Field Study 6

Professional Education Subject:

The Teaching Profession
Becoming a Teacher
Course Description
This course design to complement the professional education subject, the
Teaching Profession it shall bring about real life and vicarious experiences of a
prospective teacher with emphasis on the characteristics of a teacher as a person
and as a professional. It shall provide a wide range of opportunity or self-refection
that will better prepare you become a student teacher.
ield !tudy " is anchored on this professional #ducation subject. The Teaching
Profession.
E!E"#$ %B&ECT'(ES
$. %escribe the characteristics of a teacher as a person.
&. Identify the characteristics that ma'e up a professional teacher in the classroom,
in the community, and in the world.
(. %ocument best practices of outstanding teachers.
). *larify one+s personal values, attitudes, and beliefs about teaching.
!CBTS C%)PETE!C'ES* PE"F%")#!CE
'!D'C#T%"
Personal ,rowth and
Professional %evelopment
-rticulates and demonstrates one+s personal
philosophy of teaching
.anifests personal /ualities such as
enthusiasm fexibility and caring
0in's with other institutions, organi1ations for
sharing best practices
!ocial 2egard for 0earning
*lari3es own values and philosophy to be a
positive role model to students
.a'es the physical environment safe and
conducive to learning
%iversity of learners
%etermines, understands, and accepts the
learners diverse bac'grounds and experience
acilitates learning of diverse types of learners
to diverse types of learning environment.
%evelops and uses variety and appropriate
assessment strategies to monitor and evaluate
learning
*ommunity 0in'ages
4ses teachers e5orts directed at strengthening
the lin's between school and communities
particularly as these lin's helpfor the
attainment of curricular goals.
$earning -ctivity +: The Teacher #s a Person
)y oal
-t the end of this activity, you will be competent in clarifying your values
about teaching, and in articulating and demonstrating your personal philosophy of
teaching. The end goal is to be a positive role model for students.
)y Tas,
To be an e5ective teacher in the future it is important to be aware of your
values about teaching. 6rite your mission statement or philosophy that you will
uphold with conviction. To each your goals do the following tas's.
Step +- inter.ie/ 012 teachers about their belief
on the /hat3 /hy3 and ho/ of teaching
Step 0- analy4e the .alues and philosophy behind
the teachers beliefs-
Step 2- "e5ect about your o/n .alues and
philosophy about teaching-
Step 6- e7press these .alues and beliefs in your
o/n mission statement-
'nter.ie/ /ith Teacher +
Teacher8s !ame 9optional:
ender: emale
Subject Taught: #nglish
School: *78!
a- )y goals for my students are:
I believe that the purpose of teaching is not to teach students how to
memori1e facts, or how to 'now all the correct answers. The purpose of
teaching lies in getting students to truly understand the concepts being
examined.
I also believe that as a teacher, I must 'now what to teach in my classroom. It
is vital that I have a solid understanding of the subject matter being taught. I reali1e
that I cannot rely solely on textboo's, but rather I must see' out other sources of
information to aid in my teaching.
b. ;hat ' /ant to teach my students are:
I 3rmly believe that through proper motivation and guidance, my
students will engage actively in the class and improve their innate talents. -ct
with conviction based on what they learned and 3nally prove their worth as
responsible citi1en with a personality worthy of emulation as they claim their
rightful place in our society.
c- ' /ill teach my students by
9y being a facilitator in the classroom. -s a facilitator, I will guide my
students through the subject matter in order to assist the students in their own
discoveries. The constructivist learning theory is one that I believe to be
worthwhile, thus I agree with the fact that students can construct their own
learning. -ll students are capable of learning, and all students have something
to contribute to the classroom environment. #ach student can bring new insights
into a subject or raise /uestions about a subject that has not yet been
considered. It is important to maintain a positive attitude about the students you
teach.
'nter.ie/ /ith Teacher 0
Teacher8s !ame 9optional:
ender: emale
Subject Taught: ilipino
School: *78!
a- )y goals for my students are:
.y goal as a teacher is to e/uip students with the essential tools
needed in life. 9y giving students 'nowledge and s'ills they need to
succeed as adults, by urging them to pursue their dreams, and by
impressing on them the joy that comes from learning, I believe that I
can positively infuence my students and give them a :love of learning;.
