
achievement.
Strand 5.4 5.4.1 Demonstrate 5.4.2 Communicate 5.4.3 Apply skills in 5.4.4 Share with
familiarity with a promptly and clearly the effective colleagues a wide
Communication of range of strategies the learners' needs, communication of range of strategies
learner needs, for communicating progress and learner needs, that ensure effective
progress and learner needs, achievement to key progress and communication of
achievement to key progress and stakeholders, achievement to key learner needs,
stakeholders achievement. including stakeholders, progress and
parents/guardians. including achievement to key
parents/guardians. stakeholders,
including
parents/guardians.
Strand 5.5 5.5.1 Demonstrate 5.5.2 Utilize 5.5.3 Work 5.5.4 Lead
an understanding assessment data to collaboratively with colleagues to
Use of assessment of the role of inform the colleagues to analyze explore, design and
data to enhance assessment data modification of and utilize implement effective
teaching and as feedback in teaching and learning assessment data to practices and
learning practices teaching and practices and modify practices and programs using
and programs learning practices programs. programs to further information derived
and programs. support learner from assessment
progress and data.
achievement.

Domain 6. Community Linkages and Professional Engagement

Highly Proficient Distinguished

Strands Beginning Teachers Proficient Teachers
Teachers Teachers
Strand 6.1 6.1.1 Demonstrate an 6.1.2 Maintain 6.1.3 Reflect on and 6.1.4 Model
understanding of learning evaluate learning exemplary practice
Establishment of knowledge of environments that are environments that are and empower
learning learning responsive to responsive to colleagues to
environments that environments that are community contexts. community contexts. establish and
are responsive to responsive to maintain effective
community community contexts. learning
contexts environments that are
responsive to
community contexts.
Strand 6.2 6.2.1 Seek advice 6.2.2 Build 6.2.3 Guide 6.2.4 Lead in
concerning strategies relationships with colleagues to consolidating
Engagement of that build parents/guardians strengthen networks that
parents and the relationships with and the wider school relationships with strengthen
wider school parents/guardians community to parents/guardians relationships with
community in the and the wider facilitate involvement and the wider school parents/guardians
educative process community. in the educative community to and the wider school
process. maximize their community to
involvement in the maximize their
educative process. involvement in the
educative process.
Strand 6.3 6.3.1 Demonstrate 6.3.2 Review 6.3.3 Discuss with 6.3.4 Lead
Professional awareness of existing regularly personal colleagues teaching colleagues in the
ethics laws and regulations teaching practice and learning regular review of
that apply to the using existing laws practices that apply existing codes, laws
teaching profession, and regulations that existing codes, laws and regulations that
and become familiar apply to the teaching and regulations that apply to the teaching
with the profession and the apply to the teaching profession, and the
responsibilities responsibilities profession, and the responsibilities as

28
 specified in the Code specified in the Code responsibilities specified in the Code
of Ethics for of Ethics for specified in the Code of Ethics for
Professional Professional of Ethics for Professional
Teachers. Teachers. Professional Teachers.
Teachers.
Strand 6.4 6.4.1 Demonstrate 6.4.2 Comply with 6.4.3 Exhibit 6.4.4 Evaluate
knowledge and and implement school commitment to and existing school
School policies understanding of policies and support teachers in policies and
and procedures school policies and procedures the implementation of procedures to make
procedures to foster consistently to foster school policies and them more
harmonious harmonious procedures to foster responsive to the
relationship with the relationships with harmonious needs of the learners,
wider school learners, parents, and relationships with parents and other
community. other stakeholders. learners, parents and stakeholders.
other stakeholders.

Domain 7. Personal Growth and Professional Development

Beginning Highly Proficient Distinguished

Strands Proficient Teachers
Teachers Teachers Teachers
Strand 7.1 7.1.1 Articulate a 7.1.2 Apply a personal 7.1.3 Manifest a 7.1.4 Model a learner-
personal philosophy philosophy of teaching learner-centered centered teaching
Philosophy of of teaching that is that is learner- teaching philosophy philosophy through
teaching learner-centered. centered. in various aspects of teaching practices that
practice and support stimulate colleagues to
colleagues in engage in further
enhancing their own professional learning.
learner-centered
teaching philosophy.
Strand 7.2 7.2.1 Demonstrate 7.2.2 Adopt practices 7.2.3 Identify and 7.2.4 Act as a role
behaviors that that uphold the dignity utilize personal model and advocate
Dignity of teaching uphold the dignity of of teaching as a professional for upholding the
as a profession teaching as a profession by strengths to uphold dignity of teaching as
profession by exhibiting qualities the dignity of a profession to build a
exhibiting qualities such as caring teaching as a positive teaching and
such as caring attitude, respect and profession to help learning culture within
attitude, respect and integrity. build a positive and beyond the
integrity. teaching and school.
learning culture
within the school.
Strand 7.3 7.3.1 Seek 7.3.2 Participate in 7.3.3 Contribute 7.3.4 Take a
opportunities to professional networks actively to leadership role in
Professional links establish to share knowledge professional supporting colleagues'
with colleagues professional links and to enhance networks within and engagement with
with colleagues. practice. between schools to professional networks
improve knowledge within and across
and to enhance schools to advance
practice. knowledge and
practice in identified
areas of need.
Strand 7.4 7.4.1 Demonstrate 7.4.2 Develop a 7.4.3 Initiate 7.4.4. Demonstrate
an understanding of personal professional professional leadership within and
Professional how professional improvement plan reflections and across school contexts
reflection and reflection and based on reflection of promote learning in critically evaluating
learning to one's opportunities with practice and setting
improve practice colleagues to clearly
improve practice.
Strand 7.5 7.5.1 Demonstrate 7.5.2 Set professional 7.5.3 Reflect on the 7.5.4 Lead reforms in
motivation to realize development goals Philippine enhancing
Professional professional based on the Professional professional
development development goals Philippine Professional Standards for development
goals based on the Standards for Teachers to plan programs based on an
Philippine Teachers. personal in-depth knowledge
Professional professional and understanding of
Standards for development goals the Philippine
Teachers. and assist Professional
colleagues in Standards for
planning and Teachers.
achieving their own
goals.

29
 C. Abstraction

 Teachers play an important role in the quality of the teaching and

learning process.
 The Philippine Professional Standards for Teachers was
implemented through the virtue of DepEd Order No. 42, series of
2017.
 There 7 Domains included in the PPST:
 Content Knowledge and Pedagogy
 Learning Environment
 Diversity of Learners
 Curriculum and Planning
 Assessment and Reporting
 Community Linkages and Professional Engagement
 Personal Growth and Professional Development
 Each domain provides strand and indicators.
 There fours career stages of the PPST:
 Beginning
 Proficient
 Highly Proficient
 Distinguished

D. Application

Create a poster from the information given on the Philippine Professional

Standards for Teachers (PPST) using your preferred medium. You can
also use computer software.

Reflection

30
 Write a reflection on the importance of PPST as a guide for pre-service
teachers to become quality teachers in the future.

Ang Philippine Professional Standards for Teachers (PPST) ay isang

mahalagang gabay na nagsisilbing balangkas ng mga pre-service teachers
upang sila ay maging isang mahusay at epektibong guro sa hinaharap. Ang
PPST ay patunay na kinakailangan ang bawat guro na may pananagutan sa
proseso nang pagtuturo at pagkatuto. Ito ay hindi lamang pinatataas ang
kamalayan ng mga guro kundi nagbibigay ng isang maayos na pamamaraan
sa kasanayan nila dahil sa patuloy na pagbabago sa larangan ng edukasyon.
Sa ganitong paraan ay nagiging handa ang bawat isa upang matugunan ang
hinaharap na suliranin at maging handa sa iba’t ibang pangangailangan ng
mga mag-aaral.

Test

Matching the following concepts with their correct definitions.

Write the letter of the correct answer on the space before the number.

Column A Column B
C
_______ 1. It provides standards that define a. Distinguished
teacher quality in the Philippines. teachers

E
_______ 2. These teachers possess the b. Content
requisite knowledge, skills, and values that Knowledge
support the teaching and learning process. Pedagogy

_______
A 3. These teachers exhibit a c. Philippine
commitment to inspire the education Professional
community and stakeholders for the Standards for
improvement of education provision in the Teachers
Philippines.

_______
G 4. These teachers manifest an in- d. Curriculum and
depth and sophisticated understanding of the Planning
teaching and learning process.

_______
B 5. This domain recognizes the e. Beginning
importance of teacher’s mastery of content teachers

31
 knowledge and its interconnectedness within
and across curriculum areas.

I
_______ 6. This domain emphasizes the f. Aim of PPST
central role of teachers in establishing a
learning environment that is responsive to
learner diversity.

D
_______ 7. This domain addresses the g. Highly Proficient
teacher’s knowledge of and interaction with teachers
the national and local curriculum
requirements.

_______
J 8. It values personal and h. Proficient
professional reflection and learning to Teachers
improve practice.

________
F 9. Provides a basis for building i. Diversity of
public confidence in and support for the work learners
of teachers

H
________ 10. They are professionally j. Personal Growth
independent in the application of skills vital to and Professional
the teaching and learning process. Development

Suggested Readings:

https://depedtambayan.net/philippine-professional-standards-for-teachers-frequently-
asked-questions/

https://ptvnews.ph/deped-adopts-philippine-professional-standard-teachers-improve-
educators-qualification-skills/

Glossary:

 Career Stages
 Domains
 Indicators
 Philippine Professional Standards for Teachers (PPST)
 Strands

Answer Key:

1. c
2. e
3. a
4. g
5. b
6. i
7. d

32
 8. j
9. f
10. h

References:

Department of Education (DepEd) Order No. 42, series of 2007. National Adoption
and Implementation of the Philippine Professional Standards for Teachers.

Lesson 2 – Guidelines per Program

Duration: 3 Hours

Introduction:

The Commission of Higher Education (CHED), as the policy-making body for

Higher Education Institutions (HEI), makes guidelines on the different courses to be
offered in various colleges and universities throughout the Philippines. Commonly
these guidelines are published through a memorandum circular or commonly known
as CHED Memorandum Order.
In this lesson, we will discuss the various programs offered in the College of
Education. Specifically, on the identification of goals, expected outcomes, and
performance indicators for each program. Gaining knowledge will lead you to an
understanding of the courses you are taking. It can also instruct you on planning to
become a successful teacher in the future.

Objectives:

At the end of the lesson, you will:

1. Familiarize with the different CHED Memo about programs offered

in the College of Education.
2. Identify the goals, and expected outcomes for each program.
3. Gain a comprehensive understanding of the set of competencies
each teacher must possess.
4. Reflect on the information gained from the different memorandum.

Lesson Proper:

A. Activity

33
 Answer the following questions:
1. Why do you want to become a teacher?
Simple lamang, hindi ko siya gusting-gusto subalit kung loloobin ni Lord na
maipagpatuloy ko ang landas na ito. Nais ko maging isang tulay ng mga mag-
aaral at inspirasyon upang magpatuloy sila sa kanilang mga pangarap. Hindi
ko man nakamit ang aking pero magiging masaya na ako kung mararating
nila ang kanilang ambisyon.

2. What do you think are the role of teachers?

Malawak ang gampanin ng isang guro at mabigat sa kabilang banda. Ang
kanilang tungkulin ay hubugin at turuan ang mga mag-aaral upang maging
mahusay hindi lamang sa akadmya kundi pati na rin sa totoong buhay.

3. What do you think are the expected attributes of a teacher?

Ang mga guro ay inaasahang magtaglay ng mga mahahalagang katangian
tulad na lamang ng nasusuat sa PPST, upang maging epektibo sa kanilang
tungkulin. Ang mga pamamaraang ito ay hindi lamang basta nakatutulong sa
pagkatuto ng mga mag-aaral kundi nagiging mainam at masayang kapaligiran
sa loob ng silid-aralan.

B. Analysis

CHED Memorandum Order No. 74, series 2017. Policies, Standards

and Guidelines for Bachelor of Elementary Education (BEEd)

Degree Name: Bachelor of Elementary Education (BEEd)

Nature of Field Study: The BEEd is an undergraduate teacher

education program designed to prepare individuals intending to teach in
the elementary level.

Program Goal: The aims of the program is to develop highly motivated

and competent teachers specializing in the content and pedagogy for
elementary education.
Specific Professions: All successful completion of all academic
requirements of the degree/program graduates of BEEd should be able to
practice the teaching profession in the elementary level.

CHED Memorandum Order No. 75, series 2017. Policies, Standards and
Guidelines for Bachelor of Secondary Education (BSEd)

Degree Name: The degree program described in the memorandum

order shall be called Bachelor of Secondary Education (BSEd), major in:
 English
 Filipino
 Mathematics
 Sciences
 Social Studies
 Values Education

34
 Nature of Field Study: The BSEd is an undergraduate teacher
education program designed to equip learners with adequate and relevant
competencies to teach in their chosen area of specialization/major in the
secondary level.

Program Goals: The BSEd degree program aims to develop highly

motivated and competent teachers specializing in the content and pedagogy
for secondary education.

Specific Profession: After successful completion of all academic

requirements for the degree/program, graduates of BSED should be able to
practice the teaching profession in the secondary level.

CHED Memorandum Order No. 76, series of 2017. Policies, Standards

and guidelines for the Bachelor of Early Childhood Education (BECEd)

Degree Name: The degree program described in the memorandum

order shall be called Bachelor of Early Childhood Education (BECEd)

Nature of Field Study: The BECEd is a four-year program.

Specifically, this program provides students with fundamental understanding
and application of the principles or early childhood care and education, as well
as experience in the application of these principles.

Program Goals: This program aims to educate individuals to be

competent early childhood practitioners working with children from 0 – 8 years
old in various early childhood settings (home, community, school and
workplace). It is aligned with the National Early Learning Framework (NELF),
the National Competency Based Teacher Standards (NCBTS 2017) and the
first key stage with is K to 3.

Specific Professions: The BECEd program is designed to prepare

students for teaching and supporting young children’s development. A broad
range of employment opportunities are available by fulfilling the degree
requirement. Completion of the appropriate program will qualify graduates for
employment in government or private institutions.

CHED Memorandum Order No. 78, series of 2017 – Policies, Standards,

and Guidelines for the Bachelor of Technology and Livelihood
Education (BTLEd)

Degree Name: The program discussed herein shall be called Bachelor

of Technology and Livelihood Education (BTLEd) majors in:

 Home Economics
 Industrial Arts
 Information and Communication Technology
 Agri-Fishery Arts

35
 Nature of Field Study: The BTLEd program is an undergraduate
teacher education program that equips learners with adequate and relevant
competencies in the area of Technology and Livelihood Education, particularly
for the TLE exploratory courses form Grades 4-8.

Program Goals: The BTLEd program aims to develop highly

competent and motivated teachers in Technology and Livelihood Education
for Grades 4 -8.
The technology livelihood education curriculum shall impart a body of
knowledge, skills, attitude, values and experiences that will provide
prospective Grade 4-8 EPP/TLE Teachers with the necessary competencies
essential for effective teaching and at the same time are accredited TVET
Trainers and Assessors.
The specific body of knowledge, skills, attitudes, values and
experiences shall include the following:
A. A general education component, consistent with the CHED
issuance per CMO No. 20, series of 2013.

B. A professional education component to include courses under four

broad categories: 1) theory and concept courses, 2) pedagogical
content knowledge, 3) experiential learning courses, and 4) special
topic courses.

The theory and concept courses provide the broad framework

within which students can understand, rationalize, and reflect on the
various methods, strategies, processes, issues and other matters
related to the teaching profession.

C. The pedagogical content knowledge courses aim to develop

students a wide range of skills to facilitate and evaluate learning
among diverse types of students in a variety of learning
environments. ICT-integration in teaching is an essential part of the
methods and strategies courses to equip the teacher with
competencies on the use of technology in teaching and in training.

D. The pedagogical content knowledge is based on the Philippine

TVET Trainers Qualification Framework (PTTQF). PTTQF ensures
consistent delivery of quality training services across the country. It
aims to qualify and certify prospective EPP/TLE Teachers form
Grade 4-8 to ensure their competence in trade qualifications, and
training and assessment methodologies.

E. The Experiential learning courses are intended to provide students

with practical learning experiences in which they can observe,
verify, reflect on the actual experience different components of the
teaching-learning processes in actual school and industry settings.

The special topic courses give the students an opportunity to

explore special topics and current issues related to their field study.

36
 F. A specialization component that includes industry exposure to equip
the teacher with in-depth knowledge of the content and specific
skills in the major field.

Specific Professions: After completion of all academic requirements

of the program., graduates of the BTLEd should be able to qualify die the
Licensure Examination for Teachers and practice the teaching profession in
the field of Technology Livelihood Education as EPP Teachers for Grades 4-6
and /or TLE trainers and assessors after they have obtained the appropriate
Certification. Graduates may also proceed to practice careers in various
sectors of industry as entrepreneurs or as employees.

CHED Memorandum Order No. 79, series of 2017. Policies, Standards,

and Guidelines for the Bachelor of Technical-Vocational Teacher
Education (BTVTEd)

Program Description: The program herein shall be called Bachelor of

Technical-Vocational Teacher Education (BTVTEd) with specialization in:
a. Automotive Technology
b. Electronic Technology
c. Electrical Technology
d. Mechanical Technology
e. Civil and Construction Technology
f. Welding and Fabrication Technology
g. Heating, Ventilating and Air Conditioning Technology
h. Food and Service Management
i. Garments, Fashion and Design
j. Beauty Care and Wellness
k. Animation
l. Computer Hardware Servicing
m. Computer Programming
n. Animal Production
o. Agricultural Crop Production
p. Fish Processing
q. Fish Capture

Nature of Field Study: The BTVTEd program is an undergraduate

teacher education program that equips learners with adequate and relevant
competencies in teaching specific areas in Industrial Arts or Home Economics
or ICT or Agri-Fishery Arts – the four areas of technical and vocational track in
the K to 12 Curriculum.

Program Goals: The BTVTEd program aims to develop highly

competent and motivated teachers in technical and vocational education in
their area of specialization.

The technical and vocational teacher education curriculum shall impart a body
of knowledge, skills, attitude, values and experiences that will provide
prospective Grade 9-10 TLE Teachers, Senior High School teachers for the

37
Tech-Voc Livelihood track, TVET Trainers/Instructors, and faculty members in
higher education institutions with the necessary competencies essential for
effective teaching. Graduates of BTVTEd are considered to have satisfied the
TESDA requirement for Trainer’s Methodology.

The specific body of knowledge, skills, attitudes, values, and experiences

shall include the following:

A. General education component, consistent with CMO No. 20, series

of 2013.

B. A professional education component to include courses under three

broad categories: 1) theory and concept courses, 2) pedagogical content
knowledge, and 3) experiential learning courses.

The theory and concept courses provide the broad frameworks within
which students can understand, rationalize, and reflect on the various
methods, strategies, processes, issues and other matters related to the
teaching profession.

C. The pedagogical content knowledge courses aim to develop in

students a wide range of skills to facilitate and evaluate learning among
diverse type of students in a variety of learning environments. ICT-integration
is teaching is an essential part of the methods and strategies courses to equip
the teacher with competencies on the use of technology in teaching-learning.
D. The specialized knowledge and skills are based on the Philippine
TVET Trainers’ Qualification Framework (PTTQ). PTTQ ensures consistent
delivery of quality training services across the country. It aims to qualify and
certify prospective Grade 9-10 TLE, TVET and Senior High School teachers
for the Tech-Voc Livelihood track to ensure their competence in trade
qualifications, and training and assessment methodologies.

E. Experiential learning courses are intended to provide students with

practical learning experiences in which they can observe, verify, reflect on the
actually experience different components of the teaching-learning processes
in actual school setting.

G. A specialization component includes industry exposure to equip the

pre-service teacher with in-depth knowledge of the content and specified skills
in the major field.

Specific Professions: After completion of all academic requirements

of the program, graduates of BTVTEd should be able to practice the teaching
profession in the field of specialization, serve as TVET trainers and
assessors, or proceed to practice careers in various sectors of industry as
entrepreneurs or as employee.

CHED Memorandum Order No. 80, series of 2017. Policies, Standards

and Guidelines for Bachelor of Physical Education (BPEd)

38
 Degree Name: The program shall be called Bachelor of Physical
Education (BPEd)

Nature of Field Study: As a teaching profession, PE is a seamless

activity of designing and delivering learning activities, providing quality
instruction, managing the classroom and assessing student learning,
modeling as well as mentoring. This requires a deep, broad, and integrated
knowledge of the subject matter and its learners, which in turn informs the PE
teacher’s choices in terms of meaningful curricular content, the creation of
inclusive learning environments and the employment of effective learning
strategies.

As a curricular subject, PE is aimed at physical literacy, which serves as the

foundation for confident, enjoyable, and sustained participation is a wide
range of physical activities. Thus, it consists of developmentally appropriate
activities. PE also aims to optimize health through learning experiences aimed
at the formation of physical activity and healthy eating habits, as well as
dispositions. These learning experiences likewise extend beyond the
classroom: hence, student learning must be reinforced through programs on
school and community recreation, as well as organized, competitive sports.
Moreover, the PE teacher must communicate enthusiasm for their subject
matter in a positive, caring manner. Finally, PE draws from the knowledge
base of the allied fields: exercise and sports sciences, life sciences, social
and behavioral sciences: and employs interdisciplinary instruction as a means
to permeate all aspects of the learners’ lives and develop them integrally.

Program Goals: The BPEd is a four-year program aimed at equipping

graduates with the competencies to meet the psychomotor, cognitive and
affective needs of learners. These consist of: 1) a strong and substantial
foundation of the subject matter (disciplinary knowledge) that informs their
curricular choices when planning, designing, implementing, and assessing
learning activities (curriculum and program planning, implementation,
monitoring and evaluation); 2) an understanding of the scope and sequence
of various movement forms; as well as elements, strategies and tactics of
these various movements in a multitude of settings (movement competency
and proficiency) that enables them to meet the needs of learners to know
how, be able to do and how to learn; 3) expert knowledge of pedagogy for
maximizing student engagement, mentoring students and modeling respect
for difference in gender, ability and culture; 4) reflective practice that (a)
propels them to set high standards for an hold themselves accountable to the
professional standards (professional; accountability and responsibility); (b)
enables them to identify gaps in their current competencies and pursue
professional development opportunities; and (c) assists them in studying the
impact of their teaching on students learning; and 5) building and cultivating
relationships with colleagues, stakeholders, other professionals and learning
communities; advocating for PE, being role models of integrity and
professional excellence, as well as leaders in the service of education.