Teachers are virtually limitless in their capacity to touch many di5erent
lives, I loo' forward to being a part of this.
b- ;hat ' /ant to teach my students are:
I believe that by creating a student-centered learning, my students
will be able to ta'e charge of their own learning with little assistance from
the teacher. This will inculcate a sense of responsibility in them in terms of
achieving their learning goal. -s a teacher, one of my roles would be to
coach and facilitate them throughout the learning process by providing
information and giving useful guidelines in order for them to achieve their
learning target.
c- ' /ill teach my students by
I will teach my students by instilling a passion for lifetime learning.
<ur students are in need of life lessons. They need to learn content, but
they also need help learning how to thin', how to believe, and how to
succeed.
S<))#"= T#B$E %F '!TE"('E; "ES<$TS
TE#C>E" + TE#C>E" 0
E7istentialist = helps
students de3ne their own
essence by exposing them
to various paths they ta'e
in life and by creating an
environment in which they
freely choose their own
preferred way.
'dealist stimulates
learner+s awareness of
ideas and be a transmitter
of cultural heritage
Progressi.ist 1 teaches to
develop learners into
becoming enlightened and
intelligent citi1ens of a
democratic society.
E7istentialist = to help
students understand and
appreciate themselves as
uni/ue individuals who
accept complete
responsibility for their
thoughts, feelings and
actions
>a good leader is a good
follower>. In a classroom,
obviously, the teacher is
the leader and the students
are the followers. -nd in
order for the followers to
obey the rules
implemented by the leader,
the leader must 3rst
Values are principles, qualities, or
objects that a person perceives as having
intrinsic worth. Every individual has a
personal hierarchy of values that may
include success, wealth or monetary
comfort, love/companionship, a sense of
accomplishment or achievement, and of
course, survival. When a teacher spends
time after school to help a student, he
may feel he has sacrificed his own needs
to the needs of the student.
observed those rules
him?herself.
)y "e5ections
0#-27I7, is a never-ending /uest in search of answers for many
/uestions. It is a process of unraveling the mystery of life, a dynamic and
fundamental step towards a gradual transformation of a learner from naive to
learn. Thus, a learner must be guided accordingly by the hands who want to
mold him to be the best epitome of his alter ego. The fate of a learner lies in
the hands of teachers and in the teaching and learning process.
In an informal setting, they say that anyone can be a teacher@ simply
because anyone can teach a thing to an individual base on his previous
experiences. In formal education, licensed teachers are tas'ed to mold the
young minds of the learners. Therefore, a teacher must be eAcient and
e5ective in her chosen 3eld of endeavor. Impart to her students all necessary
faculties needed for them to be competitive globally and to act accordingly as
true *hristians with a ilipino pride.
$earning #cti.ity 6: The lobal Teacher
=our oal:
-t the end of this activity, you will gain competence in developing yourself become
a global teacher.
=our Tas,s:
The rapid change in technology ma'es the world smaller and lin's people with one
another in one global community. To become an e5ective teacher, you should be
endowed with s'ills and 'nowledge to ma'e you a global teacher.

To reach your goal, do the following tas'sB

!tep $B Interview teachers about their ideas on the 'nowledge, s'ills, and values
that a global teacher should possess.
!tep &B -naly1e and synthesi1e their responses.
!tep (B 2efect on how you can become a global teacher.
.y interview ,uideB
$. 6hat are the characteristics of a global teacherC
&. 6hat 'nowledge should the global teacher ac/uireC
(. 6hy do you thin' teachers posses the 'nowledge, s'ills, and valuesC


Characteristics of the lobal Teacher
?!%;$EDE S?'$$S (#$<ES
Teacher +
- global teacher must be
globally competitive and
aware of the educational
system outside the
country.
- global teacher
can execute her
lesson well
- global teacher is
responsible and
committed to teaching
Teacher 0
- global teacher has a
good command of #nglish
- global teacher
utili1es technology.
- global teacher wor's
hard and gives her best
to teaching.
Teacher 2
- global teacher is
intellectually-e/uipped.
- global teacher
performs her
duties excellently.
- global teacher o5ers
heartfelt service.
Dour -nalysis
or the response of the teachers, what conclusions can you draw about the
characteristics that a global teacher should have in terms ofB
a. EnowledgeC
- global teacher then should be e/uipped with various useful 'nowledge
that would help him face the multiple challenges in the world of teaching, and
being 'nowledgeable means possessing excellence in communication s'ills,
adaptive to environmental changes and one who teaches in a world class
standard.
b. !'illsC
To become a global teacher, we should master s'ills and competencies,
which can address global demands, thus it is being updated on what modern
world can o5er. -s a global teacher, we should easily learn everything that
has importance concerning teaching for this would ma'e us better.
c. FaluesC
9eing a global teacher means a lot of responsibilities, so he must be
armed with characteristics that will enable him endure the challenges in the 3eld of
teaching, and that is showing your compassion, commitment and excellence on the
teaching profession.
Dour 2efections
2efect on the image of the global teacher. .a'e an essay about a global
teacher and the challenges that they face in a globali1e world.
#xciting, and rewarding are just some characteristics that explain teaching.
<vercoming anxiety and nerves in the 3rst year is our greatest challenge. .oving
into the classroom for the 3rst time can be a daunting and challenging experience
for everyone. Dou are re/uired to immediately e/uip four years of 'nowledge into
your teaching and classroom management. 6hile this may seem to be a diAcult
time, it will only get easier.
There are many rewards with being a teacher, however it is important to note
that it is not a role to be ta'en lightly = it is a diAcult role to 3ll. -s teachers, we
need to understand that every child will learn di5erently. 7o matter their culture,
gender or socioeconomic status, so as teachers you have to encourage and have a
level 3eld in your classrooms. Dou have to 'now how to reach each student. -s
teachers you need to let the students 'now that they don+t have to follow the
stereotyped roles of society.
The teachers of &G$G and beyond will face many challenges that we are
currently unaware of. 6hat we can do to prepare for those challenges is loo' at
where things may be headed in terms of technology and population and cultural
diversity.
)a,e an illustration here on ho/ you .isuali4e the global
teacher-
0earning -ctivity HB The Professional Teacher
=our oal:
-t the end of this activity, you will manifest a deeper understanding of the rights,
duties, and responsibilities of professional teachers and how these impact you as a
future teacher.

=our Tas,s:
-s a future professional, you are expected to exercise, both your rights and duties.
To achieve your goal, do the following tas'sB

!tep $
,ather information about the policies and guidelines concerning teachers
implemented by your cooperating school.
!tep &
Interview the teacher about the implementation of these policies?guidelines.
!tep (
-naly1e the policies and guidelines in the light values and pertinent laws.
!tep )
2efect on the impact of all these to your future life as a professional teacher.

Classify the information you ha.e gathered using the matri7 that follo/s:
Policies*uideline
s
Comments*Sharin
g of the
"espondents
(alues Sho/n
Pertinent
$a/s*Pro.isions
as $egal Basis of
Policy
2ights and
Privileges of
Teachers
!he is enjoying her
bene3ts as a
professional teacher
Professionalism
*ommitment to
teaching
profession
.agna *arta for
Public Teachers
%uties and
2esponsibilities
The teacher does a
lot of paper wor's,
but if you really love
teaching, you+ll
never feel the
burden
*ompassion
#nthusiasm
.agna *arta for
Public Teachers
%isciplinary
Procedures
!he emphasi1ed
that in the school
where she belongs,
disciplinary actions
are laid in case a
teacher has done
any malpractice
Professionalism
2espect
%iscipline
.agna *arta for
Public Teachers
!ystems of
.onitoring
!he said that %ep#d
oAcials evaluates
the school annually
The principal also
observes the
teachers+
performance
regularly
Professionalism .agna *arta for
Public Teachers
2ewards and
Incentives !ystem
!he insists that still
there should be
additional allowance
for teachers.
Professionalism .agna *arta for
Public Teachers
Dour analysis
,ive the values refected by the policies and guidelines found in the school.

-ll aspects of policies and practices in school are the values and the way the whole
school and community interacts with each other. #veryone is expected to be
responsible for his or her own behavior, respect the rights of others and share
values.
It is vital that children, sta5 and parents wor' actively in partnership to enable all
children to reali1e their full potential. There should be continuity to actively
encourage parents to become involved in the life of the school. There must be a
commitment to raising awareness of wider issues, by involving members of the
learning community and exploring the surrounding environment.
0earning is a lifelong process and it is our responsibility as adults to model e5ective
learning. This vision statement therefore applies to everyone who has a role to play
in the provision of education at our school = governors, support sta5, teaching
assistants and teachers.
Dour 2efection
2efect on the policies and guidelines that concern the teachers.