Specific Professions:
 Physical Education Teacher in Basic Education
 Dance and Sports Club Moderator

39
  School-based Sports Program and Events
Moderators/Coordinator

Program Outcomes

Common to all programs in all types of schools

The graduates have the ability to:

a. Articulate and discuss the latest development in the specific

field of practice. (Philippine Qualification Framework level 6
descriptor)
b. Effectively communicate orally and in writing using both
English and Filipino
c. Work effectively and independently in multi-disciplinary and
multi-cultural teams. (PQF level 6 descriptor)
d. Act in recognition of professional, social, and ethical
responsibility
e. Preserve and promote “Filipino historical and cultural
heritage” (based on RA 7722)

Common to the discipline (Teacher Education)

a. Articulate the rootedness of education in philosophical, socio-

cultural, historical, psychological, and political contexts.
b. Demonstrate mastery of subject matter/discipline.
c. Facilitate learning using a wide range of teaching methodologies
and delivery modes appropriate to specific learners and their
environments.
d. Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners.
e. Apply skills in the development and utilization of ICT to promote
quality, relevant and sustainable educational practices.
f. Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes.
g. Practice professional and ethical teaching standards sensitive to the
changing local, national and global realities.
h. Pursue lifelong learning for personal and professional growth
through varies experiential and field-based opportunities.

Specific to a sub-discipline and a major

A. Bachelor of Elementary Education (BEEd)

a. Demonstrate in-depth understanding of the diversity of
learners in various learning areas
b. Manifest meaningful and comprehensive pedagogical
content knowledge (PCK) of the different subject areas
c. Utilize appropriate assessment and evaluation tools to measure
learning outcomes
d. Manifest skills in communication, higher order thinking and
use of tools and technology to accelerate learning and teaching

40
 e. Demonstrate positive attributes of a model teacher, both as
an individual and as a professional f. Manifest a desire to
continuously pursue personal and professional development

B. Bachelor of Secondary Education (BSEd)

a. Major in English
a. Possess broad knowledge of language and literature
for effective learning
b. Use English as a glocal language in a multilingual context as it
applies to the teaching of language and literature
c. Acquire extensive reading background in language, literature,
and allied fields d. Demonstrate proficiency in oral and written
communication
d. Shows competence in employing innovative language
and literature teaching approaches, methodologies,
and strategies
e. Use technology in facilitating language learning and teaching
f. Inspire students and colleagues to lead relevant and
transformative changes to improve learning and
teaching language and literature
g. Display skills and abilities to be a reflective and research-
oriented language and literature teacher

b. Major in Filipino
a. Nagpapamalas ng mataasnaantas ng kaalamansa pagtuturo ng
wika at panitikang Filipino.
b. Nagpapakita ng malawak at malalimnapag-unawa
at kaalamansaugnayan ng wika, kultura, at lipunan
c. Nakagagamit ng iba'tibangkasanayan at kaalamansa proseso
ng pagtuturo-pagkatuto.
d. Nagtataglay ng kaalamanhinggilsausapin ng kultural
at linggwistikongdibersidad ng bansa.
e. Nakapagdidisenyo ng malikhain, inobatibo, at
integratibong mgaalternatibongdulogsapagtuturo at pagkatuto
f. Nakagagawa ng pananaliksikukolsaikauunlad ng wikang Filipino
bilangwikangpanturo

c. Major in Mathematics
a. Exhibit competence in mathematical concepts and procedures
b. Exhibit proficiency in relating mathematics to other curricular
areas
c. Manifest meaningful and comprehensive pedagogical content
knowledge (PCK) of mathematics
d. Demonstrate competence in designing, constructing and utilizing
different forms of assessment in mathematics
e. Demonstrate proficiency in problem-solving by solving
and creating routine and non-routine problems with
different levels of complexity

41
 f. Use effectively appropriate approaches, methods,
and techniques in teaching mathematics including
technological tools
g. Appreciate mathematics as an opportunity for creative work,
moments of enlightenment, discovery and gaining insights of the
world

d. Major in Science
a. Demonstrate deep understanding of scientific concepts and
principles
b. Apply scientific inquiry in teaching and learning
c. Utilize effective science teaching and assessment methods

e. Major in Social Studies

a. Utilize appropriate various sociocultural and historical materials
in explaining current issues
b. Organize communities towards self-reliance and self sufficiency
c. Demonstrate leadership skills that will help in teaching
or training students who will empower their communities
d. Integrate local and global perspectives in teaching the principle
of the common good
e. Employ principles of sustainable development in teaching and
learning
f. Show scholarship in research and further learning
g. Display the qualities of an innovative teacher who has mastery
of the subject matter

f. Major in Value Education

a. Demonstrate understanding of the Values Education Framework of
the K to 12
b. Demonstrate knowledge and understanding of various philosophical
and theoretical underpinnings of teaching values education
c. Demonstrate understanding how psychological, moral, spiritual, and
socio-cultural shape human values
d. Exhibit critical mindedness in analyzing local, regional, national, and
global trends and issues relevant to values education
e. Show passion and commitment in becoming advocates of universal
values of openness, peace, tolerance, social justice and respect for
human rights
f. Become an exemplar of Filipino values
g. Show understanding of the theories, principles and application and
application of strategies for effective intra and interpersonal skills
h. Demonstrate commitment to students' development for personal
renewal and social transformation
i. Demonstrate competence in employing various pedagogical
approaches, methods and techniques for teaching values
j. Demonstrate competence in the conduct of research and utilization
of results to improve values education

42
 k. Demonstrate in-depth knowledge in developing and using traditional
and non-traditional strategies for assessing learner's performance in
values education
l. Demonstrate competence in integrating context
appropriate technology to optimize teaching and learning
m. Manifest commitment to community service as a means to promote
social values
n. Show reflective skills in applying strong moral and ethical principles
in their decisions and actions as values education teacher

C. Bachelor of Early Childhood Education (BECEd)

a. Demonstrate high level of content and pedagogical knowledge
b. Demonstrate appreciation for diversity
c. Manifest collaborative skills
d. Demonstrate innovative thinking
e. Possess critical and problem-solving skills
f. Advocate for children's rights, equity, community, nationalism, and
democratic ideas
g. Pursue lifelong learning

D. Bachelor of Technology and Livelihood Education (BTLEd)

a. Demonstrate the competencies required of the Philippine TVET
Trainers – Assessors Qualifications Framework (PTTQF)
b. Demonstrate broad and coherent, meaningful knowledge and skills
in technology and livelihood education
c. Apply with minimal supervision specialized knowledge and skills in
technology and livelihood education
d. Demonstrate higher level literacy, communication, numeracy,
critical thinking, learning skills needed for higher learning
e. Manifest a deep and principled understanding of the learning
processes and the role of the teacher in facilitating the processes in
their students
f. Show a deep and principled understanding on how educational
processes relate to larger historical, social, cultural, and political
processes
g. Apply a wide range of teaching process skills (including curriculum
development, lesson planning, materials development, educational
assessment, and teaching approaches)
h. Reflect on the relationships among the teaching process skills, the
learning processing in the students, the nature of the
content/subject matter, and other factors affecting educational
processes in order to constantly improve their teaching knowledge,
skills and practices.

F. Bachelor of Technical-Vocational Teacher Education (BTVTEd)

a. Demonstrate the competencies required of the Philippine TVET
Trainers Assessors Qualifications Framework (PTTQF)
b. Demonstrate broad and coherent, meaningful knowledge and skills
in any of the specific fields in technical and vocational education
c. Apply with minimal supervision specialized knowledge and skills in
any of the specific fields in technical and vocational education
43
 d. Demonstrate higher level literacy, communication, numeracy,
critical thinking, learning skills needed for higher learning
e. Manifest a deep and principled understanding of the learning
processes and the role of the teacher in facilitating these processes
in their students
f. Show a deep and principled understanding of how educational
processes relate to larger historical, social, cultural, and political
processes
g. Apply a wide range of teaching process skills (including curriculum
development, lesson planning, materials development, educational
assessment, and teaching approaches)
h. Reflect on the relationships among the teaching process skills, the
learning processing in the students, the nature of the
content/subject matter, and other factors affecting educational
processes in order to constantly improve their teaching knowledge,
skills and practices.

G. Bachelor of Physical Education (BPEd)

A. P01-Disciplinal Knowledge: Apply scientific and evidence-
based practices critical to the educational and learning processes.

B. PO2-Movement and Competency and Proficiency:

1. Demonstrate skillful performance in a variety of
physical activities.
2. Adapt performance to variety of physical activity
settings: (e.g. formal classes, recreational, and competitive)

C. PO3-Curriculum and Program Planning,

Implementation, Monitoring and Evaluation:
1. Critically examine the curriculum (e.g. content,
pedagogy and assessments) and program, and enhance
(e.g. innovate) them necessarily.
2. Plan and implement safe and effective physical
activity programs to address the needs of individual and groups
in school and/or non-school settings.
3. Monitor and evaluate physical activity programs in
school and/or non-school settings.
4. Use appropriate assessments in, as and for student
or client learning.
5. Use information, media and technology in pedagogy
and for lifelong learning,

D. P04-Professional Accountability and Responsibility:

1. Demonstrate firm work/professional ethics.
2. Cultivate solidarity by working and dealing with/relating
to others harmoniously.
3. Promote the advancement of the profession by
making sense of and getting involved in current discourse that
impact on the profession. Pursue lifelong learning for personal
and professional development

44
 E. P05-Communication:
1. Communicate effectively with PE practitioners,
other professionals and stakeholders.
2. Use oral, written, and technology formats deftly.

Common to a horizontal type as define in CMO 46, 2012.

a. Graduate of professional institutions demonstrate service

orientation on their respective professions
b. Graduates of college are qualified for various types of employment
and participate in development activities and public discourses,
particularly in response to the needs of the communities they serve
c. Graduates of universities contribute to the generation of new
knowledge by participating in various research and development
projects.

C. Abstraction

 Commission on Higher Education (CHED) is the policy making body for

Higher Education Institutions in the country.
 CHED released memorandum for different courses offered for the
College of Education which serves as guide for the implementation of
the programs.
o CHED Memorandum No 74, series of 2017
o CHED Memorandum No. 75, series of 2017
o CHED Memorandum No. 76, series of 2017
o CHED Memorandum No. 78, series of 2017
o CHED Memorandum No. 79, series of 2017
o CHED Memorandum No. 80, series of 2017

 Each memorandum stated the details about the program particularly

the goals, program outputs and other essential guideline and
information.

D. Application

Review the CMO for your respective program.

Analyze it base on your past experiences in studying the program.
Write your answer on the space below.

Sa aking karanasan, hindi naman maikakaila na ang mga layunin na

nasa CMO ay tugma sa layunin ng Pamantasan na aming taglayin sa
pagtatapos naming sa batsilyer na ito. Isa lamang itong patunay na
hindi matatapos ang taon ng pamuruan sa aming mga medyor sa
Filipino na hindi naming nagawa ang mga layuning ito. Kaya masaya
ako na unti-unti naming itong naabot sa kasalukuyan.

45
 Test
Identify the following. Write your answer on the space provided for.

BEED Program
_______________________ 1. an undergraduate teacher education
program designed to prepare individuals intending to teach in the
elementary level

BTLED Program
_______________________ 2. an undergraduate teacher education
program that equips learners with adequate and relevant competencies in
the area of Technology and Livelihood Education, particularly for the TLE
exploratory courses form Grades 4-8

BTVTED Program
_______________________ 3. aims to develop highly competent and
motivated teachers in technical and vocational education in their area of
specialization
BECED Program
_______________________ 4. this program provides students with
fundamental understanding and application of the principles or early
childhood care and education, as well as experience in the application of
these principles

BPEd Program
_______________________ 5. PE is a seamless activity of designing and
delivering learning activities, providing quality instruction, managing the
classroom and assessing student learning, modeling as well as mentoring

BSED Program
____________________ 6. an undergraduate teacher education program
designed to equip learners with adequate and appropriate teaching skill in
their selected field of specialization, the secondary level

Reflection

Write how you can contribute in the achievement on the goals of

your particular program.

Bilang guro sa hinaharap, tulad ng iba na binubuo ang kanilang mga

pangarap sa ibang bansa man o rito sa Pilipinas. Aking masasabi
na mahalaga bilang Pilipino na magampanan ang aking tungkulin
para sa aking pinagkadadalubhasaan at ito ang Filipino. Nais ko
maging isa ilipino na para sa Pilipinas. Maisasakatuparan ko
lamang ito sa pamamagitan ng pagtuturo ng ating sariling wika.
Hindi lamang basta maituro kundi ay mapagyaman para sa
hinaharap na henerasyon. Tulad na lamang nang pagbuo ng mga
pananaliksik upang mapagyaman ang ating wika, panitikan, at
kultura. Dahil naniniwala ako na hindi natin kinakailangan magsalin
46
 ng mga akda ng mga dayuhan dahil tayong mga Pilipino ay hitik sa
kultura at panitikan na kayang makipagsabayan sa mga dayuhan.
Kaya nais ko maabot ang puso ng mga bata na mahalin nila ang
sarili nilang wika at patuloy itong yapusin. At nais ko rin makabuo ng
isang kurikulum na kung saan ay matututuhan ng mga bata na
yakapin ang kanilang wika, kultura, at tradisyon sa kanilang luoang
sinilangan.

Suggested Readings and Websites

https://ched.gov.ph/cmo-74-s-2017/
https://ched.gov.ph/cmo-75-s-2017/
https://ched.gov.ph/cmo-76-s-2017/
https://ched.gov.ph/cmo-78-s-2017/
https://ched.gov.ph/cmo-79-s-2017/
https://ched.gov.ph/cmo-80-s-2017/

Glossary:

 Bachelor of Early Childhood Education (BECEd)

 Bachelor of Elementary Education (BEEd)
 Bachelor of Physical Education (BPEd)
 Bachelor of Secondary Education (BSEd)
 Bachelor of Technical Vocational Teacher Education (BTVTEd)
 Bachelor of Technology and Livelihood education (BTLEd)
 Field Study
 Goals
 Outcome

Answer Key:

1. BEED Program
2. BTLED Program
3. BTVTED Program
4. BECED Program
5. BPEd Program
6. BSED Program

References

CHED Memorandum No 74, series of 2017 - Policies, Standards and Guidelines for
Bachelor of Elementary Education (BEEd)

47
CHED Memorandum Order No. 75, series 2017. Policies, Standards and Guidelines
for Bachelor of Secondary Education (BSEd)

CHED Memorandum Order No. 76, series of 2017. Policies, Standards and
guidelines for the Bachelor of Early Childhood Education (BECEd)

CHED Memorandum Order No. 78, series of 2017 – Policies, Standards, and
Guidelines for the Bachelor of Technology and Livelihood Education (BTLEd)

CHED Memorandum Order No. 79, series of 2017. Policies, Standards, and
Guidelines for the Bachelor of Technical-Vocational Teacher Education (BTVTEd)

CHED Memorandum Order No. 80, series of 2017. Policies, Standards and
Guidelines for Bachelor of Physical Education (BPEd)

Lesson 3 – Deployment of Pre-service Teachers on Experiential Learning

Duration: 3 Hours

Introduction

Pre-service teachers undergo various training that can help them to become
successful teachers in the future. Aside from the learning experiences that are
offered to them in the classroom, out campus activities can help them experience
and understand the events that are happening inside the real classroom. They are
assigned to different schools in the community through the Field Study and Practice
Teaching courses to observe and experience the lives of cooperating teachers.

In this lesson, you shall gain a basic understating of the underlying principles,
legal bases of pre-service teaching, the importance of internship experiential activity
for a pre-service teacher as stated in DepEd Order No. 3, series of 2007, and the
importance of strong relationship amongst key stakeholders from the Department of
Education (DepEd) and Teacher Education Institutions (TEIs) can contribute to the
producing competent future teachers. The lesson will present the guidelines
stipulated in the order of the department.

Objectives:

 Identify the roles of DepEd and CHED in the deployment of pre-service

teachers.
 Identify the roles of deans and supervisors.
 Enumerate the selection of cooperating schools and cooperating
teachers
 Identify the duties and responsibilities of pre-service teachers

Lesson Proper:

A. Activity

48
 Write in the box below your duties and responsibilities as Field Study
Student.

My duties and responsibilities as Field Study Student:

Sa unang bahagi ng aming Field Study, simple lamang ang

aming ginawa sa pamamagitan nang pagkumpleto sa 60 oras na
pagpasok sa cooperating school kasama na rito ang 2 days
seminar na aming dinaluhan. Ang FS 1 ay tumutukoy sa
observation at aming pinagmasadan ang pamamaraan ng aming
critique teacher sa pagtuturo. Bukod pa rito, kinakailangan
naming sundin ang mga tamang proseso ng pagtuturo. Una nan
ga ang pagbuo ng banghay aralin bago magturo. At pulutan
lamang ang mga Magandang-aral na aming makukuhas sa
assigne CT namin.

B. Analysis

The Roles of Department of Education (DepEd) and the Commission on

Higher Education (CHED)

Regional Offices:

The Regional Directors shall jointly:

1. Ensure quality assurance of the Experiential Learning courses;

2. Set the parameters of the MOAs between the SDS and TEIs or
group of TEIs; determine and articulate the human resources
requirements for basic education and TEIs of the region;
3. Conduct regular monitoring and evaluation of the Experiential
Learning Course (ELC), utilize and disseminate results;
4. Undertake researches related to the improvement of ELC; and
5. Provide recognition and reward system to performing TEIs as
regards to experiential learning.

School Division Offices

The SDS, in collaboration with the TEI and school principals, shall:

1. Forge a MOA with TEIs on the deployment of pre-service teachers

on experiential learning courses;
2. Review and subsequently approve, requests for cooperating
schools;
3. Conduct orientation on field study and practice teaching with the
TEIs and cooperating staff; and
4. Monitor and evaluate the capacity of the cooperating schools.

Cooperating School

A. Field Study

49
 1. The Principal shall accept the Field Study Student (FSS) and see to it
that they are assigned to observe any teacher;
2. The Principal shall coordinate with TEI supervisor concerning field
study assignments and problems;
3. The Principal shall ensure the orientation of the FSSs on the following:
a. Policies, regulations and environment of the school;
b. Assignment of classes and responsibilities
4. The Principal will participate in a debriefing session with the resource
teacher, the FFS and the college practicum supervisor.

Cooperating Teachers

The Cooperating Teachers shall:

1. See to it that the FSSs role is limited to the requirements and
activities of the particular study course;
2. Accommodate FSSs in their actual classroom teaching and are not
duty bound to mentor/coach; and
3. Certified the attendance of the FSSs.

Role of the Teacher Education Institution (TEI)

The TEI Dean shall:

1. Initiate conferences with the Regional Director, Schools Division

Superintendents (SDS)/ Private School Principals in selecting
cooperating schools;
2. Prepare a MOA between the TEI and the Division Office (DO) to be
signed by the College/University President and the SDS;
3. Coordinate with the SDS in the selection of cooperating schools;
4. Prepare a formal communication to the school principal relative to
the deployment of FSS and Student Teachers;
5. Ensure that the College Supervisor deploy pre-service teachers to
schools as arranged with the SDS;
6. Provide flexible incentive system to personnel (cooperating
teachers, school principal, department heads, and supervisors)
involved in students teaching as stipulated in the Memorandum of
Agreement (MOA); and
7. Provide a functional space for Experiential Learning Couses.

The TEI College Supervisor shall:

1. Orient the pre-servicer teachers on the rationale and procedures of

the experiential learning courses;
2. Conduct orientation meetings in order that expectations of both
parties are made clear to all concerned;
3. Determine the readiness and ability of pre-service teachers to
undergo practice teaching;
4. Coordinate with the cooperating school head regarding the activities
and practice teaching needs of the student-teachers;
5. Orient the student teachers for their off-campus work;

50
 6. Conduct regular observation and evaluation of the practice teaching
performance of student teachers;
7. Coordinate regularly with the cooperating school principal/ head
teacher, and cooperating teacher regarding performance of the
student teachers;
8. Submit written reports to the College Dean, copy furnished the
school principal and the SDS, at least twice a month regarding the:
a. Progress/performance of student teachers
b. Problems/difficulties met by the student teachers
c. Solution/action taken to solve the problem
9. Conduct debriefing sessions, interview/case studies of student
teachers.

Selection of Cooperating Schools and Cooperating Teachers for Field Study

1. All basic education schools may be chosen as cooperating schools.

2. Any teachers in a Field Study Cooperating School can be a Resource
Teacher.

Duties and Responsibilities of Pre-service Teachers (Field Study)

The Field Study Student shall:

1. Take the field study courses congruent to their professional

education subjects;
2. Observe proper decorum and behavior when making field visits and
observation in the schools where they are fielded; and
3. Accomplished the requirements of the course as scheduled.

C. Abstraction

 Each department plays specific roles, duties and responsibilities in the

experiential learning course.
 It is essential for each of this department to work together for the
success of the experiences and training given to the Field Study
Students.
 Pre-service teachers should always remember their duties and
responsibilities as Field Study Students (FSSs)

D. Application

Write an application letter stating your intention to conduct your Field

Study Course in your chosen school. Write it in an A4 size bond paper.
Submit it in a hard or soft copy format.

51
September 01, 2024

Ma. Victoria C. Vivo EdD, Cese - Principal IV

Marcelo H. Del Pilar National High School
Bagong Bayan, City of Malolos, Bulacan
Malolos, 3000

Mahal na Punong Guro,

Magandang araw po! Ako po si G. Jerick Victoria, kasalukuyang mag-aaral sa

kursong Edukasyon sa Bulacan State University- Meneses Campus, at nasa ikatlo
na taon ng aking pag-aaral. Ako po ay sumasangguni sa inyo upang magpahayag
ng aking layunin na isagawa ang aking Field Study 1 sa inyong paaralan.

Bilang bahagi ng kurikulum, kinakailangan naming magkaroon ng praktikal na

karanasan sa pagtuturo sa isang tunay na kapaligiran ng paaralan upang higit pang
mahasa ang aming kaalaman at kasanayan bilang mga magiging guro sa hinaharap.
Naniniwala po ako na ang Marcelo H. Del Pilar National High School ay isang
institusyon na may mataas na kalidad ng edukasyon at mahusay na suporta sa mga
mag-aaral at kawani nito.

Lubos po akong umaasa na makakabahagi sa inyong paaralan upang matuto

mula sa inyong mga guro na may malawak na karanasan. Ang oportunidad na ito ay
magsisilbing mahalagang bahagi ng aking pagsasanay at pagtupad sa aking layunin
na makapag-ambag sa paghubog ng mga kabataang Pilipino sa hinaharap.

Ako po ay handang sumunod sa anumang proseso o kinakailangang

dokumento upang maisakatuparan ang aking intensyon. Malugod din akong
magpapadala ng karagdagang impormasyon na maaaring inyong kailanganin
kaugnay sa aking aplikasyon.

Maraming salamat po sa inyong konsiderasyon. Umaasa po ako na inyong

pagbigyan ang aking kahilingan.