The codes of conduct mandate several rules and regulations that teachers
must adhere to. irst, teachers are responsible in ta'ing care of the students who
are under their supervision with the main objective of assuring their safety and
welfare. !econd, teachers should observe con3dentiality of information that is
related with their colleagues students and families that the educators ac/uire during
their teaching profession, unless the disclosure of this information is needed for the
well being of a person. Third, teachers should maintain the good reputation of the
teaching profession by showing acts of honesty and integrity as well as ma'ing sure
that their private interests especially outside of school does not interfere with their
professional responsibilities. ourth, teachers should respect all the members of the
school community namelyB students, parents, co-wor'ers, and school management
by ma'ing sure that they are treated e/uality and are not discriminated by gender,
sexual orientation, religion, age, race, and others. ifth, teachers should conduct
their relationship with their students in a professional, respectful, and appropriate
manner. !ixth teachers should not practice their teaching responsibilities while in
the infuence of any substance that wea'ens their capability to perform their duties
properly. 0astly, teachers must present comprehensive and accurate information
and documents regarding their professional status credentials, and related
experiences.

#xpress your insights and feelings regarding the demands of being a future
professional teacher.
,ood teachers typically have good organi1ation s'ills. They have the ability to
wor' with many di5erent types of people. Patience is also a very good /uality. It is
true that some people, from the time they are in 3rst grade, 'now they want to be
teachers. or others, the idea to become a teacher can be a sudden insight, or a
feeling that ferments for years in some remote corner of their consciousness.
2egardless of where the idea comes from, for many, the images associated with
becoming a teacher are compelling. Teachers must be fexible to handle the
inevitable obstacles that occur each day. Teachers must be able to handle problems
and a room full of students all at one time. Problems also arise outside of the
classroom setting. In addition, school politics and colleagues with di5erent teaching
styles can cause tension.
EP'S%DE 0:
)y oal
-t the end of this activity, you will be competent in establishing routines and
procedures to ma'e the physical environment conducive to learning.
)y Tas,s
<ne of the roles of a teacher is being a classroom manager. Dou can be an e5ective
teacher in the future if you have necessary s'ills in managing a classroom that
provides a better learning environment. To reach yur goal, do the following tas'sB
!tep $ <bserve a class. %escribe the measures that the teacher adopts to create a
well-managed learning environment.
!tep & -naly1e how e5ective are these measures in maintaining good classroom
management.
!tep ( 2efect on how a well-managed classroom can be achieved.
)y Tools
ORGANIZATIONAL PLAN
#ach day that I spend in the classroom presents new challenges. #very
situation and each di5erent child re/uires an individuali1ed response from the
teacher.
-s I+ve observed the organi1ational plan, the classroom structured is fexible.
The instructions are care both individually and by group. -nd the teacher is ensuring
that furniture arrangement promotes learning opportunities. !he has a seating
chart. !he maintains plans for materials and assignment management. -nd she
creates bulletin boards that foster learning. !he ensures bulletin boards are
informative, relevant, aesthetic, and related to class activities.
SCHEDULING
%uring my observation, I+ve noticed that the teacher is following guidelines to
ensure a successful scheduling. irst she incorporates any pre-scheduled school
wide activities and routines into her schedule. !he ma'es sure to include any
activities that the whole school needs to be doing at the same time. or instance,
many schools have a %rop #verything and 2ead I%#-2J time right after lunch.
!econd, she creates predictable routines that her students can follow easily. !etting
aside a short amount of time in the morning for students to complete arrival
routines and get organi1ed for the day helps to teach elementary students the
importance of being prepared. 0i'ewise, having speci3c dismissal routines they
must follow helps them to ma'e sure they are ta'ing home everything they need at
the end of the day. Third, she coordinates with her grade-level peers. ourth, she
allows for some fexibility in her schedule. 0essons can run longer Ior shorterJ than
she expected or some activities li'e earth/ua'e and 3re drills and special
assemblies may interrupt her schedule. !he said itKs o'ay if every once in a while
you donKt accomplish everything you planned for the day. I thin' the activities were
scheduled properly. The time was allotted suAciently for the activity. Individual and
group activities were all planned that+s why it saved time and it+s very organi1ed.
-nd through the guidelines she+s following she+s coming up with an excellent
scheduling.
RECORD KEEPING
The attendance is monitored by chec'ing the permanent seat plan, through
this the teacher can record easily the absences and present in the class. The
teacher has a record boo' where she gets every time she chec's the attendance.
I+ve seen a portfolio cabinet wherein all of the portfolios of the students are put. The
teacher said that it+s very helpful if they have portfolio so that they can monitor
their individual performance.
PHYSICAL ENVIRONMENT
The physical environment of the classroom is very conducive to learning. The
classroom is clean, properly ventilated and lighted, and free from noise distraction.
-lso the bulletin and displays were neatly arranged. They have seat plan so the
seats of the students are organi1ed and permanent. I thin' the seating arrangement
also suits the learning experience of the pupils. The classroom furniture is matching
the si1e of the students.
DISCIPLINE
The teacher is establishing the discipline inside the classroom by following
some rules and guidelines. irst is by selecting a discipline policy that is appropriate
for her students. !he considers her studentsK age and developmental level when
selecting a plan. !econd is by pairing the rules with both conse/uences and
rewards. If she will punish misbehavior, she also wants to recogni1e good behavior.
!he tries to mix positive and negative nearly e/ually in her plan to ensure that
students see that good behavior is rewarded just as much as bad behavior is
punished. Third she created a poster on which this discipline policy is clearly
outlined. eaturing her policy on a poster allows students to refer to the regulations
regularly and gives her something to which to draw studentsK attention when
discussing behavior. !he placed her poster prominently on a classroom wall.
clari3cation. I thin' her approach is very preventive. 9y creating and implementing
a classroom discipline plan to prepare her students to follow the rules and
regulations that they will be bound by once they reach adulthood. !imultaneously,
sheKll be maintaining a calm, productive classroom atmosphere conducive to
conventional studies.
ROUTINES
The routines are properly established and organi1ed. The teacher is also
following some guidelines in establishing routine in the classroom. she organi1es her
classroom to be e5ective in providing structure and routine before her students
arrive. There should be a space for their bac'pac's, lunches and homewor'. she
labels everything clearly. .aterials and sections of the classroom should also be
labelled. This will allow students to become more familiar with where things go.
Then when she says it is time to clean up, they will be able to do so e5ectively.
Third, she sets a schedule. This sounds easy, but it is very important.
!tructure and routine are essential to 'eeping children focused and your
stress level down. -nd I thin' all the procedures are placed properly and e5ectively.
6hen routines and procedures are carefully taught, modeled, and established in the
classroom, children 'now what+s expected of them and how to do certain things on
their own. 8aving these predictable patterns in place allows teachers to spend more
time in meaningful instruction.
Classroom )anagement )atri7
Classroom
)anageme
nt #rea
%bser.ation
Description of the
Supporti.e )easures
%bser.ed
=our #nalysis
Comments on the
E@ecti.eness of the
Supporti.e )easure
=our #nalysis
"ecommendat
ions
$. <rgani1at
ion Plan
-s I+ve observed the
organi1ational plan, the
classroom structured is
fexible. The instructions
are carried both
individually and by
group. -nd the teacher
is ensuring that furniture
arrangement promotes
learning opportunities.
!he has a seating chart.
!he maintains plans for
materials and
assignment
management. -nd she
creates bulletin boards
that foster learning. !he
ensures bulletin boards
are informative,
relevant, aesthetic, and
related to class
activities.
Teacher success, in
relation to both student
learning and teacher
eAcacy, can often be
traced to the ability of the
teacher to manage the
classroom. 2esearch
shows that e5ective
classroom organi1ation
and management during
the 3rst few wee's of
school are crucial in
determining expectations,
behavior patterns, and
procedures that will
persist throughout the
school year. 9ut I thin'
the teacher was able to
establish a good
organi1ational plan and
I+ve seen that it+s wor'ing
smoothly.
I thin' the
teacher really
implement and
create a good
organi1ational
plan. I have
observed that
she provides a
productive, safe
environment
conducive to
learning. !he
fosters self-
respect,
responsibility,
and empathy in
my students.
-nd she spar's
enthusiasm for
learning.
&. !chedule
%uring my observation,
I+ve noticed that the
teacher is following
guidelines to ensure a
successful scheduling.
I thin' the activities were
scheduled properly. The
time was allotted
suAciently for the activity.
Individual and group
<ne of the
hardest things
to do as an
elementary
school teacher
irst she incorporates
any pre-scheduled
school wide activities
and routines into her
schedule. !he ma'es
sure to include any
activities that the whole
school needs to be doing
at the same time. or
instance, many schools
have a %rop #verything
and 2ead I%#-2J time
right after lunch.