Lubos na gumagalang,

Jerick P. Victoria
[email protected]
0965-072-5918
September-November, 2024

52
 Test

Identify who should perform the following duties and responsibilities:

FSS
_____________ 1. Submit requirement on the scheduled time.
College Supervisors
_____________ 2. Coordinate with the cooperating schools regarding the activities
of student-teachers.
_____________
Cooperating Teacher 3. Mentor/Coach the Field Study Students.
_____________
College Dean 4. Prepare the Memorandum of Agreement between the TEI and
the Division Office.
College Supervisor 5. Write a report regarding the activities of Field Study Students.
_____________

Cooperating School 6. Coordinate with TEI supervisor on tasks and issues concerning
_____________
field study assignments and problems.
School _____________
Division Offices 7. Monitor and evaluate the capacity of the cooperating schools.

Regional Office 8. Ensure the Experiential Learning courses are controlled and
_____________
monitored.
college Dean
_____________ 9 Prepare a detailed communication referring to the FSS
deployment to the school principal.
FSS
_____________ 10. Take the field study courses congruent to their professional
education subjects. (FSS)

Reflection

As pre-service teachers, what do you do to make the Field Study experiences

more meaningful, helpful, and relevant to your training as future teachers? Write your
answer in the box.

Bilang Field Study Student, noong una ay hindi pa malinaw sa aking ang
kahalagahan nito dahil bukod sa ito ay daan upang kami ay mamulat kung
paano kami sa hinaharap. Hindi ko lubos na maaisip na ang mga guro pala
ay may iba’t ibang pamamaraan, estratehiya o gawi sa pagtuturo sa mga
klase na kanilang pinapasukan. Kaya sa pamamagitan ng aking
pagmamasaid ay aking naunawaan na masarap maging isang guro at the
same time ay nakapapagod lalo na, higit pa ang iyong ginagawa sa
pagkatuto ng mga bata kaysa sa iyong sinasahod buwan-buwan. Dito ko rin
naunawaan ang mga payo ng aking critique teacher na mababaon ko sa
aking lakbayin sa pagtuturo. Malaking bagay ang bahaging ito dahil naging
kapaki-pakinabang ang Field study upang kami ay maging mas handa at
epektibong guro sa hinaharap.

Suggested Reading and Websites:

53
https://www.researchgate.net/publication/
329709556_Experiential_Learning_the_field_study_trip_a_student-
centred_curriculum

https://www.easchooltours.com/blog/experiential-learning-learn-through-experience

https://teachingcommons.unt.edu/teaching-essentials/engaged-learning/impact-
experiential-learning-student-learning

Glossary:

 Cooperating School
 Cooperating Teacher
 Division Office
 Duties
 Field Study
 Regional Office’
 Responsibilities
 Roles
 Teacher
 Teacher Education Institutions (TEI)

Answer Key:

1. (FSS)
2. (College Supervisors)
3. (Cooperating Teacher)
4. (College Dean)
5. (College Supervisor)
6. (Cooperating School/Principal)
7. (School Division Offices)
8. (Regional Office)
9. (college Dean)
10. (FSS)

References:

Department of Education (DepEd) Order No. 3, series of 2007. Guidelines in the

Deployment of Pres-service Teachers on Experiential Learning: Field Study and
Practice Teaching.

Lesson 4 – Mentoring and Coaching Pre-Service Teachers

Duration: 3 hours

Introduction

The College of Education aims to develop quality teachers that will teach and
inspire learners in the future. Hence, we provide pre-service teachers with the best

54
and quality learning experiences for them to become one. Part of the learning
experiences given to pre-service teachers is to go outside of the four corners of the
classroom and conduct observation in a setting where teaching and learning happen.

The pre-service teachers are deployed to partner schools and assigned to a

specific cooperating teacher. They are required to learn from their cooperating
teacher by focusing on curriculum implementation, using various teaching methods
and techniques, and how to assess the success of the learners. The cooperating
teachers build foundation or our future by playing the crucial role of educating the
next generation. They need to show the quality of being a teacher in the classroom
so that pre-service teachers can imitate them. In short, the cooperating teacher will
serve as a mentor for the pre-service teachers during their Field Study courses.

In this lesson, you will learn the definition of coaching and mentoring, stages
of mentoring, forms of mentoring, types of mentoring, and the etiquette of mentoring.
Further, the significant contributions of cooperating teachers to the development of
quality among future teachers through coaching and mentoring, and the roles and
responsibilities of the cooperating teachers.

Objectives:

 Define coaching and mentoring.

 Identify the stages, forms, and types of mentoring.
 Enumerate the etiquette of mentoring
 Identify the roles and responsibilities of Cooperating Teachers and
other implementers.

Lesson Proper

A. Activity

In your own understanding define the following:

1. Mentoring
Ang mentoring ay isang paggabay ng isang taong may higit na kaalaman o
karanasan sa isang baguhan o nangangailangan ng tulong upang
maunawaan ang isang bagay at mapaunlad din ang kanyang kaalaman na
maghuhubog ng kanyang kakayahan at pananaw sa kanilang propesyon.

2. Coaching
Ang coaching ay isang pamamaraan ng pagsasanay sa isang tao upang
bigyan ito ng payo o feedback sa progreso nito at pagbibigay suporta upang
mapahusay ang pagganap ng tinuturuan sa isang partikular na larangan.

3. Role
Ang Role ay isang gampanin ng isang tao sa isang partikular na gawain
upang tuparin ang responsibilidad na nakatalaga sa kaniya.

4. Responsibilities

55
Ang responsilibidad ay tumutukoy sa mga tungkulin ng isang tao na
kinakailangan niyang gamapanan nang may pananagutan at dedikasyon dahil
ito ay kanyang obligasyon para sa ikabubuti ng isang gawain.

5. Etiquette
Ang etiquette ay isang tamang kaugalian na dapat taglayin ninuman dahil ang
bawat bagay ay mayroon tamang-asal na kinakailangan o ugaling
inaasahang makita sa isang tao par mapanatili ang maayos na sitwasyon at
respeto.

B. Analysis
Defining Coaching

Coaching can be used in various areas of life. It includes life coaching,

financial coaching, or career coaching. In education, the word coaching is
used as an interactive process that aims to close performance gaps, teach
skills, impart knowledge and inculcate values and desirable work behaviors to
Pre-service teachers by the Cooperating Teachers. They help the pre-service
teachers to discover and maximize their own potentials.

Defining Mentoring

A mentor is a person with competence and knowledge who can

help develop the career of mentee. Most of the time, they provide advice to
enhance the mentee’s professional performance and development. For the
education program, pre-service teachers are paired with cooperating teachers
who are more skilled and experienced. They form a relationship that allows
the CTs the opportunity to share their professional and personal skills and
experiences with and provide support and encouragement to the pre-service
teachers.

Needs of Mentee

An individual who wants to go the process of mentoring need the

following (Center of Mentoring, 2006):
 Guidance in a general or specific professional is
 Series of questions or issues
 Broad career development
 Early career development
 Ethical and moral guidance
 Assistance in navigating professional settings, institutions,
structures, and politics
 Professional identity development guidance

The Cooperating Teacher

In Field Study courses, the cooperating teachers serve as coaches and

mentor for pre-service teachers. The PPST sets a standard for someone who

56
 will become a cooperating teacher. A cooperating teacher must meet the
following standards:

DepEd Modules for Pre-Service teachers (p.12) the Career Stage 3 or Highly
Proficient Teachers manifest a comprehensive and sophisticated
understanding of the method of teaching and learning. They have
understanding of a high-education environment, are more competent at
problem-solving, and maximized resources gained from experience.

Career Stage 3 Teachers work collaboratively with colleagues and provide

them support and mentoring to enhance their learning and practice. Through
focusing on their own needs and those of their colleagues and students, they
actively aim to improve their professional knowledge and practice.

C. Abstraction
 Coaching and mentoring are a big task but rewarding on the part of
the cooperating teachers.
 The PPST set standards for the qualification of a Cooperating
Teacher who will coach or mentor pre-service teachers.
 Cooperating Teachers should be Highly Proficient based on the
standard of PPST.
 Cooperating Teachers and other personnel in charge of the
experiential learning courses have roles and responsibilities to do.

D. Apply

Interview your cooperating teachers about their previous experience about

coaching/mentoring pre-service teachers. Write the result below.

“Sa mga naturuan ko naman ay ibinibigay ko kadalasan ang lahat ng

aking nalalamang estratehiya at pamamaraan upang mas Madali
maunawaan ng mga mag-aaral ang aralin.”….

“May pagkakataon, nagkakaroon ng panghihinayang kapag hindi ko

naisagawa ang ilang bagay na nais ko ituro sa mga pre-service teachers.”
– Ma’am Azel Dela Pena (Cooperating Teacher)

Reflection

As a pre-service teacher, write a one-page reflection about coaching and

mentoring in relation to the Field Study course.

Bilang isang pre-service teacher na kasalukuyang nasa unang bahagi ng

aming Field Study, napagtanto ko kung gaano kahalaga ang coaching at

57
 mentoring sa aming Field Study 1. Sa pamamagitan ng mas malinaw sa kung
paano haharapin ang mga hamon ng pagtuturo at kung paano pa mapapabuti
ang aking kaalaman at kasanayan.

Sa mentoring, nararamdaman ko ang gabay ng isang bihasang guro (Ang

aking Critique Teacher) na parang tagapayo o nakatatandang kapatid.
Ibinabahagi niya ang kanyang mga karanasan at mga natutuhan, na
nagbibigay sa akin ng ideya kung paano sila naging matagumpay sa kanilang
propesyon. Madalas nilang pinapaalala na ang pagiging guro ay hindi lamang
trabaho kundi isang bokasyon. Sa kanila, natututo ako ng mga simpleng
bagay tulad ng tamang pakikitungo sa mga mag-aaral, hanggang sa mas
malalim na aspeto tulad ng pagiging maunawain at mapagmalasakit.

Sa coaching naman, natututo akong tanggapin ang feedback at gamitin ito

upang mapaunlad ang aking sarili. Kapag nabibigyan ako ng pagkakataong
magturo sa harap ng klase, tinutulungan ako ng aking coach na si Ma’am
Azel na makita ang mga bagay na dapat kong baguhin at mga aspeto na
dapat kong ipagpatuloy. Mahirap minsan tanggapin ang kritisismo, pero unti-
unti kong natutunan na ito ay para sa aking ikabubuti. Ang coaching ay
parang salamin na nagpapakita sa akin ng aking mga kahinaan, pero
nagbibigay din ng lakas ng loob upang itama ang mga ito.

Sa katunayan ang coaching at mentoring ay naging mahalagang bahagi

ng aking paglalakbay bilang pre-service teacher. Dahil dito, natututo akong
maging mas handa, mas responsable, at mas mapagmahal sa propesyon ng
pagtuturo. Alam kong malayo pa ang aking tatahakin, pero dahil sa mga aral
na natutunan ko sa Field Study 1, mas nagiging tiwala ako sa aking
kakayahan na maging isang mabuting guro balang araw.

Suggested Readings and Websites

https://www.mindtools.com/pages/article/newCDV_72.htm
https://www.skillsyouneed.com/learn/coaching.html

58
https://www.stetson.edu/other/brown-center/media/mentor-mentee-roles-
responsibilities.pdf
Glossary
 Coaching
 Mentors
 Mentee
 Cooperating Teacher
 Qualification
 Cooperating Principal

Answer Key:
 Students’ answers may vary.
References:
Center on Mentoring (206). Introduction to Mentoring: A guide for Mentors and
Mentees

Department of Education (2019). Supporting Beginning Teachers: A coaching and

Mentoring Module for DepEd Supervisors of Experiential Learning Students.

Department of Education (DepEd) Order No. 42, series 2017. National Adoption and
Implementation of the Philippine Professional Standards for Teachers

Principles of Coaching: Coaching Skills. Retrieved on August 23, 2020 from

www.free-management-ebooks.com.

CONTENTS

UNIT II Cooperating School and Its

Components
 Cooperating Teachers
-Qualifications and Responsibilities

59
  Key Person and their Roles in Experiential Learning Course
-School Head, Cooperating Teacher, TEI Supervisor

 Career Stages of Philippine Professional Standards for

Teachers
-Beginning, Proficient, Highly Proficient, Distinguished
 Expectations from the Beginning Teacher
-Qualifications Must Possess by the Future Educator

 Suggested Timeline of Activities for the PST Experiential

Learning
-Proposed Activities Before, During, After the Deployment

Lesson 1: Cooperating Teachers –Qualification and Responsibilities

Duration: 3 hours

Introduction

This lesson is about the components of the cooperating schools, it

concentrates on the tasks of teachers, critic, or cooperating teachers. It also includes
the role of the principal and the stages of development of teachers to meet the
standards. Lastly, the anticipation of the school and cooperating teacher for the
beginning teachers and their suggested plan to enhanced the skills and knowledge
of the students in Field Study 1.

Objectives:

 Understand the required qualities and responsibilities of the cooperating

teacher
 Awareness on guidelines of being a cooperating teacher
 Foster the standards of the cooperating school for the beginning teachers and
possess best practices during practice-teaching.

Lesson Proper

60
A. Activity

 Virtual presentation of pictures, students will identify and share ideas on

class what they observed:

a.
https://www.google.com/search?
q=clip+art+of+a+mentor+teacher&oq=clip&aqs=chrome.1.69i59l3j69i57j46j0l2j69i59.4990j0j1
5&sourceid=chrome&ie=UTF-8

Cooperating teachers are willing to help and dedicated to their responsibilities

b.
https://www.google.com/search?
q=clip+art+of+a+mentor+teacher&oq=clip&aqs=chrome.1.69i59l3j69i57j46j0l2j69i59.4
990j0j15&sourceid=chrome&ie=UTF-8

Cooperating teachers do their roles as mentor, companion and adviser

c.
https://www.google.com/search?
q=clip+art+of+a+mentor+teacher&oq=clip&aqs=chrome.1.69i59l3j69i57j46j0l2j69i59.4
990j0j15&sourceid=chrome&ie=UTF-8

Cooperating teachers guide the beginning teachers to learn and give

knowledge and skills in writing lesson plans and other activities related to the
subject

61
 d.
https://www.google.com/search?
q=clip+art+of+a+mentor+teacher&oq=clip&aqs=chrome.1.69i59l3j69i57j46j0l2j69i59.4
990j0j15&sourceid=chrome&ie=UTF-8

Cooperating teachers helps build the future of the beginning students.

1. Divide the class and have a brainstorming on posted pictures, a group that can
give the correct answer will have an additional grade for class participation.
Each group can get points.

Rubric for Oral Presentation

Grp in Ordinal Additional points

order
1st 5 – explained and presented the pictures in appropriate
sentences
nd
2 3 – presented properly but needs improvement in grammar
3rd 1 – presented the pictures but needs a lot of improvement in
self-confidence and grammar.

B. Analysis

Qualifications for Cooperating teachers is one of the significant factors

to produce a competent student-teachers. In 2007, DepEd issued on
guidelines (DepEd O. No. 3, s. 2007) in the deployment of Pre-Service
teachers defined Cooperating Teacher as a person assigned to guide
FSS/student teacher in the development of professional competencies,
attitudes, and behaviors. It was also discussed on how to select the
cooperating teacher to assigned in handling FS students, to summarizethe
qualifications are
a. At least three (3) yrs. In service;
b. Meet the standards of NCBTS;
c. Teaching in the field of specialization;
d. Willing to handle; and in a
e. Regular position in teaching
On the other hand, DepEd Bulacan presented updated and enhanced
guidelines on selecting cooperating teachers, indicated on the module entitled
“Supporting Beginning Teachers: A Coaching and Mentoring Module for
62
 DepEd Supervisors of Experiential Learning Students. Below are the
suggested qualifications for Cooperating Teachers:

For Basic Qualification

1. Any teacher who is performing in the Highly Proficient indicators of

the Philippine Professional Standards for Teachers (PPST) as indicated in the
RPMS ratings in the last two (2) consecutive years; or

2. A Master teacher.

For Additional Qualification

1. A teacher who has taught five (5) years or more.

2. Not on leave during the time of internship; and,
3. Attended training on PPST and use of its associated tool.

The discussions above prove that the Department of Education continuously

provides programs for the professional growth of teachers, likewise, to offer
competitive cooperating teachers and to produce a well-competent beginning
teacher.

Responsibilities of Cooperating Teachers

What are the responsibilities of cooperating teachers for the beginning teachers?

Responsibility implies a duty to do and execute activities based on the

requirements and expectations set out; cooperating teachers have duties and
obligations to support pre-service teachers after they have been assigned to them.
The following are the stated duties and responsibilities of cooperating teacher
according to the Department of Education Order No. 3, s. 2007, “Guidelines in the
Deployment of Pre-Service Teachers on Experiential Learning: Field Study and
Practice Teaching”, stipulated that …(for field study) the resource teachers and
cooperating teachers/Mentor shall: 1. Ensure the task of the FSS is limited to the
requirements and activities of field study course; 2. Accommodate FSS’s in their
actual classroom teaching and not duty-bound to mentor/coach; and, certifies the
attendance of the FSSs.

The country is in the middle of the pandemic NCOVID-19, national

government advised individuals ages 20 below and senior citizens to stay at home.
Schools were refrained from actual classes and divert to online or blended learning
to lessen the spread of the virus. In connection with this, the suggested activity for
the subject is the online observation on an online class of students with the guidance
of the cooperating teacher.

C. Abstraction

1. Students will give an idea on:

63
 1.1. Qualifications of cooperating teachers need to follow the
guidelines and indicators of PPST;
1. 2. Cooperating teachers’ responsibilities concentrate online
teaching-learning experience of the field study students; and,
1. 3. The activities in FS1 Observations of Teaching-Learning in
Actual School Environment will be in online and blended learning
mode.

D. Application

1. Ask students to describe the qualifications and responsibilities of the

Cooperating teacher.

2. Write statements on the following pictures based on what you have

learned about the qualifications and responsibilities of the cooperating
teachers.

1.
Cooperating teachers are willing to help and dedicated to their responsibilities

2.
Cooperating teachers do their roles as mentor, companion and adviser

3.

64
 Cooperating teachers guide the beginning teachers to learn and give
knowledge and skills in writing lesson plan and other activities related to the
subject.

4.
Cooperating teacher helps build the future of the beginning students.

Rubrics for Grading

criteria 5 4 3
excellent satisfactory fair

Organization

Content

Grammar

Reflection:

Write down your expectations from your Cooperating teacher.

Bilang isang pre-service teacher, malaki ang gampanin ng aking critique

teacher sa aking pagkatuto at kung paano niya ako huhubugin bilang isang
guro sa hinaharap. Una, napakahalaga ng gabay at suporta na ipinapakita
niya upang ako ay maging familiar sa aktwal na pagtuturo at masuportahan
ako sa proseso dahil hindi Madali humarap sa estudyante lalo kung isa ito sa
mga kinakatakutan mo subalit sabi nga, “walang Educ na mahiyaan.”
Pangalawa, napakahalaga ng kaalaman na kanyang ibabahagi sa akin dahil
sa tagal niya sa propesyon ng pagtuturo’ tiyak akong malaki ang kanyang
maitutulong mula sa paggawa ng lesson plan hanggang sa epektibong
pakikitungo sa mga mag-aaral. Higit sa lahat, inaasahan ko sakaniya na
magsilbi siyang inspirasyon sa aking dahil alam kong hindi siya magtatagal sa
pagtuturo kung wala siyang dedikasyon at pagmamahal sa mga estudyante.

Suggested Readings and Websites

Desiree B. Caceres (2015). Perceived roles of cooperating teachers in student

teachers’ formation: Input to policy making. Philippine Normal University,
Cadiz City, Negros Occidental, Philippines. can be accessed from
65
 https://pdfs.semanticscholar.org/fb78/37aa7b3165b8d3d1f8719adbdffce08f4
81c.pdf

Caroline Payant and John Murphy (2012). Cooperating Teachers’ Roles and
Responsibilities in a MATESOL Practicum. Published by TESL CANADA
JOURNAL/REVUE TESL DU CANADA 23 VOL. 29, NO 2, SPRING 2012.
Retrieved from https://files.eric.ed.gov/fulltext/EJ981508.pdf

Glossary
 Cooperating teacher
 Beginning/Student teacher
 Qualifications
 Responsibility

Answer Key

The following are the sample answers from the students.

1. Cooperating teachers are willing to help and dedicated to their responsibilities

2. Cooperating teachers do their roles as mentor, companion and adviser
3. Cooperating teachers guide the beginning teachers to learn and give knowledge
and skills in writing lesson plan and other activities related to the subject.
4. Cooperating teacher helps build the future of the beginning students.

References

 https://sites.temple.edu/edresources/ofp/student-teaching/cooperating-
teachers/ct-roles-responsibilities/, retrieved 21-Aug.2020

 https://www.deped.gov.ph/wp-content/uploads/2007/01/DO_s2007_003.pdf

 *pictures used by the author may access from

https://www.google.com/search?
q=clip+art+of+a+mentor+teacher&oq=clip&aqs=chrome.1.69i59l3j69i57j46j0l2
j69i59.4990j0j15&sourceid=chrome&ie=UTF-8

Lesson 2: Key Persons and the Role in Experiential Learning

Duration: 3 hours

Introduction

The lesson will give a piece of background knowledge on the key person and
their tasks in Cooperating schools to the students in the experiential learning course
or the beginning teachers. This will help the field study students to know the person-
in-charge in the structural organization of the school.

66
Objectives:

 Acquire knowledge on the key person in cooperating school;

 Identify the roles of the key person in experiential learning and also in the
cooperating school; and
 Analyze the specific tasks of key persons in experiential learning.

Lesson Proper

A. Activity

Identify the following:

School Head/Cooperating Principal 1. S/he assigns the qualified cooperating

teacher to pre-service teachers in DepEd.

TEI Coordinator /Supervisor 2. Coordinates with DepEd Coordinator

(regional/division) on the conduct of the internship activities.

Cooperating Teacher 3. Guides the pre-service teachers in the tasks of the

teachers like making lesson plans, making instructional materials, teaching
strategies

Field Study students 4. Refer to the students taking the field study courses.

Key person 5. Common name to a person that has the specific task in helping the
Pre-service teacher inside the cooperating school

B. Analysis

Present a video about the key persons doing their tasks for the pre-service
teacher in experiential learning.

Key persons in cooperating schools give their best to provide the expectations
from their partners or associate to assure if they met the competencies needed by
the learner. This lesson adapted the module from the Department of Education, Sec.
1 Coaching and Mentoring Module, pp. 12-13. The table below explained the
particular tasks of a key person.

Key Roles of Personnel In-Charge of the Experiential Learning Courses

Personnel Key Roles

67
 Cooperating Principal/ Leads
School Head • the planning and designing of the pre-service teachers’ training in the school
• in setting standards in the conduct of the activities

Coordinates
• with assigned Cooperating Teachers on the conduct of activities

Assigns
• the qualified Cooperating Teacher to pre-service teachers in DepEd.