!econd, she creates
predictable routines that
her students can follow
easily. !etting aside a
short amount of time in
the morning for students
to complete arrival
routines and get
organi1ed for the day
helps to teach
elementary students the
importance of being
prepared. 0i'ewise,
having speci3c dismissal
routines they must
follow helps them to
ma'e sure they are
ta'ing home everything
they need at the end of
the day. Third, she
coordinates with her
grade-level peers.
ourth, she allows for
some fexibility in her
schedule. 0essons can
run longer Ior shorterJ
than she expected or
some activities li'e
earth/ua'e and 3re drills
and special assemblies
may interrupt her
schedule. !he said itKs
o'ay if every once in a
while you donKt
accomplish everything
you planned for the day.
activities were all planned
that+s why it saved time
and it+s very organi1ed.
-nd through the
guidelines she+s following
she+s coming up with an
excellent scheduling.
is to 3nd the
time to 3t
everything in.
There are so
many s'ills to
teach and only
so much time in
the day. To
ma'e sure that
the entire
curriculum is
taught
e5ectively, it
helps to create
a classroom
schedule.
,iving
appropriate and
clear
instructions.
0ac' of
explaining
instructions
clearly eats
away at
valuable class
time. .odel
whenever you
can and tone
your language
to suit large
mixed ability
classes, small
groups, wea'
students, and
3nally, the age
of your
students.
(. 2ecord
Eeeping
The attendance is
monitored by chec'ing
the permanent seat
plan, through this the
teacher can record
easily the absences and
present in the class. The
teacher has a record
boo' where she gets
every time she chec's
the attendance. I+ve
seen a portfolio cabinet
wherein all of the
portfolios of the
students are put. The
teacher said that it+s
very helpful if they have
portfolio so that they
can monitor their
individual performance.
I thin' the teacher has
e5ective record 'eeping
techni/ue. !he+s right in
creating a seat plan to
easily chec' the
attendance of the pupils.
-lso, it is correct to have
a portfolio for each
student so that they can
monitor their performance
and enhance it right away
if needed.
#5ective,
continuous
record 'eeping
lies at the heart
of our best
teaching
and learning. It
enables us to
plan,
to organi1e,
and to create
the best
learning
environment for
each child.
2ecord 'eeping
is an e5ective
tool for
trac'ing
contributions
made by
individual
students in our
classroom, for
assessing
students, for
informing
students
and parents
about growth
over
time, and for
setting goalsL
by both
students and
teachers.
Eeeping trac'
of our students
with classroom
observations
and systematic
notes yields
information that
cannot possibly
be
gleaned from a
traditional
chec'list,
report card, or
standardi1ed
test. !o it is
very important
as a teacher to
'now the best
techni/ue and
strategies in
record 'eeping.
). Physical
#nvironm
ent
The physical
environment of the
classroom is very
conducive to learning.
The classroom is clean,
properly ventilated and
lighted, and free from
noise distraction. -lso
the bulletin and displays
were neatly arranged.
They have seat plan so
the seats of the students
are organi1ed and
permanent. I thin' the
seating arrangement
also suits the learning
experience of the pupils.
The classroom furniture
is truly matching the
si1e of the students.
I thin' the teacher did a
good job in creating a
physical environment that
is very conducive to
learning. !he has a
classroom suited to the
learning ability and level
of her ,rade II pupils. I
can conclude that if she
maintains it, de3nitely she
can come up with her
goals in providing a
classroom promoting a
healthy and wonderful
learning experience.
#very teacher
'nows that a
safe, clean,
comfortable
and attractive
classroom can
stimulate
learning and
help build a
classroom
community. 9ut
for many
teachers,
setting up the
physical
environment of
their
classrooms can
be /uite
daunting,
especially when
faced with older
buildings,
crowded
classrooms and
insuAcient
storage space.
Dou can ma'e
the most of
your classroom
environment by
carefully
considering
your needs and
the needs of
your students.
H. %iscipline The teacher is
I thin' her approach is
very preventive. 9y
#5ective
enforcement of
establishing the
discipline inside the
classroom by following
some rules and
guidelines. irst is by
selecting a discipline
policy that is appropriate
for your students.
*onsider your studentsK
age and developmental
level when selecting a
plan. !econd is by
pairing the rules with
both conse/uences and
rewards. If she will
punish misbehavior, she
also wants to recogni1e
good behavior. !he tries
to mix positive and
negative nearly e/ually
in her plan to ensure
that students see that
good behavior is
rewarded just as much
as bad behavior is
punished. Third she
created a poster on
which this discipline
policy is clearly outlined.
eaturing her policy on a
poster allows students
to refer to the
regulations regularly and
gives her something to
which to draw studentsK
attention when
discussing behavior. !he
placed her poster
prominently on a
classroom wall. ourth,
she explains the
discipline plan to her
students. !he moves
through the plan clearly
and deliberately,
discussing each facet of
the policy individually.
!he of course allows the
students to as'
creating and
implementing a classroom
discipline plan to prepare
her students to follow the
rules and regulations that
they will be bound by
once they reach
adulthood.
!imultaneously, sheKll be
maintaining a calm,
productive classroom
atmosphere conducive to
conventional studies.
classroom
discipline is a
pre-re/uisite for
the smooth
operation of
any classroom.
-lthough your
main goal as a
teacher is to
provide your
students with
the academic
lessons they
need to
succeed in
adulthood, you
also play an
important part
in teaching
them how to
behave
e5ectively and
appropriately.
/uestions for
clari3cation. ifth, she
reviews the discipline
plan daily. !he starts her
day by as'ing a student
to read the policy to the
class, or select a rule on
which to focus each day.
9y continually returning
to the plan, she not only
allows students to
develop a better
understanding of the
plan but also ma'e it
clear that the plan is
important. !ixth, she is
enforcing the discipline
plan faithfully. -nd
lastly, she focused on
the positive whenever
possible. !tudents
generally respond more
favorably to positive
stimuli. !he praises
instead of correct
whenever she can. !he
even gave an example@
if students are supposed
to line up for lunch and
only a few follow
directions, loudly praise
the students who did
complete the tas'
instead of chastising
those who didnKt. The
other students, seeing
and wanting the same
praise, will fall into line.
". 2outines
The routines are
properly established and
organi1ed. The teacher
is also following some
guidelines in
establishing routine in
the classroom. irst she
organi1es her classroom
to be e5ective in
providing structure and
routine before her
I thin' the routines she
formulated are very
uni/ue yet e5ective.
-ctually, if I+ll be in the
actual 3eld, I+m going to
follow her superb and
operative routines so that
I can also ensure a well
managed time and well
organi1ed classroom.
!tructure and
routine are
essential to
'eeping
children
focused and
your stress
level down. -nd
I thin' all the
procedures are
placed properly
students arrive. There
should be a space for
their bac'pac's, lunches
and homewor'. !econd,
she labels everything
clearly. .aterials and
sections of the
classroom should also
be labeled. This will
allow students to
become more familiar
with where things go.
Then when she says it is
time to clean up, they
will be able to do so
e5ectively. Third, she
sets a schedule. This
sounds easy, but it is
very important. 6hen
students arrive in her
classroom they should
'now that they have
until a certain time
before their des's
should be cleared and
the teaching starts. -lso
she plans for the in-
between times as well.
0ining up to go to
another classroom or
outside needs to be
structured. >7o tal'ing>
and >hands to yourself>
should be set rules early
on. !he has a signal to
alert her students to line
up or move on to the
next activity, such as
ringing a bell or
switching the lights o5.
If her students 3nish a
tas' early, she
established what they
can and cannot do while
others 3nish their wor'.
ourth, she starts the
day how she ends it.
ifth, she uses
conse/uences and
and e5ectively.
6hen routines
and procedures
are carefully
taught,
modeled, and
established in
the classroom,
children 'now
what+s
expected of
them and how
to do certain
things on their
own. 8aving
these
predictable
patterns in
place allows
teachers to
spend more
time in
meaningful
instruction.
praise. -nd lastly she
even plans for
emergencies and special
occasions. !tudents
need structure and
routine not only for
everyday tas's, but also
for emergencies and
special occasions. !he
rehearses procedures
with her students so
they can become
familiar with what to do
in case of an emergency.
)y #nalysis
$. In what area of classroom management was the teacher most e5ectiveC 6hich of
the supportive measures were e5ectiveC 6hyC
The area of classroom management wherein she+s most e5ective is discipline. I
thin' all of her supportive measures were eAcacious. %uring my observation,
I+ve noticed that the pupils were well disciplined and behave not only during
discussion but even the teacher is away. !o it just shows that the guidelines
she+s following to maintain a good discipline is wor'ing. !he already starts to
develop good moral character among pupils.