Cooperating Teacher (CT) Coordinates

• with fellow cooperating teachers regarding the conduct of activities
• with Cooperating Principal/Master Teacher/Department Head on the
implementation of the internship program
• with TEI Coordinator regarding the conduct of the internship activities

Guides
• the pre-service teachers in the tasks of the teachers (making lesson plans,
making instructional materials, teaching strategies)

Evaluates
• the implementation of the internship program and reports to the Cooperating
Principal/Master Teacher/Department head
• the pre-service teacher using the tools

TEI Coordinator/ Coordinates

Supervisor •with other personnel within the TEI on the implementation of the activities
•with DepEd coordinator (Regional/Divison or school level) on the conduct of the
internship activities

Conducts
•constant conference with pre-service teachers
•evaluation conference, with other implementers, to assess pre-service teachers
performance
Source: Table lifted fromSupporting Beginning Teachers: A Coaching and Mentoring Module for DepEd Supervisors of Experiential
Learning Students

C. Abstraction

1. Students will enlighten on:

1.1. Tasks of key persons in cooperating schools
1.2. A deeper knowledge of key person-in-charge in cooperating schools.

D. Application

Based on the lecture and discussion, differentiate the task of the key person
in cooperating school, and explain its role to experiential learning students.

Cooperating Principal/School Head- Ang Cooperating Principal/School

Head ang namumuno sa pagpaplano at disenyo ng training para sa mga pre-
service teachers. Ang papel niya sa experiential learning students ay napaka-
crucial dahil siya ang nagtatakda ng tamang direksyon at struktur para sa
kanilang pagkatuto.

Cooperating Teacher (CT) - Ang Cooperating Teacher ang nagbibigay ng

gabay sa mga pre-service teachers. Siya ang nag-a-assist sa paggawa ng
68
 lesson plans, instructional materials, at teaching strategies. Kasama sa
kanyang mga gawain ang pag-evaluate ng performance ng mga field study
students at pagbibigay ng feedback para mapabuti pa ang kanilang teaching
skills. Sa experiential learning students, siya ang nagpapakita ng mga
practical applications ng mga natutuhan sa klase, kaya siya ang nagsisilbing
mentor na humuhubog sa kanilang pagiging guro.

TEI Coordinator/Supervisor - Ang TEI Coordinator ay may papel sa koordinasyon

ng mga activities sa pagitan ng TEI at DepEd. Siya ang nagmamanage ng mga
evaluation conferences at regular na pag-uusap sa mga field study students upang
masubaybayan ang kanilang pag-unlad. Sa experiential learning students, ang TEI
Coordinator ay isang support system na nagbibigay ng gabay at tumutulong sa pag-
assess ng kanilang mga performance sa internship, pati na rin sa pagtukoy ng mga
areas for improvement.

Reflection

To assess student’s learning on the lesson, recite the key person and their
role to field study students.

 Cooperating Principal/School Head

Leads
 the planning and designing of the pre-service teachers’ training in the
school
 in setting standards in the conduct of the activities

Coordinates
 with assigned Cooperating Teachers on the conduct of activities

Assigns
 the qualified Cooperating Teacher to pre-service teachers in DepEd.

 Cooperating Teacher (CT)

Coordinates
 with fellow cooperating teachers regarding the conduct of activities
 with Cooperating Principal/Master Teacher/Department Head on the
implementation of the internship program
 with TEI Coordinator regarding the conduct of the internship activities

Guides
 the pre-service teachers in the tasks of the teachers (making lesson plans,
making instructional materials, teaching strategies)

Evaluates
 the implementation of the internship program and reports to the
Cooperating Principal/Master Teacher/Department head
 the pre-service teacher using the tools

 TEI Coordinator/Supervisor
69
 Coordinates
 with other personnel within the TEI on the implementation of the activities
 with DepEd coordinator (Regional/Divison or school level) on the conduct
of the internship activities

Conducts
 constant conference with pre-service teachers
 evaluation conference, with other implementers, to assess pre-service
teachers performance

Final Requirement

What are your expectations when you meet the key person in your assigned
Cooperating school?
Inaasahan ko kapag nakadaupang-palad ang mga key person
sa aking napiling cooperating school na sila ay bukas sa
komunikasyon at may mainit na pagtanggap sa mga pre-service
teacher. Nawa itrato nila kami kung paano nila nais itrato noong
sila ay baguhan lamang at nagpapakadalubhasa pa lamang sa
pagtuturo. At higit sa lahat, nawa ay gabayan nila kami at ituwid
kung may pagkakamali upang mas mapaghusay naming ang
aming pagtuturo.

Suggested Readings and Websites

 Teachers play a key role in helpingstudents feel they ‘belong’at school by

Megan Pedler (2013). Accessed from https://theconversation.com/teachers-
play-a-key-role-in-helping-students-feel-they-belong-at-school-99641; 24-Aug-
2020.
 Supporting Beginning Teachers: A Coaching and Mentoring Module for
DepEd Supervisors of Experiential Learning Students

Glossary
 Role
 Key Personnel
 Cooperating Principal/School head
 Cooperating Teacher
 TEI Coordinator/Supervisor

Answer Key
 School Head/Cooperating Principal
 TEI Coordinator/Supervisor
 Cooperating Teacher
 Field Study students
 Key person

70
References

 https://sites.temple.edu/edresources/ofp/student-teaching/cooperating-
teachers/ct-roles-responsibilities/, retrieved 21-Aug.2020

 https://www.deped.gov.ph/wp-content/uploads/2007/01/DO_s2007_003.pdf

 Supporting Beginning Teachers: A Coaching and Mentoring Module for

DepEd Supervisors of Experiential Learning Students

Lesson 3: Career Stages of the Philippine Standards for Teachers (PPST)

Duration: 3 hours

Introduction

The lesson is about the Philippine Professional Standards for Teachers

(PPST), it is a set of standards that a teacher may use as guidelines for them to
grow and improve their professional growth in teaching. Directs the teachers what
they should know, be able to do, and value to achieve competence. This lesson will
show a diagram on the career stages of PPST to equipped teachers, improve their
practice, and the ability to respond to the changes in the educational system.

Objectives:

 Recognize career stages of Philippine Professional Standards for Teachers

 Identify each career stages of Philippine Professional Standards for Teachers
 To foster and develop standards to meet qualifications on each career stage
of Philippine Professional Standards for Teachers

Lesson Proper:

A. Activity

Relate pictures to identify the career stages of the Philippine Professional

Standards for Teachers (PPST),

1.
https://www.google.com/search?
q=clip+art+teacher&oq=clip+art&aqs=chrome.4.69i59l3j69i57j0l4.6298j0j15&sourceid=chrome&ie=UTF-8
Beginning Teachers

71
 2.
https://www.google.com/search?
q=clip+art+teacher&oq=clip+art&aqs=chrome.4.69i59l3j69i57j0l4.6298j0j15&sourceid=chrome&ie=UTF-8

Proficient Teachers

3.
https://www.google.com/search?
q=clip+art+teacher&oq=clip+art&aqs=chrome.4.69i59l3j69i57j0l4.6298j0j15&sourceid=chrome&ie=UTF-8
Highly Proficient Teachers

4.
https://www.google.com/search?
q=clip+art+teacher&oq=clip+art&aqs=chrome.4.69i59l3j69i57j0l4.6298j0j15&sourceid=chrome&ie=UTF-8

Distinguished Teachers

B. Analysis

DepEdTambayan.net quoted OECD (2005) explained that different career

stages provide a “framework for the teacher development continuum”.
Anchored on the concept of lifelong learning, the PPST acknowledges the
value of a system of expectations that express developmental improvement
as teachers grow, improve their practice, and adapt to the challenges of
educational reforms.

This means that the career stages of PPST are vital because teachers are
the most important factor in learning in the classroom. Teacher’s development
and enhanced teaching mean students’ achievements also.

Below is the illustration of the career stages of Philippine Professional

Standards for Teachers, cited from the Modules Pre-Service Teachers (pp.
72
 16-17) followed byan explanation to help students understand better each
indicator.

Career Stages of Philippine Professional Standards for Teachers (PPST)

Source: Supporting Beginning Teachers: A Coaching and Mentoring Module for Deped Supervisors of Experiential Learning Students.
Website: https://depedpines.com/wp-content/uploads/2020/03/modulesPre-School-Teachers.pdf. 25-Aug-2020.

Career Stage 1/Beginning Teachers achieved the qualifications recognized

for entry into the teaching profession, a strong understanding of the subject areas,
essential knowledge, skills, and values. They need guidance from experienced
colleagues to integrate their teaching practice.

Career Stage 2/Proficient Teachers can independently demonstrate the

application of skills necessary to the teaching and learning process. These teachers
can do the planning, implementing, and managing learning programs. This career
stage is the reflection of career stage 1 or the Beginning teachers.

Career stage 3/Highly Proficient Teachers display a high standard of

teaching and their education. They manifest an in-depth and complete view of the
method of teaching and learning. They work collaboratively with colleagues to
improve their learning and practice.

73
 Career Stage 4/Distinguished Teachers exhibit and incorporate best
practices in teaching. They demonstrate outstanding capacity to enhanced teaching
practice and to others. They are acknowledged as leaders, great contributors in
teaching profession and initiators of collaborations and partnerships among other
stakeholders.

C. Abstraction

Students will give their understanding of each career stages of Philippine

Professional Standards for Teachers.

D. Application

For your future reference as a successful teacher, how do you apply the
career stages of Philippine Professional Standards for Teachers (PPST) in your
teaching profession?
Bilang isang guro sa hinaharap, susundin ko ang mga career
stages ng Philippine Professional Standards for Teachers
(PPST) para matutuhan at mapabuti ang aking mga kakayahan.
Sa simula, magfo-focus ako sa pagpapabuti ng classroom
management at pagtanggap ng feedback mula sa mga mentors.
Sa paglipas ng panahon, magiging mas efficient at effective ako
sa pagtuturo, at magsisilbing mentor sa mga bagong guro. Sa
huli, nais kong maging isang role model at magsagawa ng mga
proyekto na makikinabang ang buong paaralan at komunidad.

Reflection:

Write down your expectations for yourself and from your Cooperating teacher
after you attended your experiential learning course.
After attending my experiential learning course, naririto ang
aking inaasahan saaking sarili at aking assigned cooperating
teacher. Para saakin, Inaasahan ko na magiging mas
komportable at kumpiyansa ako sa pagtuturo, lalo na sa
paggawa ng lesson plans at teaching strategies. Nais kong
matutuhan at maging mahusay sa classroom management at
matutong makipag-ugnayan nang mas epektibo sa mga
estudyante.
Para sa aking cooperating teacher, Inaasahan ko na
magkakaroon kami ng malapit na samahan at magiging
supportive siya sa aking pag-unlad bilang guro. Nais ko ring
matutuhan mula sa kanya ang mga practical tips at real-life
experiences sa pagtuturo. Nais ko rin na bigyan niya ako ng
pagkakataon na mag-explore at mag-apply ng mga natutunan
ko sa aktwal na pagtuturo.

Final Requirement

74
 Make an illustration of you from beginning teacher to a distinguished teacher.
Describe each illustration to explain parts of your life’s progression. Indicate each
career stages of your life on becoming a future excellent educator.

My Career Stages of Being a Teacher

Nagsisimula (Pagtatanim ng Binhi) Ang unang hakbang sa propesyon bilang

guro, puno ng kasabikan ngunit may kaunting kaba. Ito ang yugto ng pagkatuto ng
mga pundasyon sa pagtuturo.

Mahusay (Pagdadala ng Bunga) Sa bahagdang ito, unti-unti nang lumalaki ang

75
 pagbabago sa pagkakaroon ng progreso at bumubuo ng tiwala sa sarili.
Inaangkop ang sarili sa mga hamon habang patuloy na natututo. Simbolo ito ng
kahusayan at inspirasyon, hindi lamang sa mga mag-aaral kundi pati na rin sa
mga kapwa guro.

Suggested Readings and Websites

 TEACHERPH: Professional Learning Online Community Of Teachers and For

Teachers. Access the article https://www.teacherph.com/philippine-
professional-standards-for-teachers/. 25-Aug_2020
 Supporting Beginning Teachers: A Coaching and Mentoring Module for
Deped Supervisors of Experiential Learning Students. Website:
https://depedpines.com/wp-content/uploads/2020/03/modulesPre-School-
Teachers.pdf. 25-Aug-2020

Glossary
 Beginning Teachers
 Career Stages
 Distinguished Teachers
 Highly Proficient Teachers
 Philippine Professional Standards for Teachers.
 Proficient Teachers

Answer Key

1. Beginning Teachers
2. Proficient Teachers
3. Highly Proficient Teachers
4. Distinguished Teachers

References

 DepEd Order 42, series of 2017, “National Adoption and Implementation of

the Philippine Professional Standards for Teachers. Accessed from
https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf;
24-Aug-2020.

 Supporting Beginning Teachers: A Coaching and Mentoring Module for

Deped Supervisors of Experiential Learning Students. Website:
https://depedpines.com/wp-content/uploads/2020/03/modulesPre-School-
Teachers.pdf. 25-Aug-2020.

 For illustrations of Career stages of PPST may accessed from
https://www.google.com/search?
76
 q=suggested+reading+on+Career+stages+of+PPST&tbm=isch&source=iu&ict
x=1&fir=MEgHlqAB4hd0yM%252CViN6Dq7iVsXVCM
%252C_&vet=1&usg=AI4_kQBQgxhAEBTZ4A35GIFkSSdORToZg&sa=X&ve
d=2ahUKEwid0YX_sbXrAhUjyosBHclJDqMQ9QEwDnoECAoQBQ#imgrc=ME
gHlqAB4hd0yM.
Clip art may access from

 https://www.google.com/search?
q=clip+art+teacher&oq=clip+art&aqs=chrome.4.69i59l3j69i57j0l4.6298j0j15&s
ourceid=chrome&ie=UTF-8

Lesson 4: Expectations from the Beginning Teacher

Duration: 3 hours

Introduction

This lesson will serve as pointers and basis of the Beginning teachers to meet
the standards of the Department of Education Order No. 42, series 2017, or the
National Adoption and Implementation of the Philippine Professional Standards for
Teachers. Previous lessons discussed the career stages of teachers which also
pointed out that those stages are the expectations for the beginning teachers.

Objectives:

 Understand the expectations as described from Career stage 1 Beginning

teachers;
 Develop self-awareness on qualifications stipulated on the Career stages of
PPST;
 Exhibit best practices that will assist the teaching and learning process.

Lesson Proper

Based in DepEd Order No. 42, series 2017 or the National Adoption and
Implementation of the Philippine Professional Standards for Teachers, Education
Secretary Leonor Magtolis Briones stated that the new set of standards for teachers
is propelled by the introduction of national and international frameworks, such as the
K to 12 program and ASEAN integration. Experts from the Department of Education
designed a module stipulated the career stages and their expectations to the
teachers.
Wherein, expectations from the Beginning Teachers also are specified and
discussed.

A. Activity

 What is meant by beginning teachers?

o Ang beginning teachers ay mga guro na nasa unang taon o mga
unang taon ng kanilang pagtuturo. Sila ay baguhan pa lamang
sa propesyon at nag-aaral pa kung paano maging epektibong

77
 guro sa classroom. Sa yugtong ito, nagsisimula silang
matutuhan ang mga basic skills tulad ng classroom
management, paggawa ng lesson plans, at paggamit ng mga
teaching strategies.

 Are you familiar with the domains of the 21 st-century teachers? What
are those?
 the 7 Domains For The 21 Century Teachers
st

o Domain 1 Content Knowledge and Pedagogy

o Domain 2 Learning Environment
o Domain 3 Diversity of Learners
o Domain 4 Curriculum and Planning
o Domain 5 Assessment and Reporting
o Domain 6 Community Linkages and Professional
Engagement
o Domain 7 Personal Growth and Professional Development

 Do you have expectations being a Beginning teacher?

o Ang aking mga ilang expectation bilang isang baguhang guro ay
nawa ang aking magiging coopearating teacher ay tiyak na
makatutulong sa king progreso dahil malaki ang kanilang
gampanin upang maging mahusay at epektibong guro ako sa
hinaharap. Ang mga aral na mapupulot ko sa kanila ay
magsisilbing foundation ko sa pagtuturo.

B. Analysis

Department of Education issued a copy of “Supporting Beginning Teachers: A

Coaching and Mentoring Module for DepEd Supervisors of Experiential Learning
Students and discussed expectations from then Beginning Teachers, including the
indicators of the PPST.

What are the expectations from the Beginning Teacher?

A Beginning Teacher is expected to perform in the expectations of the

PPST. As described in the PPST, Career Stage 1 or Beginning Teachers:

• have obtained accepted qualifications for acceptance into the

teaching profession;
• have a good understanding of the subjects/areas in which they are
trained as regards knowledge of content and pedagogy;
• possess the expertise, skills and values needed to sustain the
teaching and learning process;
• manage learning activities and provide plans that facilitate learning
based on their students' learning needs; and
• seek advice and guidance from knowledgeable colleagues to
consolidate their teaching practice.

78
 These are further elaborated by the Beginning Teacher Indicators (BTIs) of
the PPST:
The 7 Domains For The 21 Century Teachers
st

Domain 1 Content Knowledge and Pedagogy, is composed of seven

strands:

1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other
higher-order thinking skills
6. Mother Tongue, Filipino, and English in teaching and learning
7. Classroom communication strategies

Domain 2 Learning Environment, consists of six strands:

1. Learner safety and security

2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

Domain 3 Diversity of Learners, consists of five strands:

1. Learners’ gender, needs, strengths, interests, and experiences

2. Learners’ linguistic, cultural, socio-economic, and religious backgrounds
3. Learners with disabilities, giftedness, and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups

Domain 4 Curriculum and Planning, includes five strands:

1. Planning and management of teaching and learning process

2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources, including ICT

Domain 5 Assessment and Reporting, is composed of five strands:

1. Design, selection, organization, and utilization of assessment strategies

2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress, and achievement to key
stakeholders

79
 5. Use of assessment data to enhance teaching and learning practices and
programs

Domain 6 Community Linkages and Professional Engagement, consists

of four strands:

1. Creating learning environments which are adaptive to group contexts

2. Parents involvement in the learning system and the broader school
community
3. Professional ethics
4. School policies and procedures

Domain 7 Personal Growth and Professional Development, contains five

strands:

1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals

C. Application

How do the Philippine Professional Standards for Teachers'

expectations congruent or relevant to the seven (7) domains of the 21st-
century teachers?
Ang mga Philippine Professional Standards for Teachers (PPST) at
ang seven domains of the 21st-century teachers ay parehong may
layuning mapabuti ang kalidad ng pagtuturo at pagtugon sa mga
pangangailangan ng makabagong edukasyon. Ang PPST at 7 domains
ng 21st-century teachers ay parehong nagsisilbing gabay upang ang
mga guro ay maging highly competent at adaptable sa mga modern
challenges ng edukasyon, kaya’t mahalaga ang parehong framework
sa paghubog ng mga guro sa kasalukuyang panahon.
Reflection:

Are those seven (7) domains could help improve or enhance the
teaching-learning to meet the Beginning teachers' expectations?

Ang mga seven domains ay magbibigay ng holistic approach

para matugunan ang mga expectations ng mga beginning
teachers at mapabuti ang kanilang teaching skills. Ang mga ito
ay makakatulong sa kanilang pag-unlad at magbibigay sa kanila
ng mga tool at strategies upang maging successfully adaptable
sa kanilang mga unang taon sa pagtuturo.

Final Requirement

Answer the question, as a Beginning Teacher, what are your

expectations on your subject Field Study 1 (Observations of Teaching-

80
 Learning in Actual School Environment), especially during this COVID19
pandemic?

Dahil hindi ko naabutan ang COVID-19 pandemic at naging

normal na ang lahat, may face to face classes na, inaasahan ko
rin na matutunan kung paano ang mga guro ay nag-adapt at
nag-shift sa mga bagong pamamaraan ng pagtuturo tulad ng
online o blended learning, at kung paano nila na-maintain ang
engagement ng mga estudyante kahit na may mga bagong
challenges.

Suggested Readings and Websites

 Career Stage and the National Teacher Quality Agenda by Susanne Owen.
University of South Australia. Accessed from
https://pdfs.semanticscholar.org/8233/156723e102f75a9b24199bcc7ee12b83
294c.pdf. 22-Aug-2020
 https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf.
24-Aug-2020

Glossary

 Beginning teachers
 Career stages
 Domain
 PPST

Answer Key

 Answers may vary depends on the lists of students.

References

 Modules-Pre-School-Teachers. Website
https://depedpines.com/wpcontent/uploads/2020/03/modulesPre-School-
Teachers.pdf. 25-Aug-2020
 TEACHERPH: Professional Learning Online Community Of Teachers and For
Teachers. Website https://www.teacherph.com/philippine-professional-
standards-for-teachers/. 24-Aug-2020

Lesson 5: Suggested Timeline of Activities for the PST Experiential Learning

Duration: 3 hours
81
Introduction

The lesson is about the common activities for Pre-Service Teachers enrolled
in the Experiential Learning course to learn and manage activities and processes of
documents from the Division office down to the cooperating schools. This is to
familiarize PST with the process of documents from their school going to
Cooperating schools. The author included and cited the suggested activity from the
Department of Education Bulacan.

Objectives:

 Acquire knowledge and understand the activities and proper protocol for
the course Experiential learning
 Identify a timeline of activities in accomplishing pertinent documents and
procedures for the experiential learning course
 Demonstrate knowledge and skills in planning of activities for
Experiential Learning course
 Involvement in the creation of task and procedures in carrying out
documentation for the Experiential Learning course.

Lesson Proper
A. Activity

1. Make a simple proposal for your class activities, showing the proper
procedure of documents from you up to your district supervisor.
2. Present to the class your plan of activities and explain the step-by-step
procedure of your proposal.

B. Analysis

Below are the sample timeline activities of the Department of

Education, followed by the process of documents of the Bulacan State
University which indicates the proper planning in each action
Table I. Suggested Timeline of Activities for the PST Experiential
Learning Courses/ Practice-based Training

Inclusive Activity In-Charge Interface With

Time
Before MOU review and signing ensure that key Schools Division TEI President
aspects of the Coaching and Mentoring Superintendent (SDS) -
(structured meetings between TEI (approval)
Supervisor and Cooperating school’s College of
Coaching and Mentoring Team, use of Education
PPST as measure of PST training) are Public Schools District Dean
stipulated in the MOA Supervisor (PSDS) School
Head (recommending
approval) Experiential
Learning
Supervisor
Field Orientation on the classroom and school School Head Experiential
Study 1 observation system and protocol Learning

82
 Department Head Supervisor

Cooperating Teachers Pre-service

Teachers
(PSTs)
Other DepED personnel
(SDS, PSDS or Division
Focal Person)
Field Orientation on the teaching assistantship School Head Experiential
Study 2 system, expectations and protocols Learning
Supervisor
Cooperating Teacher

Pre-service
Teachers
(PSTs)
Internship Orientation on the Teaching Internship School Head Experiential
system, expectations and protocols Learning
Supervisor
Cooperating Teacher

Pre-service
Teachers
(PSTs)
After Post Conference Presentation of PST’s PSDS/SH/CT Experiential
Portfolio Awarding and issuance of Learning
coaching and mentoring certificate Supervisor

Pre-service
Teachers
(PSTs)
Source: https://depedpines.com/wp-content/uploads/2020/03/modulesPre-School-Teachers.pdf

Table II. Timeline Activity

of the
Bulacan State University
College of Education
Inclusive Activity In-Charge Interface With
Time
Before MOU review and signing ensure TEI President Schools Division
that key aspects of the Superintendent (SDS) -
Course Experiential Learning are (approval)
included in the document CARDIS
Director
Public Schools District
Supervisor (PSDS) School
College of Head (recommending
Education Dean approval)

Experiential
Learning
83
 Supervisor
Field Orientation on the classroom and CARDSIS School Head
Study 1 school observation system and Director
protocol
Department Head
Experiential
Learning
Supervisor Cooperating Teachers

Pre-service Other DepED personnel

Teachers (PSTs) (SDS, PSDS or Division
Focal Person)
Field Orientation on the teaching CARDSIS School Head
Study 2 assistantship system, expectations Director
and protocols
Cooperating Teacher
Experiential
Learning
Supervisor

Pre-service
Teachers (PSTs)
Internshi Orientation on the Teaching CARDSIS School Head
p Internship system, expectations and Director
protocols
Cooperating Teacher
Experiential
Learning
Supervisor

Pre-service
Teachers (PSTs)
After Post Conference Presentation of Experiential PSDS/SH/CT
PST’s Portfolio Awarding and Learning
issuance of coaching and mentoring Supervisor
certificate

Pre-service
Teachers (PSTs)
* Designed by the authors

Abstraction

Tables I and II are the timeline activities of the two (2) government
institutions of learning, which is essential to the Experiential Learning
course; it is a summary of the program for the whole semester with the
specific task to be accomplished at the last part of the study.

C. Application

1. Short role play on planning to bring the MOU to the Division office to be
signed by the officials:
1. Who are the signatories of MOU:
a. from your school,
b. and to the SDS, pls. include their name on your documents

84
Reflection
 Explain how the suggested timeline activities of cooperating schools
and the University affect your common actions.

Final Requirement

 Design your timeline activity for the whole semester, check and record your
accomplished activities. Compile your work.
 Present timeline activities and support with documents related to the activities
 Submit on the date agreed

Suggested Readings and Websites

 https://depedpines.com/wp-content/uploads/2020/03/modulesPre-School-
Teachers.pdf

Glossary
 Timeline
 Suggested activities
 CARDSIS
 CT
 PST
 BTI
Answer Key

 Gather varied answers of the students.

References
 https://depedpines.com/wp-content/uploads/2020/03/modulesPre-School-
Teachers.pdf
 Teaching Strategy: Human Timeline from
https://www.facinghistory.org/resource-library/teaching-strategies/human-
timeline

CONTENTS

UNIT III School Online Visit Observation

 Classroom Facilities That Support Learning
-Varied Facilities for Learning of the Cooperating school

 Important Components of Classroom Management

-Online Observation on Classroom Management of
cooperating teacher

 Learner’s Behavior and Needs

85
 -Online Observation on management of learner’s
behavior during class

 Interview of a Teacher
-Competencies of Successful Teachers

Lesson 1: Classroom Facilities That Support Learning

DURATION: 3 HOURS

Introduction

In the learning environment, it is initiated that the student shall give values
to the classroom facilities that support learning, for example, classroom, library,
playground, and canteen. They need to check all the facilities that compose the
school environment.

Objectives:
1. To determine a school environment that provides a social, psychological,
and physical environment supportive of learning.
2. Accomplish the checklist as they move through the virtual observation.
3. Make reflection on the characteristics of a school environment that
promotes learning.

Lesson Procedure:

A. CLASSROOM FACILITIES THAT SUPPORT LEARNING

SCHOOL FACILITIES CHECKLIST

Familiarize yourself with the numerous areas and services of the school. In order
to indicate the availability, check the column. Present a brief explanation of those
that are available in the last column.

86
Facilities Availabl Not Description
e Available
Maayos subalit hindi
Office of the Principal kami nakapasok, sa
labas lamang.
Nasa 2nd floor ang
Library library at malawak ito.
Hindi ako sigurado
Counseling Room kung ang counseling
room at guidance
room ay iisa lamang.
Maraming canteen,
Canteen/Cafeteria kada building ay
mayroon.
Maayos ang hilom
Medical Clinic

Audio Visual/Media
Room
Sa Library lamang
Reading Center ginaganap ang
pabasa sa mga non-
readers
May designated room
Speech Laboratory for SPA
Para sa mga Science
Science Laboratory High
Kagagawa lamang at
Gymnasium ready to turn over

Auditorium
Tinatawag itong
Home Economics Room model House
Luma ang mga room
Industrial Workshop Area
Modern ang design
PTA Office
Kada building
Comfort Room for Boys mayroon
Kada building
Comfort Room for Girls mayroon

Others (Please specify)

B. DESCRIPTION ON THE CLASSROOM ENVIRONMENT

87
 Read the paragraphs below, write down your observation report on the provided
space.

1. Describe the area where the school is located in.

Ang Marcelo H. Del Pilar National High School ay malapit sa
Mac Arthur Hi-way, katabi lamang ng Bulacan Sports Complex.
Malawak ang lugar na kinatatayuan nito. Subalit traffic lamang
kapag sabay ang pasok ng mga private schools na kalapit nito.

2. Describe the school campus. What colors do you see? What is the condition
of the building?
Ang kulay ng Marcelo ay green subalit ang mga building dito ay may
samu’t saring kulay. Ang pinaka-pangkaraniwan dito ay yung kulaw
yellowish tulad ng mga normal na classroom.

3. Move through the halls, what are your observations of those offices?
Maayos naman ang mga faculty. Bawat guro ay magroong maayos at
malinis na office.

4. Walkthrough the school halls, the library, the canteen. Inspect around to find
out what things has the school to provide.
Sa departamento ng Filipino ang department Head ay madalas
magpalinis ng hall way kaya napapanatili ang kalinisan ng buong
building. Ang library ay maayos at airconditioned kay komportable ang
mga mag-aaral. Ang bawat cantten ay mayroong kanyan-kanyang
produkto na maihahain para sa mga bata.

An Observation Guide for the Classroom Visit

Name of the School Observed

Marcelo H. Del Pilar National High School

School Address
Bagong Bayan, Malolos City, Bulacan.

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 Date of Visit starts September 16, 2024

C. OBSERVATION LOG

As you do research, be guided by these activities. Then perform matrix recording

your information.

1. Look at the walls of the classroom. What are posted on the Walls? What
heroes, religious figures, lessons visual aids, and announcement do you see
posted?
Simula noong nagkaroon ng matatag curriculum at nabago ang kalihim
ng departamento ng edukasyon ay ipinaalis ang anumang nakapaskil
sa mga dingding ng klasrum. Kaya ang tanging napansin ko lamang ay
ang imahe ng panginoon at masterlist ng mga estudyante sa room.
89
2. Examine how they arranged furniture. Where is the table for teacher? How
are the tables and desks with chairs arranged?
Sa loob ng silid-aralan mayroong mga room na limitado lamang ang
upuan, kung ilang lamang ang estudyante sa klasrum gayon lang din
ang dami ng upuan. Mayroong mesa at upuan para sa guro sa
harapan. At nahahati lamang sa dalawang hati ang mga upuan.

3. What learning materials/ equipment are present?

Sa aking cooperating school mayroon silang textbook na tinatawag na
kayumanggi na kung saan nakapaloob na rito ang kanilang mga aralin
sa loob ng isang kwarter. Dito narin sila nagsasagot dahil binibili nila ito
sa school mismo.

4. Observe the students. How many are occupying one room?

Mayroong section na marami ang bilang at mayroon din na kakaunti
lamang. Subalit gayunpaman, sila ay kasya sa loob ng silid-aralan.

5. Is the room well-lighted and well-ventilated?

May silid-aralan na maayos at mayroon din na hindi. Depende na
lamang siguro sa kooperasyon ng PTA kung paano mapapaganda ang
room ng kanilang mga anak dahil yung ibang room ay napapaganda
naman at yung iba ay pinagtyatyagaan na lamang kung ano ang room
na kanilang nadatnan.

CLASSROOM FACILITIES MATRIX

Description
Classroom Facilities (location, number, arrangement,
condition)

Imahe ng diyos sa harapan

1. Wall Display

Chairs and table sa harapan

2. Teachers Table

Good condition
3. Learners Desk

good condition
4. Blackboard

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 Maayos depende sa pangangalaga
5. Learning Materials ng mga mag-aaral.

Write your observation report here.

Name of the School Observed

Marcelo H. Del Pilar National High School

School Address
Bagong Bayan, Malolos City, Bulacan.

Date of Visit starts September 16, 2024

Reflection

1. Want to teach in the school setting that you just observed? Why? Why not?
Yes, dahil ang Marcelo ay malapit sa aking puso. Nag-aral ako rito
ng 6 years, kaya masasabi ko hindi nab ago sa aking ang school
environment. Sbalit sa pagbabago ng panahon; nagbago rin ang
henerasyon ng mga bata, tila nawalan na ng respeto sa mga guro.

2. What kind of campus is conducive to study?

91
 Ang Marcelo H. Del Pilar National High School ay kilala sa malaking
mataas na paaralan sa Malolos. Kumpleto ito sa pasilidad, may
maayos na gusali at tiyak na ligtas ang mga mag-aaral dahil
napapalibutan ito ng CCTV. Ang mga guro rito ay dekalidad at
nagtuturo ng maayos at binibigyan pansin ang mga non-readers.

3. What type of classroom is conducive to study?

Para sa akin, ito ay may maaliwalas na kapaligiran. Komportableng
silid-aralan na kung saan ay ventilated at mayroon bulletin board:
nakalagay ang mga magagandang gawa ng mag-aaral at kasama
sa nakapaskil ang mga motibasyon na talata upang sila ay
magpursigi sa pag-aaral. Gayundin, may maayos na pisara at smart
TV upang maging interaktibo ang pag-aaral. Higit sa lahat ang
pagkakaroon ng tahimik na kapaligiran upang ang mga bata ay
makapag-pokus sa pag-aaral.
4. How can you achieve your answer in number 3 in the future?
Ang panahon naman ay nababago at tiyak akong mas mapapabilis
nito ang pagkatuto ng mga bata. Higit sa lahat nakikikooperatiba rin
ang mga magulang ng bata; magkakaroon ng maayos na silid-
aralan ang kanilang anak.

5. Write your additional learning and insights here.

Para saakin, sana nakakasabay ang mga paaralan s amabilis na takbo

ng panahon. Dapat naibibigay ang mabilis na internet sa mabilis nap
ag-unlad ng teknolohiya, upang ang pagkatuto ay mas mapadali.

On this box present an Illustration showing your idea of an effective school

environment through
 A Descriptive Paragraph
 A Photo Essay
 Sketch or Drawing, A Poem, Song or Rap

Ang isang mabisang kapaligiran sa paaralan ay isang lugar kung saan ang
bawat estudyante ay nararamdaman ang kaligtasan at suporta sa kanilang
pag-aaral. Ang mga silid-aralan ay maliwanag at malinis, puno ng mga
kagamitan na nakakatulong sa bawat asignatura. Ang mga guro ay
masigasig at mapagmalasakit, handang maglaan ng oras upang magbigay ng

92
 indibidwal na gabay at suporta sa bawat mag-aaral. May mga lugar para sa
mga aktibidad na pang-grupo at personal na pag-aaral, pati na rin mga
espasyong nagtataguyod ng malikhaing pag-iisip at pakikipagtulungan. Ang
mga mag-aaral ay aktibong nakikilahok sa mga diskusyon, proyekto, at iba
pang mga gawain, habang ang mga guro ay nagbibigay ng positibong
feedback at hinihikayat ang kritikal na pag-iisip. Sa ganitong kapaligiran,
bawat isa ay may pagkakataong umunlad at magtagumpay, nagtatamo ng
kaalaman hindi lamang sa akademiko kundi pati na rin sa kanilang personal
na pag-unlad.

Lesson 2: Important Components of Classroom Management

DURATION:3 Hours
Introduction
Classroom management is a set of strategies that teachers used in reducing
distractions and disturbances to facilitate successful learning. Management of the
classroom may also be a overlooked aspect of the preparation of a teacher. Even if
management of classroom is addressed in a teacher-training course, new teachers
may not be prepared to deal with all the classroom real-life challenges. However, if a
teacher cannot manage her/his class, effective learning will not happen. And what
are the basic elements of effective managing the classroom?

Objectives

1. Gaining expertise in managing time, space, and resources to provide a

learner-friendly and learning-friendly environment.
2. Know the various components which are evident in classroom management.
3. Describe the learners' general actions during the learning activities within the
curriculum.
4. Check that classroom management in the classroom was evident.

LESSON PROCEDURE

A. IMPORTANT COMPONENT OF CLASSROOM

AN OBSERVATION GUIDE FOR THE CLASSROOM VISIT

93
 Be driven by these questions as you make your classroom management
observation. It is advisable to remind the teacher for additional details so that we can
evaluate your observations. Write down your notes below; and then arrange the
details in the following table.

1. Are there specific purpose areas in the classroom (storage of teaching aids,
books, student belongings supplies, etc)

2. Do the rules and procedures have been posted in the room?

3. Have the students contributed to enforcing the decisions of the classroom?

4. What are the teacher's daily routines? (prayer, attendance, supervisory

duties, warm-up tasks, etc.) How are they done?

5. Is there a seating arrangement? What is the basis of this arrangement?

6. Observe the noise level in the classroom. How is this managed?

7. What does the teacher do if a learner does not obey directions or is off-
task? (behavior strategies)

94
OBSERVATION NOTES:
- Ang mga bata ay may sariling textbook na sinasagutan, narito na rin ang mga
aralin na pag-aaralan nila sa buong kwarter.
- Walang ibang nakapaskil sa dingding simula noong ipinatanggal ito ng dating
kalihim ng edukasyon na si VP Sara Duterte.
- Mayroong mga officers sa loob ng silid-aralan upang mapanatili ang
kaayusan.
- Minsan nakakaligtaan na ng aking CT ang pagdadasal dahil sa loob lamang
ng maikling oras ay kinakailangan na niyang makapagturo.
- Nakadepende sa nais ng guro ang seating arrangement. Nababago ito depende
sa grouping ng mag-aaral sa buong kwarter.
- Maingay ang mag-aaral kapag may interaktibong gawain subalit naisasaayos
naman ito.
- Kapag ang isang estudyante ay slow-learners, pinapaupo niya ito sa harapan
upang ang atensyon nito ay nasa kanyan lamang.

CLASSROOM MANAGEMENT MATRIX

Effects on Students
Aspect of Classroom Description (to be filled in after
Management answering the
analysis questions)
1. Specific Areas in the Malinis na silid-
Classroom aralan bago
simulant ang
talakayan

95
 Kapag tumahimik
2. Classroom Rules na ang guro,
kinakailangan na
itigil na nila ang
ingay
Sinisimulan sa
3. Classroom Procedures pagganyak upang
makuha ang
atensyon ng mga
mag-aaral.
Kung ano ang
4. Daily Routines ipinagawa sa
unang klase,
ganoon din ang
ipapagawa sa mga
kasunod.
Depende sa
5. Seating Arrangement groupings
Maayos na
6. Handling napapamahalaan
misbehavior/off task
behavior
Ginagawang
7. Reinforcement of kasiya-siya ang
Positive Behavior talakayan
8. Others

96
Observation Sheet

Enable the Student-Teacher to observe you while using the strategies for
providing timely, accurate, and constructive feedback to improve learner
performance. Let the ST accomplish the observation sheet.

NAME OF ST: Jerick P. Victoria

NAME OF CT: Ma’am Azel Dela Pena

DATE OF OBSERVATION: Starts September 16, 2024

FOCUS OF OBSERVATION: ON PROVIDING TIMELY, ACCURATE AND

CONSTRUCTIVE FEEDBACK TO IMPROVE LEARNER PERFORMANCE

OBSERVATION SHEET

1. What methods or approaches does the teacher used to provide feedback?

Hinihintay niya muna ang presentasyon ng bata bago siya magbigay nang
feedback.

2. What are the skills you observed that will help the learner performance?

Creativity has a bigger factor sa performance ng mag-aaral dahil mas

napapaganda nito ang presentasyon. Honestly, Kapag may cooperation ang
grupo, at mayroong pagtutulong-tulong, napapaganda nito ang resulta.

3. If you were the teacher, what strategies are you going to use in providing
feedback to help the learners improve their performance?

Siyempre, titiyakin ko na ang mag-aaral ay magiging mahusay pa sa susunod

dahil kung anuman ang feedback na aking sasabihin, nakatitiyak akong
makatutulong sakanila. Hihintayin ko muna, matapos ang presentasyon o
pagtatanghal na kanilang ginawa upang matiyak kong saakin ang kanilang
atensyon. Babanggitin ko ito sa loob ng klase upang hind imaging sanhi ng
inggitan bagkus kalakasan ng iba nap ag-igihan pa sa susunod na
presentasyon.

Reflection

97
 1. Imagine getting your classroom planned in the future. What class/year level
do you see yourself in? What practices and procedures would you take into
consideration for that level?Why?

Para saakin, grade 7 dahil mahalaga na sa unang taon nila sa sekundaryang

edukasyon maituro na sakanila ang pondasyon ng pagkatuto.

2. Create a list of the rules that you will definitely applying at this stage are
likely to implement in this level. Why would you pick these rules?

Magkaroon ng respeto sa guro

Panatilihin ang kaayusan at kalinisan sa loob sa labas ng silid-aralan
Pumasok sa klase sa tamang oras
Filipino lamang ang gagamiting wika kapa goras ng klase

Lesson 3: Learners Behavior and Needs

DURATION: 3 HOURS

Introduction

In a positive way, becoming a teacher is about being a learner. The institution

starts when the learner learns from you, the teacher. Put yourself in his/her role so
that you can understand him and his understanding.

Objectives

1. Gain competence in differentiating the characteristic and needs of learners

from different development levels.
2. Manage the learner's behavior properly and look after his needs.
3. Evaluate the characteristics and needs of the learner.

LESSON PROCEDURE

1.Students will fill-up the form of observation sheet.

2. Observe the student behavior in a classroom.

3. Evaluate the behavior and needs of the students in a class.

ACTIVITY 1
98
Name of FS Student: Jerick P. Victoria

Course: Batsilyer ng sekundaryang Edukasyon Medyor sa Filipino

Resource Teacher: Ma’am Azel Dela Pena

Year/Section: 7-7 Dela Pena

Cooperating School: Marcelo H. Del Pilar National High School

Use your activity form provided for you to document your observations.

AN OBSEVATION GUIDE FOR LEARNERS’ BEHAVIOR

Read the following paragraph below. Write down your observation report on
the provided space. If a more detailed observation is needed, your teacher can also
recommend another checklist of observation.
PHYSICAL
1. Observe their gross motor capabilities, how they are carrying themselves. How
they are moving, walking, running, go up the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
Depende sa mag-aaral mayroong clumsy at mahinahon ang kilos
2. How about their fine motor skills? Writing, drawing, etc.
Mayroong mga bata na pinagkalooban ng husay sa pag-drawing at iba nman
ay sa pagsulat. Naka-depende sa bata ang kanilang husay.
SOCIAL
1. Describe how teachers and other adults communicate.
2. Note how they also interact with peers. What do they talk about? What their
concerns?
Sa kaswal na pamamaraan.
EMOTIONAL
1. Describe the learner's emotional temperament of the learners (happy, sad, quick
to cry, mood-shifts)
2. How do they express their wants/needs? Can they wait?
Yes

99
 3. How do they handle frustrations?
Some of them crying at nagrereklamo

4. Describe their level of trust as seen in their actions.

Okay naman, may kanya-kanyang reaksyon palagi.

5. Describe their level of trust as seen in their actions, are they self-aware?
Depende rin sa environment na kanilang nakalakihan.

COGNITIVE
1. Describe their capacity to express their thought using words. Notice their mastery
in the language.

2. Describe how they figure out things. Do they comprehend easily? Look for
evidence of their thinking skills.
May mga bata na amabilis nakakaintindi at yung iba ay loading, it takes time
bago nila maprocess especially those who are not speaking filipino,
nagkakaroon ng communication barrier dahil napalaki ang bata using English
language

3. Were there opportunities for problem-solving? Describe how they showed

problem-solving abilities.
Nagagawa naman nila ng maayos at mahusay ang mga aktibidad na
ipinapagawa sakanila.

Learners’ Development Matrix

Document in this the data you gathered about the characteristics and needs of the
learners.

Matrix. This will allow you to evaluate the characteristics and needs of learners at
multiple levels. The items under each domain are by no means exhaustive. These
are just sample indicators. You may add other aspects that you may have observed.

Development Domain Preschooler Elementary High School

Indicate the age Indicate the Indicate the
range of children age range of age range of
observed children children
observed observed

100
Physical
Gross-motor skills

Fine-motor skills

Self-help skills

Others
Social
Interaction with teachers

Interaction with
Classmates/friends

Interest

Others
Emotional
Mood and temperament
Expression of feelings

Emotional Independence

Others
Cognitive
Communication skills

Thinking skills

Problem-solving

Others

Analysis

Write the most salient development behavior of the learners you observed.
Based on these characteristics, think of implications for the teacher.
Example:

101
 Level Salient Behavior Implications to the
Observed Teaching-Learning Process

Preschool  Preschooler  The teacher should also

Learners Age s like to consider to take advantage of
Learners move music and movement practices
Observed 3-4 around a lot not only in PE but in all subject
areas.
 Therefore, teachers should not
expect preschoolers to stay
seated for a long period of time.

Students’ Activity

Level Salient behavior Implications to the Teaching-

Observed Learning Process
Preschool
Age range of
Learners
Observed _____
Elementary
Age range of
Learners
Observed _____
High School - Some of them - It challenges the capabilities of a
Age Range of are easy to Filipino teacher to speak into
Learners pick-up the English language para
Observed 12-14 instructions. maunawaan lamang ng mag-aaral
However, the yung instruction at lesson
non-Filipino - Those student are not listening
speaking when they can’t understand what
student takes the teacher’s say
time to
process and
need it to
translate first.
Reflection

102
1. When watching the learners, when you were their age, did you remember your
own experiences? What are your similarities or differences with the leaners you
have attended?

Dahil nasa murang edad pa noong ako ay nasa kanilang katatayuan. Sanay
ako making sa aking guro at tanging ang buong atensyon ko ay nasa aking
guro lamang.Subalit ang henerasyon ngayon ay bukod sa makukulit,
mayroong kanya-kanyang mundo.

2. For positive or negative reasons, think about a teacher that you can't forget.
How did s/he support you with the needs (physical, emotional, social, and
mental)? How did it affect you?

Siguro noong panahon ng pandemia, ang aking guro/psychiatrist dahil siya ay

nakapagtapos din ng psychology bago siya kumuha ng 18 units for teaching
education. Malapit ang loob naming sakanya at nasasabi naming ang mga
problema naming hindi lamang sa loob ng paaralan, gayundin, ang mga
problema sa kanya-kanya naming tahanan.

3. Share your other insights here

Wala naman.

Lesson 4: Interview of a Teacher

Duration: 3 HOURS
Introduction
Interviews are to convince the future employer that you are the right person
for the job. Unfortunately, lacking the mark while attempting to communicate your
importance when answering their questions, it is all too easy. Even if you have
advanced interview experience, interviews with teachers can be a completely
different game.

We have compiled a list of popular interview questions that you will likely hear
to help you ace the interview. It is divided into three categories: Introduction,
Personal Questions, Questions about Pedagogy, and questions about Professional
Responsibility.

103
Objectives
1. Describe the characteristics of a teacher as a person
2. Identify the competencies that make up a professional teacher in the
classroom, in the community and in the world.
3. Document best practices of outstanding teachers.
4. Clarify one’s personal values, attitude and beliefs about teaching

LESSON PROCEDURE:
A. HOW DO YOU GIVE A TEACHER AN INTERVIEW:
1. Teaching Interview Tips
2. Know the lingo. What are the AYP goals? ...
3. Prepare for common interview questions for teachers. Learn the school's
needs. ...
4. Bring a portfolio. ...
5. Dress-up professionally—more formal for wok that you can…..Listen. ...
6. Make eye contact with the principal and all other interviewers.

B. QUICK GUIDE TO INTRODUCE YOURSELF IN AN INTERVIEW

1. Start by researching the institution and the panelists.

2. Dress appropriately for the interview.
3. Avoid distractions and keep eye contact.
4. Be confident and comfortable.
5. Be aware of body language.
6. Prepare what to say.
7. Rehearse your introduction with a friend.

C. CONTRIBUTE WHAT YOU ARE GOOD AT

Everyone is good at something. Classroom teachers are good in many

aspects, including learning how to get students excited. Innovations on some
projects they develop for their students. Others are great at having their
students engaged in thoughtful discussions.

D. THE BEST FIVE (5) QUESTIONS TO ASK AN INTERVIEWER

1. What do you expect of the members of the team members in this position?
2. Will those expectations change over time?
3. What is a like a normal day at [cooperating school name]?
4. Where do you see the cooperating school in five years?
5. What is next steps in the interview process?
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 6. How do I choose the best topics to ask the hiring manager?

Activity

Dialogue with Cooperating teacher on Blended Learning Strategy

Please select a lesson on ______________. Fill out the worksheet on

how to go about blended learning strategy in the conduct of the teaching-
learning process you have chosen.

TEACHER INTERVIEW FORM

1. Teacher’s Name: Azel C. Dela Pena

Subject Taught: Filipino
Grade Level: 7
a. My goal/s for my pupils/students is/are
Nauunawaan ang kaukulan ng pag-aaral ng panitikan ng Filipino.
b. What I really want to teach to my pupils/students is/are
Pagsusuri ng panitikan sa Pilipinas.
c. I will teach my pupils/students by
Pagtuturo ng hindi lamang pagkaunawa mula sa aklat bagkus ay
pagtuturo na may puso at pagpapahalaga,
2. Teacher’s Name: Merly F. Fajardo
Subject Taught: Filipino
Grade Level: 7
a. My goal/s for my pupils/students is/are
To achieve appropriate learning outcome that is aligned to their needs.
b. What I really want to teach to my pupils/students is/are
Fairness, respect and care to encourage learning.
c. I will teach my pupils/students by
Setting a good example to them, use words to build them up,
strengthen, support, and encourage them.

3. Teacher’s Name: Paolo F. De Guzman

Subject Taught: Filipino
Grade Level: 10

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 a. My goal/s for my pupils/students is/are
One of my goals for my students are to reach their full potential by honing
their skills and attitudes.
b. What I really want to teach to my pupils/students is/are
The 21st century skills which are necessary for them in order to be
successful to the field they wish to enter in the future.
c. I will teach my pupils/students by
Explicit teaching, I do- you do- we do and experiencial learning that is very
effective in the teaching and learning process.

4. Teacher’s Name:

Subject Taught:
Grade Level
a. My goal/s for my pupils/students is/are

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

c. I will teach my pupils/students by

5. Teacher’s Name: ____________________________________

Subject Taught:_____________________________________
Grade Level _______________________________________
a. My goal/s for my pupils/students is/are
____________________________________________
b. What I really want to teach to my pupils/students is/are
____________________________________________
c. I will teach my pupils/students by
____________________________________________

TEACHERS’ VALUES AND PHILOSOPHY MATRIX

Your Reflection
Your
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 Comments/reactions
Teacher’s
Your Your Analysis (Do you
Responses
analysis Philosophy agree/disagree with
Values Reflected the views of the
Reflected teacher)
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

Teacher 3
a. Why teach

b. What to teach

c. How to teach

Teacher 4
a. Why teach

b. What to teach

c. How to teach

Teacher 5

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 a. Why teach

b. What to teach

c. How to teach

Teacher 6
a. Why teach

b. What to teach

c. How to teach

Reflection:

1. If you were the teacher, what strategies are you going to use in providing
feedback to help the learners improve their performance?

Bilang isang guro sa hinaharap, mahalaga sa akin ang pagbibigay ng

makabuluhang feedback sa aking mga mag-aaral upang matulungan silang
mapabuti ang kanilang pagganap. Una, lagi kong sisikaping maging malinaw
at tiyak sa aking mga komento, binibigyang-diin ang mga partikular na aspeto
ng kanilang trabaho na maganda at kinakailangan pang pagbutihin.
Halimbawa, kung ang kanilang sanaysay ay maganda ang istruktura ngunit
kulang sa detalye, ipapahayag ko ito nang malinaw. Susunod, itatampok ko
ang kanilang mga kalakasan bago ko banggitin ang mga dapat nilang
pagtuunan ng pansin. Sa ganitong paraan, mararamdaman nila ang kanilang
mga husay bago pa man nila harapin ang mga bagay na kinakailangan nilang
palakasin at paghusayan pa.

2. What are your values and strengths that can help you become true
professionals?

Bilang isang propesyonal, pinapahalagahan ko ang pagiging tapat, masipag,

at may malasakit sa aking gawain. Ang mga halagang ito ay nagsisilbing

108
 gabay ko sa bawat hakbang ng aking karera. Ang aking lakas ay nakaugat sa
aking kakayahang makinig nang mabuti at magbigay ng makabuluhang
solusyon sa mga problema. Bukod dito, ang aking pagiging bukas sa
pagkatuto at pag-unlad ay nagpapakita ng aking dedikasyon na patuloy na
mapabuti ang aking mga kasanayan at kaalaman. Sa pamamagitan ng
pagtataglay ng mga katangiang ito, naniniwala akong makakamit ko ang
tunay na propesyonalismo at makakapagbigay ng positibong kontribusyon sa
aking larangan.
4. What attributes do you currently have that can prevent you from being a
successful teacher? How are you able to solve these attributes?
Bilang isang guro, isa sa mga katangian ko na maaaring magpahirap sa akin
ay ang pagiging masyadong perfectionist. Madalas akong maglaan ng
sobrang oras sa pagdidetalye ng aking mga plano at pagtuturo, na minsan ay
nagiging sanhi ng pagkaubos ng aking enerhiya at oras. Upang
masolusyunan ito, natutunan kong maging mas flexible at realistic sa aking
mga inaasahan. Pinahahalagahan ko na ngayon ang pag-balanse ng kalidad
at kahusayan, at nagbibigay ng espasyo para sa aking sarili na magpahinga
at mag-recharge. Sa ganitong paraan, mas nagiging epektibo akong guro at
mas nakakapagbigay ng makabuluhang pagtuturo sa aking mga estudyante.

REFERENCES:

Alber, R. (2011). Ten tips for classroom management. Edutopia. Retrieved from
http://www.edutopia.org/classroom-management-resource-guide

CONTENTS

UNIT IV Learners’ Behavior and

Motivation
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  The School as a Learning Environment
-Supportive Learning from Social, Psychological, Physical
Environment
 1.2. Learner’s Characteristics and Needs
-Online Class Observation on the varied characteristics of
learning
 1.3. Classroom Management and Learning
-Students’ Competence on Learning

 1.4. Individual Differences and the Learning Process

-Approaches and Techniques Aligned for Learners
 1.5. Home-School Link
-Affiliation of Parents in the School Activities

Introduction
Philippine Professional Standards for Teacher (PPST) Domain 3. Diversity of
Learners emphasizes the central role of teachers in establishing learning
environments that are responsive to learner diversity. This Domain stresses the
importance of the expertise and understanding of teachers, as well as appreciation
for the diverse characteristics and experiences of learners as contributions to the
preparation and design of learning opportunities. It facilitates the celebration of
110
diversity in the classrooms and the need for differentiated teaching practices to
enable all learners to become effective citizen in a changing local and global
environment.
Learning Outcomes:
1. Identify the various stages of the child/adolescent- the learner's physical,
motor, linguistic, literacy, cognitive, social, and emotional development as
manifested in the real/virtual classroom environment.

2. Observe and reflect on the different methods/approaches employed by the

teacher in dealing with learners in the different stages of development.

3. Analyze how to carry out the teaching and learning process in the light of the
various stages of learner’s progress.
The Learner’s Development and Environment
The learner’s environment is a place that can provide a safe place for learning
experiences that can only be realized in an environment conducive to both the
process of teaching and learning.
According to Aquino (1989), a good learning environment has a stimulating
climate-one that results not only from desirable physical surroundings and healthful
conditions but also from the social relationship and emotional attitude.
The learner’s development can be influenced by the kind of environment
provided him. The learning conditions which determine how well he will grow as a
human being have to be considered by the teacher.
The following are the Conditions of Learning:
1. An environment of active people who are involved. When they believe they
are directly interested in the learning process, students also learn.

2. A world of humility. Followed by sense of care prevails when a high value is

put on individuality.

3. An atmosphere of trust. Learners end up feeling trust in themselves and in

others.

4. An environment of self-discovery. Student assistants are aided in fulfilling their

own needs rather than having their needs dictated to them.
5. An environment which recognizes the right of individuals to make mistakes.
Learning is facilitated when error is accepted as a natural part of the learning
process.

6. An environment in which differences are determined to be good and

desirable. Differences among learners are acceptable as differences in ideas.

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 7. A climate of openness. Personal concerns, feeling, ideas, and beliefs can be
expressed.

8. An environment that emphasizes on the uniquely personal nature of learning.

Each learner knows that his values, his beliefs, his feelings, and his views are
important and significant.
School as a Learning Environment
Effective teaching-learning is focused on the total development of the
learner. The school system offered ways to ensure that successful teaching
contributes to a quality output-the learner's holistic growth. The school is the
best place for the complete growth of the learners, they spend much of time in
the classroom.
School's Responsibility To Develop The Learner's 4H
1. Health which focuses on the development of a sound body and
mind.
2. Head which stands for the development of his intellectual capacities.
3. Heart which represents the development of desirable values, and
attitudes.
4. Hand which refers to the development of desirable work habits and
skills.

Online teaching and learning will be more prevalent during this phase
of the pandemic, the teacher must be ready to teach online. We will see more
classes conducted through web video conferencing. A learning management
system (LMS), such as Google Classroom, will be used by certain schools
and universities to allow students to complete assignments, give
presentations, take tests and receive tests.

What does Virtual Classroom mean?

1. A virtual classroom is a teaching and learning environment in which
learners can interact, collaborate, view and discuss presentations,
and communicate with learning materials while working in groups,
all in online setting. The medium also uses a video conferencing
service that allows several users to be connected to the internet at
the same time, allowing users to communicate digitally.
2. A virtual classroom is often referred as virtual learning environment
(VLE).

The following are benefits of virtual classrooms:

 Students are not restricted to the courses in their community that
are accessible.
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 Learning is more immerse in that its existence forces the attention of
the student.

However it has the following disadvantages:

Lesson 1: The School as a Learning Environment
Objective: Once this activity is done, Students will be competent to recognize a
school setting that offers a learning-friendly social, psychological, and physical
setting.
Procedure:
A general observation of the classroom is an exciting way to start your tasks
by following these steps:
1. Visit a school/ virtual classroom.
2. Accomplish the checklist. Based on your gathered data in the checklist,
describe the school environment.
3. Make a reflection on the characteristics of the school/classroom environment
that promote learning.
4. Present/write your general impression of the school as a learning
environment through :
a. Descriptive paragraph, b. Photo essay
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Activity 1. The School Facilities
Familiarize with the different areas and facilities of the school. Give a brief
description.

Facilities Availabl Not Description

e Available
Maayos subalit hindi
Office of the Principal kami nakapasok, sa
labas lamang.
Nasa 2nd floor ang
Library library at malawak ito.
Hindi ako sigurado
Counseling Room kung ang counseling
room at guidance
room ay iisa lamang.
Maraming canteen,
Canteen/Cafeteria kada building ay
mayroon.
Maayos ang hilom
Medical Clinic

Audio Visual/Media
Room
Sa Library lamang
Reading Center ginaganap ang
pabasa sa mga non-
readers
May designated room
Speech Laboratory for SPA
Para sa mga Science
Science Laboratory High
Kagagawa lamang at
Gymnasium ready to turn over

Auditorium
Tinatawag itong
Home Economics Room model House
Luma ang mga room
Industrial Workshop Area
Modern ang design
PTA Office
Kada building
Comfort Room for Boys mayroon

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 Kada building
Comfort Room for Girls mayroon

Others (Please specify)

An Observation Guide:
As you do observation, be guided by these tasks.

1. Look/observe in the classroom. What are posted?

Imahe ng panginoon at ang ibang room ay mayroon word of the day.

2. Examine how the classrooms/furniture is arranged?

Ipinatanggal ito ng dating kalihin ng edukasyon na si VP Sara Duterte.

3. What learning materials/equipment are available?

Kayumanggi at Smart TV

4. Observe the students. How many are occupying one room/virtual classroom?

40-45 students per section.

Reflection

1. Do you want to teach in a school setting/virtual classroom you just observed?

Why? Why not?
Yes, dahil ang Marcelo ay malapit sa aking puso. Nag-aral ako rito
ng 6 years, kaya masasabi ko hindi nab ago sa aking ang school
environment. Sbalit sa pagbabago ng panahon; nagbago rin ang
henerasyon ng mga bata, tila nawalan na ng respeto sa mga guro.

Ang Marcelo H. Del Pilar National High School ay kilala sa malaking

mataas na paaralan sa Malolos. Kumpleto ito sa pasilidad, may
maayos na gusali at tiyak na ligtas ang mga mag-aaral dahil
napapalibutan ito ng CCTV. Ang mga guro rito ay dekalidad at
nagtuturo ng maayos at binibigyan pansin ang mga non-readers.

2. What would you do to make your classroom more conducive to learning?

Ang Marcelo H. Del Pilar National High School ay kilala sa malaking
mataas na paaralan sa Malolos. Kumpleto ito sa pasilidad, may maayos na
gusali at tiyak na ligtas ang mga mag-aaral dahil napapalibutan ito ng
CCTV. Ang mga guro rito ay dekalidad at nagtuturo ng maayos at
binibigyan pansin ang mga non-readers.

Activity 2: The School Site

Draw the layout of the school site. Describe the location of the school. You
may be guided by these questions:

115
1. Where is the school located?
2. Is the school accessible to the students?
3. Is the school free from distractions and health hazards?
4. Are there provisions for the playground?

Description of the School Site

Marcelo H. del Pilar National High School' is the largest secondary school in
Central Luzon in terms of population. It has an average population of 8,000
students and 350 teachers. MHPNHS is one of the oldest secondary schools
in the Philippines established in 1905. It offers the curricula endorsed by the
Department of Education: Science High, special programs in foreign
language, journalism, art, music, and sports. It has regular sections. Sped,
open high school and senior high school.

Activity 3: My Observation Report

Present/write your general impression of the school as a learning environment

through a Descriptive paragraph or Photo essay
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 Ang Marcelo H. Del Pilar national high school ay kumpleto sa iba’t ibang
programa ng Deped. Kaya nakatitiyak ako na sa lahat ng aspekto ng
pagkatuto ay makakamit sa mataas na paaralang ito.

Lesson 2: Learner’s Characteristics and Needs

Knowledge of the learner’s characteristics is necessary to enable us to
understand how education can be most effective for their mental, physical, social,
emotional, and moral development. On the other hand, an understanding of their
needs will help the teacher relate her choice of methods and contents to what she
thinks the learners must acquire.
Objective:
At the end of this exercise, you can distinguished learners of varied learning
styles and needs.
Procedure:
To attain the objective, you have to follow these steps:
1. Observe one of the three groups of learners from different levels:
Preschool, Elementary, and Secondary.
2. Describe your experiences for each group of learners.
3. Compare the learners in terms of their interests and needs.
Activity 1. LEARNERS CHARACTERISTICS
In this activity, you will observe three (3) groups of learners from different
levels: preschool, elementary, or secondary.
Below is a rating scale of the characteristics of learners in each level. Indicate with a
checkmark in the column provided for the characteristics you have observed.
General Characteristics of
Pre School Pupils Oftentime Sometimes Never
s
1. Speech development advances
rapidly.

2. Learn through punishment and praise.

3. Enjoy the reputation essential to

learning new skill.

4. Frequent temper tantrums.

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 5. Interested to know his environment,
how it works, if feels and how they can
be part of it.

6. Show more creativity in their play.

7. Adventuresome, not held back by fear

of hurting others.

8. Learn easily and quickly.

9. Has growing desire for independence.

10. Curious about anything new that they

see.

11. Vocabularies rises rapidly as new

words acquired.
12. Enjoy the repetition essential to
learning new skills.

13. Interested in religion, human body, in

self, and in clothes.

Analyze the Table:

Write the most influential developmental features of the learners you
observed. Which among the characteristics of the pupils were availed of by the
teacher to sustain the interest of the learners?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________________________________________
ELEMENTARY LEVEL
School:___________________________________________________
Grade Level: ______________________________________________

General Characteristics of Elementary Oftentimes Sometimes Never

School Pupils

1. Intense physical activity or urge to

action is strong.

2. Sense organs well developed

3. Perceptual powers keen and

relatively accurate

4. Wilder span of interest but of short

duration

5. Ambitions starting in the

intermediate grades

6. Power of memory is good

7. Seek prestige through boasting and

rivalry.
8. Tendency to imitate is strong

9. Hero worship

10. Desire for competition is more

intense

11. Little appreciation for moral values.

12. Disciplinary problem common during

this period.

Analyze the table

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 Which among learners' characteristics was the teacher considered to make
her/his teaching successful and pupils learning productive?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

SECONDARY LEVEL
School: Marcelo H. Del Pilar National High School
Year Level: Grade 7

General Characteristics of High Oftentimes Sometime Never

School Students s

1. Increase in physical skill and

strength

2. Girls excel boys in fingers

dexterity

3. Growth in mental power

4. Girls higher in verbal ability

5. Keen to gain insights and to

generalize

6. Self-awareness is evident

7. Desire for social approval

8. Keen idealism

9. More democratic in dealing with

other groups

10. Evidence of leadership

11. Desire to cooperate with others

is strong

12. Varied emotions intense but

properly controlled.

Analyze the table.

120
 Were the subject matter, method, or technique used by the teacher
suited to the mental and physical maturity of the students? Explain your
answer.
Oo, mahalaga na ang pamamaraan o teknik na ginamit ng aking cooperating
teacher na angkop sa mental at pisikal na pagkakabuo ng mga estudyante.
Ang aking cooperating teacher ay laging isinasaalang-alang ang kanilang
antas ng pag-unawa at kakayahan. Halimbawa, sa mga mas nasa special
program in arts na estudyante, ang paggamit ng mga larong pang-edukasyon
at makukulay na materyales ay mas epektibo dahil mas akma ito sa kanilang
pag-iisip at pisikal na kalikasan. Sa kabilang banda, ang mga nasa higher
section na estudyante naman ay mas makikinabang sa mas kumplikadong
diskusyon at mas advanced na mga teknik. Sa pamamagitan ng tamang pag-
aangkop sa mga estratehiya sa pagtuturo, mas nagiging makabuluhan ang
pag-aaral para sa mga estudyante at nagiging mas madali para sa kanila na
makamit ang kanilang mga layunin.

Activity 2. Comparing the Learners

Write down the most influential developmental features of the students you
noticed. Based on these characteristics, think of implications for the teacher.

Aspects of Development
A. Intellectual- Ability to understand, reason out, analyze, and generalize.
B. Social- ability to interact, cooperate, mingle with friends, classmates, and
teachers.
C. Emotional – ability to express feelings, emotions, appreciation, ability to
control behavior.
D. Physical- ability to use motor skills in performing tasks.

Level Salient characteristics Implications for the

observed Teaching-learning
process

Pre Schooler

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 Level Salient characteristics Implications for the
observed Teaching-learning
process

Elementary

Level Salient characteristics Implications for the

observed Teaching-learning
process

1.Kakayahang Mag-isip 1.Pagbibigay-Diin sa

Secondary students ng Kritikal: Sa ganitong Kritikal na Pag-iisip:
edad, mas nagiging Ang mga guro ay dapat
mahusay ang mga magdisenyo ng mga
estudyante sa pag- aktibidad na
aanalisa at pag-unawa sa magpapalakas sa
mas komplikadong mga kakayahang mag-isip ng
ideya. kritikal at solusyonan ang
mga problema. Mga
2.Pag-unlad ng Sosyal diskusyon sa klase,
na Kasanayan: Mas debate, at mga proyekto
mataas ang interes ng na hinihikayat ang
mga kabataan sa malalim na pag-aanalisa
pakikisalamuha at pagbuo ang magiging kapaki-
ng pagkakaibigan. Malaki pakinabang.
ang kanilang
pangangailangan na 2.Pagtutok sa Sosyal na
maramdaman ang Pagkatuto: Mahalaga
pagkakabilang sa isang ang mga grupong gawain
grupo. at kooperatibong
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 pagkatuto upang
3.Pagkakaroon ng masuportahan ang pag-
Sariling unlad ng sosyal na
Pagkakakilanlan: kasanayan ng mga
Madalas na nagiging mas estudyante. Dapat
malalim ang pag-iisip ng hikayatin ng guro ang
mga estudyante tungkol pakikilahok ng bawat isa
sa kanilang sariling at magbigay ng mga
pagkakakilanlan at oportunidad para sa
halaga. Mas nagpapakita collaborative learning.
sila ng interes sa mga
usaping may kinalaman 3.Pagkilala at
sa sarili at lipunan. Pagtanggap sa Sariling
Pagkakakilanlan: Ang
4.Pag-unlad ng guro ay dapat maging
Emosyonal na sensitibo sa mga
Karanasan: Ang mga pangangailangan at
kabataan ay nakakaranas interes ng bawat
ng mga malalakas na estudyante. Pagbibigay
emosyon at madalas ng espasyo para sa mga
silang nagiging sensitibo talakayan tungkol sa
sa mga pagbabago sa personal na karanasan at
kanilang paligid. mga isyung panlipunan ay
makakatulong upang
maipahayag nila ang
kanilang damdamin at
saloobin.

4.Suportahan ang
Emosyonal na Pag-
unlad: Ang mga guro ay
dapat magtaguyod ng
isang positibong
kapaligiran sa silid-aralan
kung saan ang mga
estudyante ay
nararamdaman ang
suporta at pang-unawa.
Mahalagang matutunan
ng guro kung paano
epektibong magbigay ng
payo at gabay sa mga
emosyonal na usapin ng
mga mag-aaral.

Reflections:
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 1. Recall your experiences when you were still in the elementary grades.
2. Have you ever recalled your interactions when you were their age?
yes
3. What are your similarities and differences with the learner's you have
observed?
Dahil nasa murang edad pa noong ako ay nasa kanilang katatayuan. Sanay
ako making sa aking guro at tanging ang buong atensyon ko ay nasa aking
guro lamang.Subalit ang henerasyon ngayon ay bukod sa makukulit,
mayroong kanya-kanyang mundo

4. For positive or negative reasons, think of a teacher you can't forget. How has
s/he helped you(physical, emotional, social, and intellectual) with your needs?
Siguro noong panahon ng pandemia, ang aking guro/psychiatrist dahil siya ay
nakapagtapos din ng psychology bago siya kumuha ng 18 units for teaching
education. Malapit ang loob naming sakanya at nasasabi naming ang mga
problema naming hindi lamang sa loob ng paaralan, gayundin, ang mga
problema sa kanya-kanya naming tahanan.

Lesson 3: Classroom Management and Learning

Duration: 3 hours
Introduction
Episode three provides an opportunity for you to examine how classrooms are
structured or designed to allow everyone’s maximum participation and effective
learning. It includes a combination of the learner’s efforts and talents to attain a given
objective.
It focuses on classroom management and learning. It includes the three most
important factors in the learning process- the teacher, the students, and the learning
environment.
124
Objective:
Lesson 3 aims to develop the pre-service students’ competence in managing
time, space, and materials to provide an environment conducive to learning.

Procedure:
To realize the objective, you have to do the following tasks:
1. Observe a class.
2. Using a checklist, find out the important component of classroom
management is evident.
3. Describe the general behavior of the learners in the class during the
learning activities.
4. Reflect on how classroom management affects learning.

ACTIVITY 1

Classroom Management Components

Below are some statements about classroom management. Put a

checkmark on the space provided for if the management component is
observed in the class.
__________ 1. The instructional materials are distributed to the students
according to the established routine.
__________ 2. There is a system of checking and collecting students’ test
papers.
___________3.The students are assigned to seats.
___________4. The teacher demands the attention of the whole class during
the lesson.
___________5. A device used by the teacher to maintain classroom
discipline.
___________6. The classroom rules are followed by the students.
___________7. The equipment/supplies used are kept in proper places.
___________8. The students are assigned specific tasks in the class.
___________9. The teacher reinforces positive behavior of students.
___________10. Others (please specify)
An Observation Guide for the Classroom Visit (Virtual)
Be motivated as you make your observation on these issues. It is also
useful to ask the teacher for additional information, so you can verify your
observation. Write your answers below.

1. Are there classroom rules and regulations?

Yes
2. Are there a device to handle Misbehavior?
Yes, my CT used Microphone/ lapel to call out the noisy student.
3. What are the daily routine done by the teacher? (prayer, attendance,
assignments, motivation, activities). How they are done?

125
 Of course prayer first then checking the attendance before proceeding to
motivation and lesson to activities.
4. What are the teacher’s command during instruction?
Sa paggamit ng malinaw na panuto. At sinisigurado niya na ito ay
nauunawaan ng mga mag-aaral bago magsimula sa gawain.

Activity 2: What Did I Learn

Read the following situations and express your ideas by writing your learnings
in classroom managements.

1. There are bright students in the class. There are also slow ones. With
these in mind, a teacher provides a way of arranging them in the
classroom so that everybody can benefit from instruction. What do you
think the teacher has done?
Ang guro ay maaaring gumawa ng istratehiya sa pag-aayos ng mga
estudyante sa loob ng silid-aralan upang matiyak na ang bawat isa
ay makikinabang sa pagtuturo. Halimbawa, maaaring ipareha ng
guro ang mga mag-aaral na mabilis matuto sa mga nag-aaral ng
mas mabagal. Sa ganitong paraan, magkakaroon ng pagkakataon
ang mas mabilis matuto na maipaliwanag ang kanilang nalalaman,
na magpapatibay din ng kanilang sariling pag-unawa. Sa kabilang
banda, ang mga mag-aaral na mas mabagal matuto ay
magkakaroon ng kapwa estudyante na maaaring makatulong at
magbigay ng karagdagang paliwanag sa mga konsepto na hindi nila
agad natututuhan. Ang guro rin ay maaaring magbigay ng iba't
ibang aktibidad na naaangkop sa iba't ibang antas ng pagkatuto
upang matiyak na lahat ng estudyante ay may makabuluhang pag-
unlad sa klase. Sa ganitong paraan, nabibigyan ng pagkakataon
ang bawat isa na matuto at magtagumpay, anuman ang kanilang
bilis ng pagkatuto

126
 2. The cooperating teacher is well aware that classroom management
includes the observance of proper behavior and conduct. This is the reason
why she maintains silence in the classroom. She does not allow her
students to talk loud or create noise while doing any activity.
Is silence a good indication that learning is taking place in the classroom?
Explain your answer.
Bagama't mahalaga ang katahimikan sa silid-aralan para sa
organisadong pag-aaral, hindi ito palaging indikasyon na ang
pagkatuto ay nagaganap. Ang lubos na katahimikan ay maaaring
magpahiwatig na ang mga estudyante ay natatakot magtanong o
magpahayag ng kanilang mga ideya. Ang aktibong pakikilahok,
pakikipag-usap, at pagpapalitan ng mga ideya ay mahalagang
bahagi ng pagkatuto, lalo na sa mga collaborative na aktibidad. Ang
guro ay dapat lumikha ng isang balanseng kapaligiran kung saan ang
mga estudyante ay malaya at komportableng magtanong, magbahagi
ng kanilang mga ideya, at makipagtulungan sa isa't isa. Sa ganitong
paraan, ang silid-aralan ay nagiging isang lugar ng tunay na
pagkatuto at paglago.

Activity 3

127
In My Own Classroom
1. Imagine yourself in the future, organizing your classroom. What grade or year
level do you see yourself? What routine and procedure would you consider for
this level?
Para saakin, grade 7 dahil mahalaga na sa unang taon nila sa sekundaryang
edukasyon maituro na sakanila ang pondasyon ng pagkatuto.

2. Make a list of the rules/routine you want to implement in this level. Why would
you choose these rules?
Magkaroon ng respeto sa guro
Panatilihin ang kaayusan at kalinisan sa loob sa labas ng silid-aralan
Pumasok sa klase sa tamang oras
Filipino lamang ang gagamiting wika kapa goras ng klase

3. How will you handle the student’s misbehavior?

Sa pagharap sa misbehavior ng estudyante, mahalaga ang pag-
approach na puno ng pang-unawa at empathy. Una, aalamin ko ang
ugat ng kanilang kilos—baka may personal na isyu o kaya'y hindi nila
nauunawaan ang aralin. Pakikinggan ko sila ng may bukas na isip at
magbibigay ng pagkakataon na ipaliwanag ang kanilang side. Kung
kinakailangan, maglalagay ako ng malinaw at makatarungang tuntunin
na hindi nakakasira sa kanilang self-esteem. Sa halip na parusahan
agad, bibigyan ko sila ng mga oportunidad na maitama ang kanilang
pagkakamali at matuto mula rito. Sa ganitong paraan, mapapanatili
ang respeto sa pagitan ng guro at estudyante at magtataguyod ng
isang positibong kapaligiran para sa pag-aaral.

Activity 4
My Analysis
Discuss the following comprehensively by presenting a scenario or a situation as an
example.
1. In what way did classroom management and discipline affect the teaching and
learning process?
Malaki ang epekto ng maayos na pamamahala at disiplina sa silid-
aralan sa proseso ng pagtuturo at pagkatuto. Kapag ang silid-aralan ay
may malinaw na tuntunin at strukturang sinusunod, ang mga mag-aaral
ay nagiging mas handang matuto at mas nakatuon sa mga aralin. Ang
disiplina ay nagbibigay ng tamang balanse upang ang bawat
estudyante ay makaramdam ng seguridad at utos, na nagiging daan
upang mas maganda ang kanilang pakikilahok sa klase. Ang isang
guro na may mahusay na pamamahala sa klase ay nagtataguyod ng
128
 isang positibong kapaligiran kung saan ang respeto at paggalang ay
nangingibabaw, kaya't nagiging mas magaan at epektibo ang proseso
ng pagkatuto. Sa ganitong setting, natututo ang mga mag-aaral na
maging responsable, disiplinado, at makipagtulungan nang maayos, na
siyang mahahalagang katangian na kanilang madadala hanggang sa
kanilang pagtanda.

2. What are the contributing causes of the disciplinary problem in the

classroom?
Maraming maaaring dahilan kung bakit nagkakaroon ng mga problema
sa disiplina sa loob ng silid-aralan. Isa na rito ang pagkakaroon ng
hindi malinaw na tuntunin at regulasyon, na nagdudulot ng kalituhan sa
mga estudyante kung ano ang inaasahan sa kanila. Maaaring mayroon
ding personal na problema ang mga mag-aaral, tulad ng mga isyung
pampamilya o emosyonal, na nakakaapekto sa kanilang pag-uugali sa
paaralan. Ang kawalan ng interes sa aralin dahil sa hindi
nakakaengganyo o hindi angkop na pamamaraan ng pagtuturo ay
maaari ring maging sanhi ng misbehavior. Sa pamamagitan ng pag-
unawa at pag-adres sa mga ugat na ito, maaaring masolusyunan ng
guro ang mga isyung disiplinaryo at mapanatili ang isang positibo at
produktibong kapaligiran sa pag-aaral.

3. What do you think are the effective strategies in managing the behavior of the
students?
Ang epektibong estratehiya sa pamamahala ng ugali ng mga
estudyante ay nagsisimula sa pagbibigay ng malinaw at pare-parehong
tuntunin na may kasamang positibong pagpapalakas. Mahalaga ang
pagtataguyod ng isang kapaligiran na puno ng respeto at pag-unawa,
kung saan ang mga mag-aaral ay nararamdaman na sila ay
pinahahalagahan at naririnig. Ang paggamit ng positibong
reinforcement, tulad ng pagbibigay-papuri o gantimpala, ay
makakatulong upang maengganyo ang tamang pag-uugali. Sa
kabilang banda, ang mga negatibong kilos ay dapat harapin nang may
kahinahunan at tamang pag-unawa, tinitiyak na ang mga estudyante
ay natututo mula sa kanilang pagkakamali. Ang pagiging role model ng
tamang pag-uugali at ang pagbuo ng mga makabuluhang relasyon sa
mga estudyante ay makakatulong din upang mapaunlad ang isang
positibong kapaligiran sa loob ng silid-aralan. Sa ganitong paraan,
nagiging mas handa at bukas ang mga estudyante na makibahagi sa
kanilang pag-aaral at magpakita ng tamang asal.

Lesson4: Individual Differences and the Learning Process

Duration: 3 hours

129
 Every teacher in a class must always have the task of understanding and
studying individual differences among his pupils.

“Today we think of individual differences as having every observable

component of the total personality", according to Skinner. From the concept of
individual differences, it is clear that it understands any aspect of human personality
that is observable in any measure.

Differences between individuals may be attributed to heredity, environment,

and training. Some of the main causes of individual differences are as under:

Objectives:
The lesson is about observing and gathering data to find out how student
diversity affects learning.
The lesson aims to:
1. Determine, understand, and accept the learners’ diverse
background;
2. Identify the teaching approaches and techniques appropriate to the
learners.
Do the following tasks”
1. Observe a class.
2. Describe the characteristics of the learners in the class.
3. Enumerate and describe the activities that took place.
4. Tell how the activities facilitate learning, considering the learners’
characteristics.

Analysis

1. Heredity
One of the most important and chief causes of gaps between
individuals. Individuals inherit different physical attributes such as face with
its features, color of eyes and hair, type of skin, the shape of skull and size
of hands, mental attributes such us intellect, critical thought, abilities, and
beliefs.

2. Environment
Environment significantly influences individual differences. Changes in
the child’s environment are reflected in the changes in his personality.

130
 There are physical, intellectual, social, moral, political, economic, and
cultural influences in the environment. All these forces cause differences
between individuals. Modern psychologists agree that inheritance and the
environment cause individual differences. Personality is the product of the
inheritance-environmental interaction.

3. Influence of race and nation:

Individuals of different races exhibit very marked differences. There
may be some differences in behavior among different races but there is little
evidence that favors the native differences in mental traits.

Similarly, individuals from various nations display variations in

appearance, character, and mental abilities. These are the product of their
cultural out, social, and geographical nature.

4. Sex differences:
Boys and girls growth shows variations because of sex differences. A
year or two earlier than the boys, that girl's physical growth takes place.Girls
are taller and tougher between the ages of 11 and 14, while, boys will start
their growth at 15.

In detail, girls have more receptive memory, superior to boys in

language, more interested in people, and excel in the nursing impulses.
Boys on the other hand are superior in control of movement and in the grasp
of the concrete mechanical situation.

5. Age and intelligence

Growth in age is responsible for physical, metal, and emotional growth.
Because of the variations of intellect amny people vary. Individuals below
the average in intelligence and mental age face a lot of mental challenges
and the average smart people will learn easily.

6.Social and Economic Status

Studies revealed that higher intelligence is found along with better
educational facilities and with parents in high occupational levels which favor
the speedy cultural development of their children.

Understanding the differences between individuals can be used as power to

drive to effective teaching and productive learning. The topics, methods, instructional
devices, and learning activities are conditioned by the kind of learners we have in the

131
classroom. Hence, the learners are properly guided and directed toward the desired
goals.

ACTIVITY 1. Class Profile

Observe a class. Gather data in the class. You may use the teacher’s records. Then
fill up the table below:
School: Marcelo H. Del Pilar National High School
Grade/Year Level: 7-7 Dela Pena

Category Number of
Students
A. Gender:
1. Male 21
2. Female 20

B. 1). 4-5 years old

2). 6-7 years old
3). 7-8 years old
4). 9-10 years old
5). 10-11 years old
6). 12-13 years old 41
7). 14-15 years old
8). 16-17 years old

C. Religion:
1. Catholic 30
2. Protestant
3. Iglesiani Cristo 2
4. Born Again Christian 3
5. Others (Pls. Specify)

D. Socio-Economic Status:
1. Above average
2. Average 38
3. Below Average 3
4. Poor

E. Level of Intelligence
1. Above Average
2. Average 37
3. Below average 4

Based on the data gathered, describe the general characteristics of the learners in
the class.

132
Batay sa mga nakalap na datos, ang mga mag-aaral sa klase ay nagpapakita ng
iba't ibang antas ng kaalaman at mga paraan ng pagkatuto. Mayroong mga mabilis
matuto at may mga nangangailangan ng dagdag na gabay. Ang kanilang
motibasyon at interes sa mga asignatura ay magkakaiba, ngunit sa kabuuan, sila ay
magalang at aktibo sa mga talakayan. Sa pangkatang gawain, makikita ang kanilang
pagkakaiba-iba, may mga natural na lider at may mga mas komportableng sumunod.
Ang kanilang pang-araw-araw na pakikisalamuha ay magalang at puno ng respeto.
Ang kanilang paghahanda sa mga aralin ay nag-iiba rin, ngunit lahat ay nagpakita ng
pagsisikap sa pagkatuto. Ang klase ay binubuo ng mga mag-aaral na masisipag,
magalang, at handang magtulungan para sa kanilang pag-unlad

Activity 2
Stimulating Activities
Enumerate some of the stimulating/interesting activities done in the classroom.

Subject Activities

1. Pitik-Bulag
FILIPINO

2. Pagbabalita
Filipino Tableau
Poem
singing

3. Podcast
Radio Broadcasting
Filipino Short skit

Describe the task performed in the class, focus on:

1. Methods/techniques by the teacher.

133
 Naging mahusay ang aking Cooperating Teacher s amabilis na pag-
iisip ng estratehiya kung paano niya makukuha ang atensyon at
mapapasigla ang buong klase bago magsimula ang talakayan.

2. Learner’s interaction/participation
Mas nagiging masaya ang talakayan dahil sa ganitong pamamaraan ay
nakukuha mo ang atensyon ng mga bata na akala nila ay naglalaro
lamang sila sumalit sila ay natututo na pala.
Activity 3
An Analysis
1. Were the learning activities presented appropriately to the characteristics of
the learners? Explain your answer.
Oo, Inuugnay din sa uri ng mga mag-aaral ang ipinapagawa ng guro
upang magawa nila ito ng maayos at may husay.

2. In your observation, which of the following characteristics did the teacher

consider in planning the class activities?

a. Age

b. Gender

c. Level of intelligence

d. Religion

e. Socio-economic status

Write your answer in the box. Share your insights.

Sa aking obserbasyon, isinasaalang-alang ng guro ang iba't ibang antas ng

intelektuwal na kakayahan ng mga mag-aaral sa pagpaplano ng mga gawain sa
klase. Nagbigay siya ng mga gawain na may iba't ibang antas ng kahirapan
upang matugunan ang pangangailangan ng bawat estudyante. Halimbawa, may
mga simpleng gawain para sa mga mag-aaral na nangangailangan ng higit pang
gabay, at may mga mas komplikadong gawain naman para sa mga mag-aaral na
may mas mataas na antas ng kaalaman. Ginawa rin niyang interaktibo ang mga
aktibidad upang masiguro na lahat ng mga mag-aaral ay makakalahok, anuman
ang kanilang antas ng talino. Sa ganitong paraan, natutulungan ng guro ang
bawat isa na magpatuloy sa kanilang pag-aaral at pag-unlad.

134
 3. What characteristics of the learners did you notice served as a limitation to
effective teaching and learning?
Napansin ko na may ilang katangian ng mga mag-aaral na maaaring
magsilbing hadlang sa epektibong pagtuturo at pagkatuto. Una, ang
kakulangan ng motibasyon o interes sa paksa ay maaaring
magpahirap sa kanilang aktibong pakikilahok sa klase. Ikalawa, ang
mahina sa organisasyon at pamamahala ng oras, na nagiging sanhi ng
kanilang pagkahuli sa mga gawain at proyekto. Ikatlo, ang kakulangan
ng tiwala sa sarili na maaaring magdulot ng pag-aatubili sa
pagtatanong o pakikilahok sa mga diskusyon. Sa pag-unawa sa mga
limitasyong ito, ang guro ay maaaring magbigay ng karagdagang
suporta, tulad ng mga motibasyonal na aktibidad, mga estratehiya sa
oras, at positibong feedback, upang matulungan ang mga mag-aaral
na mapagtagumpayan ang mga hamon at maging mas handa at
epektibong mag-aaral.

Activity 4
Thoughts to ponder

The characteristics of the learners provide a means of identifying the kind of

activities they need. Thus, as would –be teacher, you need to be aware of
them.
Answer questions below after observing the class.

1. Gender

Who are more active in the class?

Balanse lamang, may mga seksyon na aktibo ang lalaki
kumpara sa babae at mayroon din na aktibo ang babae
kumpara sa mga lalaki

2. Age

What technique did the teacher employ to suit the age of the
learners?
Iisa lamang ang edad nila at hindi nagkakalayo. Kaya sa
bawat interaktibong gawain ay nakikila 135
 How did the teacher make use of this learner’s action to promote
learning?
Sa sobrang aktibo ng mga bata at energetic. Nagiging
instrument ito ng guro upang pagawain sila ng mga masaya
at may learning na gawain sa oras ng talakaya.

3. Religion

Where the learners’ differences in religion taken into consideration

by the teacher in planning her activities? How?
Sa loob ng paaralan iisa lang naman ang lahat unless kung
may misa ang katoliko na bawal ang ibang sekta na
makihalubilo rito.

4. Socio-Economic Status

136
 Prior to preparing the lesson, why should the teacher know the
socio-economic status of his/her students?
Lahat naman ay pantay-pantay sa pambublikong
paaralan. Isang adventahe lamang kung ikaw ay
mayaman, ngunit kung mayaman ka karamihan ay nasa
private school.

5. Level of Intelligence

Is it important to consider the intelligence level of the learners in

planning the class’ activities? Why? Why not?
Syempre, may iba’t ibang kakayahan bawat seksyon kaya
mahalaga na kilalla mom ga mag-aaral mou pang mahit mo
ang learning goals na iyong inihanda.

137
Make an Observation Report
Tell how the activities facilitated learning considering the learner’s
characteristics. Describe the teaching approaches and techniques used by the
teacher.

My Observation Report
Tulad ng nasa aking dyornal andun lahat mababasa ang aking mga napansin
sa loob ng klase. Ang pinaka-highlight ng lahat ay ang pagkamangha ko sa
bawat estratehiya na ginagami ng aking CT sa bawat mag-aaral nya.

Lesson 5: Home-School Link

Duration: 3 hours
138
Introduction
A child's home environment has major effects on success of learning and
schooling.
The home environment provides the basis for learning and is an
element of the student's life that can affect grades. Providing opportunities to learn
beyond the school setting helps promote students achievement.
Although the home plays a vital role in developing the learner, the
school also provides the venue for developing his understanding of the world around
him as he eventually becomes a member of a large society.
The teachers act as parents, during the time that the learners are in
school. S/he guards the moral, social, emotional, intellectual well-being of her
students.
But in this time of pandemic, “millions of children are expected to stay at
home in schools across the nation close to defeating the spread of 2019 coronavirus
disease (COVID-19). During this time, it is beneficial for parents to consider the
needs of their child for structure, education, exercise, social interaction, sufficient
leisure time, and rational situational explanations explained by Gallagher (2020).
Thus, the home and the school are considered partners in the total development of
the learners.
Objectives:
Lesson 5 aims to help you reflect on the impact of home and family life to
learning.
The Learner
1. Make a general observation of the domains of development.
Physical- body, built and height
Social – interactions with teachers and classmates
Emotional moods – temperament, shy, friendly, etc.
Intellectual – coupes with the lessons, lags, etc.

2. Interview the Teacher

a. What are the learner's most visible features?
b. How the teacher does communicate with the parents? How often? What
do they discuss?

Activity 1

139
When I was a Child…. Ineenjoy ko lamang ang lahat, noon ndi pa malinaw sakin
kung gaano kahalaga ng pag-aaral. Ang akin lang ay basta pumapasok ako sa
school,
Recall your childhood experiences. Discuss some significant experiences that
helped develop your total being. Focus on the aspects of personality development.

1.Physical Aspect
Noong bata ako napakabibo ko at kulit noon. Minsan ay nakakagalitan
dahil sobra na. Sabi nila nanay ang liit-liit ko lamang noon at tila hindi
na lalaki dahil nagmana ako sakanya pagdating sa height.

2.Social Aspect
Sa aming lugar ay maraming bata kung minsan ay dumadayo pa
kami upang makipaglaro. Lagi ako nakakagalitan dahil boong
maghapon ay nasa galaan ako at umuuwi lamang tuwing kakain at
minsan ay hindi pa umuuwi ng bahay.

140
 3.Emotional Aspect
Sabi nila masayahin akong bata dahil ang tanging gagawin ko
lamang sayo tuwing kakausapin moa ko ay ngingitian lamang kita
o ngingisihan. Hindi naman ako masyadong iyakin noon unless
ayaw ako bigyan ng barya ng aking nanay pambili sa tindahan
AHAHAHA.

Activity 2

4.Intellectual
Consistent honor student ako simula noong ako sa nasa day care pa
lamang hanggang ngayong kolehiyo, Subalit sa aking palagay ay
average person lamang ako na nakauunawa ng mga bagay-bagay.

My Learning Insights
1.What I have learned from the experience?
Hindi mo kinakailangang sumigaw upang manuway bagamat medyo
bata pa ang aming hinahawakan subalit may mga isip naman sila
upang masuway ng maayos. Sa kabiilanh banda yitigan mo lamang
sila at tumahimik ay nakararamdam Narin sila kaya tumatahimik ang
lahat.

2.Involvement of Parents in the Classroom Activities

Mahalaga ito dahil ang involvement ng magulang ay nakatutulong sa
mag-aaral upang paghusayan pa niya sa school. Dahil ang support ng
magulang ay iba sa tuwing ang isang bata ay magpeperform o may
141
 gagawin sa school. Napapadali rin ang trabaho ng isang guro kapag
may gabay ng isang magulang.
3.The teacher's role in providing linkages between the home and the school.
Ang papel ng guro sa pagtatag ng ugnayan sa pagitan ng tahanan at
paaralan ay napakahalaga upang mapabuti ang edukasyon ng mga
estudyante. Ang guro ay nagsisilbing tulay na nag-uugnay sa mga
magulang at sa paaralan, tinitiyak na ang komunikasyon ay bukas at
tuloy-tuloy. Sa pamamagitan ng mga regular na pakikipag-usap sa
mga magulang, tulad ng mga pulong at mga update sa progreso ng
mga mag-aaral, natutulungan nila ang mga magulang na maging
aktibong kabahagi sa edukasyon ng kanilang mga anak. Ang guro rin
ay nagbibigay ng suporta at gabay kung paano makakatulong ang mga
magulang sa pag-aaral ng kanilang mga anak sa bahay, tulad ng
paglalaan ng oras sa pag-aaral at pagtataguyod ng positibong
kapaligiran sa pag-aaral. Sa ganitong paraan, nabubuo ang isang mas
matibay na komunidad ng pag-aaral na nakakatulong sa tagumpay ng
bawat mag-aaral.
Activity 3
As a Future Teacher
Cite your plans on How-----
1. You will maintain a good home-school relationship.

Bilang isang guro sa hinaharap, narito ang dalawa kong mga plano kung paano ko
mapapanatili ang magandang relasyon sa pagitan ng tahanan at paaralan:

Regular na Pakikipag-ugnayan: Sisiguraduhin kong magkakaroon ng

regular na komunikasyon sa mga magulang sa pamamagitan ng mga pulong,
email, o text. Maglalaan ako ng oras upang magbigay ng update sa progreso
ng mga mag-aaral at magbahagi ng mga mahahalagang impormasyon tungkol
sa kanilang pag-aaral.

Mga Pagtitipon at Pagpupulong: Mag-oorganisa ako ng mga family day,

parent-teacher conference, at iba pang pagtitipon upang magbigay ng
pagkakataon sa mga magulang na makilahok at makipag-usap nang personal
tungkol sa kalagayan ng kanilang mga anak.

References:

142
Acero, Victoria O.,et al. Priciples and Strategies of Teaching. Philippines: Rex
Printing Comp.,Inc.,2000.
Concepcion, La Delle L. et al Field Study The Learners Development and
Environment. St. Andrew Publishing House, 2007.
Department of Education - Teacher Education Council. Philippine Professional
Standards for Teachers (PPST) © 2017.

Experiential Learning Courses (ELC Handbook. Philippines: Teacher Education

Counsel, DepEd., 2006.
https://www.psychologydiscussion.net/psychology/individual-differences-psychology/
individual-differences-types-causes-and-role-psychology/2557

CONTENTS
143
UNIT V The Teacher as a Person
 Code of Ethics of Professional Teachers
-Professional Teacher’s Moral Principle

 Personal Qualities of a Teacher

-Online Interview on Teacher’s Qualities

 Skilled teacher in the Classroom, School, and Society

-Online Review on CMO no. 80,S. 2017.

 The Duties and Responsibilities of a Teacher in School

Teaching
-Obligations of Cooperating Teacher and school to Pre-
Service Teachers During Deployment

Lessons:

144
1. Code of Ethics for Professional Teachers Article XI- The Teacher as a
Person.
2. The personal qualities of a Teacher.
3. The skilled teacher in the classroom, school, and society.
4. The duties and responsibilities of a teacher in school setting.

Duration: 3 hours

Introduction:

As a person, the teacher possesses dignity and reputation with high moral
values, technical and professional competence. He/ she adheres to, observes, and
practices a set of ethical and moral principles, standards, and values (Code of Ethics
of Professional Teachers, 1977).

To facilitate learning, teachers must;

1. Be expert in his/ her subject and skilled in the science and art of teaching;
2. Have a pleasing personality and model of values;
3. Have a passion for teaching, a sense of humor, patience, and enthusiasm.

Objectives/ Competencies:

Describe a teacher's characteristics as being a person.

1. Identify the competencies that sum up the professional and personal traits of
a teacher
2. Identify the personal attributes of good teachers through an interview survey.
3. Creates a safe and secure way of communicating ideas.

Lesson proper/ Course Methodology

Activity

Think about your current practice. How do you engage in collaborative

discussions that include suggestions from teachers and learners improvement of
classroom practice?

Sa aking kasalukuyang praktis, aktibo akong nakikilahok sa mga

kolaboratibong talakayan kasama ang guro (cooperating teacher) sa
tuwing vacant naming sa klase. Nag-uusap kami ng aking CT sa loob
ng Faculty upang mapabuti ang mga pamamaraan sa silid-aralan. Ang
bawat isa ay may pagkakataong magbigay ng kanilang mga opinyon at
ideya, na aking pinakikinggan nang maigi. Ginagamit ko ang mga
natutunan ko mula sa mga talakayang ito upang mag-implementa ng
mga pagbabago sa pagtuturo, tulad ng pag-adjust sa mga estratehiya
sa pagkatuto at pagbuo ng mga mas epektibong aktibidad. Sa
pamamagitan ng ganitong approach, nagiging mas inklusibo ang
proseso ng pagpapabuti ng edukasyon, kung saan ang lahat ay may
boses at mahalaga.

145
Scoring Rubric

4 POINTS - The answer offers a full description of all aspects and/or a suitable solution. The
response discusses the topics which are essential to the idea or purpose in detail. It provides
clear evidence that there is a definite logical relationship between the facts, reasoning, and
conclusions. It is clearly defined and coordinated, and demonstrates relevance to the process
of definition, purpose, or solution.

2 POINTS - A partial explanation and solution is given in the answer. It addresses topics that
are important to the definition or purpose in some manner. It provides some evidence that
there is a relationship between facts, reasoning, and conclusions. The description and purpose
are essential, but there are discrepancies in emphasis and structure.

1 POINT - The response offers an inaccurate, inconsistent explanation and solution. It does
not discuss or omit essential aspects of the definition or purpose. It provides unrelated or
ambiguous proof that there is a connection between facts, reasoning, and conclusions. There
is little evidence of emphasis or organization that is important to definition, purpose, and
solution.

0 POINT - The answer fails to meet the conditions necessary to gain one point. The student
may have said, "I do not know" about another subject or content.

Analysis

Lesson 1. Code of Ethics of Professional Teachers

Article XI - The Teacher as a person

Section 1. Above all, a teacher is a human being endowed with life for which it is the highest
obligation to live with dignity at all times, whether in school, home, or elsewhere.

Section 2. A teacher shall place a premium upon self-discipline as the primary principles of
personal behavior in all relationships with others and all situations.

Section 3. A teacher shall maintain a dignified personality at all times, which could serve as a
model worthy of emulation by learners, peers, and others.

Section 4. A teacher always accepts Almighty God as a guide to his destiny and the destinies
of men and nations.

Lesson 2. Personal Qualities of a Teacher

1. Passion
2. Humor
3. Values and Attitude
4. Patience
5. Enthusiasm
6. Commitment

Lesson 3. DO 42, S. 2017 – NATIONAL ADOPTION AND IMPLEMENTATION OF

THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

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 The Department of Education ( DepEd) issues this DepEd Order entitled
National Adoption and implementation of Philippine Professional Standards for
Teachers (PPST) in line with the current professional standards for teachers through
the Teacher Education Council (TEC).

The PPST seeks to:

1. defines the teachers' specific standards during well-defined career stages of

professional development from starting To the distinctive practice;
2. Enable teachers to absolutely embrace ongoing professional development
efforts; and
3. Apply a standardized method for measuring teacher performance, assessing
needs, and promoting professional development.

The PPST is used as the basis for all teacher preparation and development
programs to ensure that teachers are properly equipped. The PPST shall be used as
a framework for all teachers' learning and development activities to ensure that
teachers are sufficiently prepared to implement the K to 12 programs successfully.
Also, it can be used for teacher selection and promotion. All teacher performance
evaluations shall be based upon this set of criteria.

Lesson 4. Duties and Responsibilities of a Teacher

1. Teaches or more grades/levels using appropriate and innovative teaching

strategies.

2. Facilitates learning in the elementary/secondary schools through available lesson

plans (for new teachers up to 3 years), Daily Log (for teachers teaching four years
and above) of activities, and appropriate, adequate, and updated instructional
materials.

3. Monitors and evaluates pupils'/students' progress.

4. Undertakes activities to improve performance indicators.

5. Maintains updated pupils' progress regularly.

6. The teacher supervises curricular and co-curricular projects and activities.

7. The teacher maintains updated pupil/student school records.

8. Counsels and guides pupils/students.

9. Supports activities of governmental and non-governmental organizations.

10. Conducts an action plan.

11. The teacher maintains daily routine (classroom cleanliness, classroom

management, overall physical classroom atmosphere.

12. The teacher maintains a harmonious relationship with fellow teachers and other
school personnel and parents, and other stakeholders.

13. The teacher does related work.

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Activity: Interview a teacher to find out who or what contributed to his/ her
professional growth.

Direction:

List all potential questions that you would like to ask your cooperating teacher
to enrich your teaching experience with Blended Learning. Please refer to the first
issue as an indication of this.

1. How do I use Blended Learning in my lesson to make it more fun and fruitful?
Ngayon kasi face-to-face na pero noon hirap din kami kung paano
magiging masaya at fruitful ang discussion dahil onle lang noon. Kaya
nag-isip talaga kami at mayroon sa ppt na mga fun activities na
nakukuha naman ang atensyon ng mga bata.

2.Paano natin masisiguro na pantay-pantay ang oportunidad sa pagkatuto para sa

lahat ng mag-aaral, lalo na ang walang access sa teknolohiya?
Mayroon naman tayo noon na asynchronous, synchronous at blended
learning kaya ginawa talaga lahat ng paraan upang matuto ang mga
bata.

3.Anong mga teknolohiya at kagamitan ang pinaka-epektibo sa pag-tutok ng

atensyon ng mga mag-aaral sa online at face-to-face na setup?
Ang gamit noon ay google classroom

4.Paano tayo makakapagbigay ng makabuluhang feedback sa mga mag-aaral na

nasa online learning environment?

Sa google classroom mayroon doong feedback o comment kada

submit ng activity ng mga bata, doon naming inilalagay ang aming mga
komento.

Abstraction

Students illustrate the teacher as a person using a graphic organizer. Try e-

draw max for free. https://www.edrawmax.com/online/

Pangalan ng Guro: Azel C. Dela Pena

148
Aspekto Paglalarawan

Pisikal na Anyong Magandang ngiti, maayos manamit

Mga Katangian Mapagpasensya, magaling magturo

Paboritong Aktibidad Pagtuturo, pagbabasa

Mga Hilig o Interes Sining, musika, paglalakbay

Pamamaraan ng Pagtuturo Gumagamit ng visual aids, interaktibo

Pag-uugali Palakaibigan, maalalahanin

Mensahe sa Mag-aaral "Laging mag-aral nang mabuti at magsikap sa buhay."

Assessment Rubrics for a Graphic Organizer

Directions: Select the appropriate number from the following scale using the
following criteria that represent your assessments of the student's work.
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1 = Weak

2 = Moderately Weak

3 = Average

4 = Moderately Strong

5 = Strong

1. The graphic organizer has a suitable title and labeling.

2. The lines, circles, and text for the graphic organizer are orderly and legible.

3. The information in the graphic organizer is entirely right.

4. The texts on the graphic organizers are correct in spelling, grammar, and
punctuation.

5. The graphic organizer portrays teacher as a person in an easy-to-follow manner.

6. The relationships the graphic organizer reveals are correct and clear.

7. How the graphic organizer represents a teacher's information as a person is

relevant to the defined relationships.

8. The graphic organizer illustrates the Teacher's understanding, relationships, and

related concepts as a person.

9. The graphic organizer complies with all of the criteria of the assignment.

10. The graphic organizer is a complete representation of the student potential.

TOTAL:

Comments:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________.

Application

Design a professional growth timeline based on the interview.

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Professional Growth Timeline

Taon 1: Paghahanda at Pagpaplano

Pagsusuri ng Kaalaman: Magsagawa ng personal na assessment upang tukuyin

ang mga kalakasan at kahinaan bilang guro.

Pagtatakda ng Layunin: Tukuyin ang mga tiyak na layunin para sa propesyonal

na pag-unlad, tulad ng pagpapahusay sa classroom management at paggamit ng
teknolohiya sa pagtuturo.

Taon 2: Pagpapalalim ng Kaalaman

Pagdalo sa Seminar at Workshop: Mag-attend ng mga pagsasanay at workshop

tungkol sa pinakabagong pamamaraan at teknolohiya sa pagtuturo.

Professional Learning Communities: Sumali sa mga grupo ng kapwa guro upang

magpalitan ng ideya at karanasan.

Taon 3: Pag-aaplay ng Natutunan

Paggamit ng Teknolohiya: I-implementa ang mga natutunan mula sa mga

pagsasanay sa silid-aralan, tulad ng paggamit ng educational apps at online
resources.

Pagpapakilala ng mga Bagong Estratehiya: I-introduce ang mga bagong

pamamaraan sa pagtuturo at pag-assess ng mga mag-aaral.

Taon 4: Pagsusukat ng Pag-unlad

Regular na Self-Assessment: Gumawa ng mga periodic self-assessment upang

matukoy kung gaano kalaki ang naunlad sa mga nakaraang taon.

Pagtanggap ng Feedback: Humingi ng feedback mula sa mga mag-aaral at

kasamahan upang malaman ang mga aspeto na kailangan pang pagbutihin.

Taon 5: Pagpapatuloy ng Pagkatuto

Pagsali sa Mga Professional Development Programs: Magpatuloy sa pag-attend

ng mga kursong pang-propesyonal upang manatiling updated sa mga pagbabago sa
larangan ng edukasyon.

Pagbuo ng Mga Bagong Layunin: Muling suriin ang mga layunin at magtakda ng
mga bago batay sa mga nakamit at natutunan.

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REFLECTION

Write a reflective journal on designing a professional growth timeline.

Ngayong araw, naglaan ako ng panahon upang magnilay-nilay at planuhin ang

aking propesyonal na pag-unlad. Mahalaga sa akin na magkaroon ng malinaw
na direksyon upang maabot ang aking mga layunin bilang guro. Sa pagsusuri
ng aking mga kasalukuyang kakayahan at pagtukoy ng aking mga layunin,
naisip ko na kailangan kong magpatuloy sa pag-aaral at pagsasanay sa mga
modernong pamamaraan ng pagtuturo at teknolohiya. Plano kong dumalo sa
mga seminar at workshop, mag-enroll sa mga online courses, at makipag-
ugnayan sa mga kapwa guro para sa pagpalitan ng mga ideya. Mahalaga rin sa
akin na magkaroon ng regular na self-assessment at humingi ng feedback mula
sa aking mga estudyante at kasamahan upang makita ang aking pag-unlad.
Ang pagdidisenyo ng professional growth timeline ay isang hakbang upang
matiyak na ako ay patuloy na magiging epektibong tagapagturo at inspirasyon
sa aking mga mag-aaral.

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Rubric for Reflection Paper

Creative Common Attribution Sharealike 4.0 International License

Final Requirements

1. Write a short paragraph that will identify a school's ethical behavior/

dilemma. The guidelines of professional behavior from the Code of Ethics review the
statement violated by the action using the figure, the letter, and the Roman numeral
that justifies your standard selection of behavior.

Isang halimbawa ng ethical dilemma sa isang paaralan ay kapag ang

isang guro ay nagbibigay ng pabor sa isang estudyante dahil sa
personal na relasyon o utang na loob sa magulang nito. Halimbawa,
isang guro ang nagbibigay ng mas mataas na marka sa anak ng
kanyang kaibigan kahit na hindi sapat ang performance ng estudyante
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 sa klase. Ang ganitong aksyon ay labag sa Code of Ethics for
Professional Teachers, partikular na sa Article VIII, Section 3 , na
nagsasaad na ang guro ay dapat maging patas at hindi dapat
magbigay ng special treatment o pabor sa sinuman. Ang paglabag na
ito ay hindi lamang nagpapakita ng kawalan ng professional ethics
kundi nagdudulot din ng hindi pantay na oportunidad sa mga mag-
aaral, na nagiging sanhi ng kawalan ng tiwala sa sistema ng
edukasyon. Sa ganitong sitwasyon, ang guro ay dapat maging
halimbawa ng integridad at katarungan upang mapanatili ang mataas
na pamantayan ng propesyonalismo sa paaralan.

2. Describe an alternate behavior that is comprehensive and sufficient to take

into account in this case.

Sa halip na magbigay ng pabor sa isang estudyante dahil sa personal na

relasyon o utang na loob, ang tamang ugali ay maging patas at makatarungan
sa lahat ng oras. Ang guro ay dapat magbigay ng marka batay sa tunay na
pagganap at pag-unlad ng estudyante, at hindi sa anumang personal na
koneksyon. Mahalagang magkaroon ng malinaw na pamantayan at rubrics na
sinusunod para sa pagbibigay ng marka at feedback, upang ang bawat
estudyante ay alam kung ano ang inaasahan sa kanila at nararamdaman na sila
ay pinahahalagahan ayon sa kanilang pagsisikap at kakayahan. Sa ganitong
paraan, ang guro ay nagpapakita ng mataas na antas ng propesyonalismo at
integridad, na nagbibigay inspirasyon sa mga mag-aaral na maging tapat at
magtrabaho nang maayos. Ang patas na pagtrato sa lahat ng estudyante ay
nagpapatibay ng tiwala at respeto sa pagitan ng guro at ng kanyang mga mag-
aaral, at nagtataguyod ng isang positibo at makatarungang kapaligiran sa
paaralan.

3. Use appropriate professional terminology, spelling, and grammar.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________

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Criteria

Exemplary: 8 pts.

Proficient: 6 pts.

Developing: 4 – 0 pts

Identification of Behavior

Behavior, which is or could be a problem, is explicitly defined from each scenario. 8

pts

Behavior that is or may be a problem is generally described from each scenario. 6

pts

In each scenario, behavior that is or may be a problem is either too unclear or

undefined. 4 – 0 pts

Standard(s) Cited

Standards are directly highlighted by letter and number. 8 pts

A general overview of the standards is cited. 6 pts.

In some instances,

standards aren't correctly cited. 4 – 0 pts.

Justification

Justification is provided, the conduct is matched and connected to the standard

alleged to be violated. 8 pts.

Justification is provided, but the behavior is not clearly matched and connected to
the standard that is alleged to be violated. 6 pts.

Justification is not provided, and the conduct is not clearly matched and connected to
the standard that is alleged to be violated. 4 – 0 pts.

Alternative behavior

The intern presents a systematic and reasonable solution that the teachers should
take in the situation so that no standards are violated. 8 pts.

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Intern gives a general description of an alternate solution that could be followed in
the teachers' situation so that no standards are violated. 6 Pts 6 pts

The intern does not give a particular answer that the teachers should take in the
situation, so no standards are violated. From 4 to 0 pts.

Spelling and Grammar

Writing, with less than 2 spelling or grammar errors, is still with professional quality. 8
pts.

There are 3 to 6 problems with grammar and spelling, but there is still an adequate
professional writing standard.

There are more than 6 spelling or grammar problems, or the writing content is not up
to professional standards, from 4 to 0 pts.

References:

https://teachersoftomorrow.instructure.com/

Printed Materials

 Corpuz D. &Salandanan G. (2015). Principles of Teaching 1. Lorimar

Publishing, Inc.
 Supporting Beginning Teachers: A Coaching and Mentoring Module for
DepEd Supervisors of Experiential Learning Students. 2020. Teacher
Education Council
 Philippine Professional Standard for Teachers. ©2017. Department of
Education - Teacher Education Council.

Glossary

Code of Ethics for Professional Teachers

It is an Ethical Conduct that shall be accepted as personal responsibility by all

teachers in the Philippines.

Philippine Professional Standards for Teachers (PPST)

It defines teacher quality in the Philippines. The standards describe the expectations
of teachers' increasing levels of knowledge, practice, and professional engagement.

Professional Teacher

It refers to the status of a person who is paid to teach. On a higher level, it can also
refer to teachers who represent the best in the profession and set the highest
standard for best practice.

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