&. In what area of classroom management was the teacher least e5ectiveC 6hich
supportive measures were not e5ectiveC 6hyC
I thin' she+s very e5ective in all aspects. I am not seeing any faws regarding her
organi1ational plan, record, 'eeping, physical environment, scheduling, discipline
and routine. It might not be perfect but I thin' the important thing is to ful3ll your
goals in accordance to your guidelines.
(. !uggest more e5ective ways for your answer in number &.
!ince I am seeing her classroom management with no faws, I+ll just leave a
good message about it. #5ective classroom management is about the teacher
'eeping the students actively involved in the entire lesson. 9y practicing the
teaching strategies above, teachers will greatly reduce classroom management
problems.
)y "e5ections
$.. %escribe at (-H characteristics of a teacher who can establish a well-managed
classroomC
There are so many classroom management characteristics li'eB
Adaptability - is the ability of a person to blend him ? herself according to the
external situations.
Decisiveness - having the power to decide@ conclusive. *haracteri1ed by decision
and 3rmness resolution.
Delegation - is the handing of a tas' over to another person, usually a subordinate.
It is the assignment of authority and responsibility to another person to carry out
speci3c activities.
&. 6hat characteristics do you have at present that can ma'e you an e5ective
classroom managerC #laborate how these characteristics can help you.
I thin' I have the empathy, adaptability, and decision ma'ing s'ills. I can
de3nitely sue those s'ills to ensure an e5ective classroom management.
-daptability will of course help me to adjust easily to situations and changes. or
example, if I+ll be transfer in di5erent classroom I can still create a new and good
atmosphere to my students which will promote a conducive learning environment.
-lso, if I have the empathy I can understand their individual di5erences which will
help me to maintain and foster good discipline and routines inside the classroom.
-nd last, if I have the good decision ma'ing s'ills I can create a guidelines and rules
to insure and e5ective classroom management.
(. 6hat characteristics do you have at present that can hamper you from becoming
an e5ective classroom managerC 8ow can you overcome these characteristicC
8onestly I need to develop and gain more patience because I thin' that+s the
characteristic that I have that will de3nitely hamper me in having an e5ective
classroom management. I 'now that I can overcome this because I+m already
practicing it in my daily life. I+m beginning to be more patient at all time regardless
of whatever the situation is.
EP'S%DE 2:
T>E TE#C>E" #!D T>E C%))<!'T=
The role of the teacher in a positive school-community relationship is
extremely important since it is the teacher who is the bac'bone of the educational
system. -lthough school boards create school policy and administrators interpret
these policies, teachers are the personnel who implement school policy. Teachers
must also be prepared to ma'e the most favorable impression possible in even the
most innocent of circumstances in order to maintain public support. The
communityKs perceptions of the teacher a5ect their perceptions of the school and
subse/uently student morale, school resources, and support for the school in
general.
Community Tour %bser.ation "eport
Issues/Concerns/Probles o! "#e Coun$"%
There are lots of issues this community is currently facing. The issues are in
transportation, pollution, health, and security. In terms of transportation, although
the school is along the highway but it really ta'es time to reach the school because
of heavy traAc. This is an everyday issue and it seems that it will be a forever
concern if the government will not thin' of plans to resolve this. Pollution is another
problem because of the gases coming from the buses and vehicles and other
companies near the community. -lso, some areas in this locality are currently
having problem with the smell of the air they breathe especially if it+s windy and
rainy season. It is because of the piggery near the locality. They said that they
already 3led a complaint against that piggery but sad to say until now it+s still
operating. This problem is also a5ecting the health of the people living in the
community. -nother issue is the security. There are areas in Pulo wherein an intense
security measure should be followed to avoid any accidents and criminal activities.
Coun$"% Resources
There are di5erent community resources that we can visit and see in Pulo
*abuyao, 0aguna. !ome of them are factories li'e 2-. ood Products Inc., 9ajet
*reations, Inc. and .axglory #nterprises Phils., Inc. There are also shops, sports
and recreational centers, health centers, other education institution li'e .alayan
*ollege and of course the church where students can visit to enhance learning. -nd
also there are prominent people here in Pulo that can be invited as resource person.
Coun$"% Ass$s"&nce/Ser'$ce G$'en b% "#e Sc#ool
The community is assisting the school in various ways. In terms of health
assistance the health center is providing it, for religious and faith deepening the
church is near for them to come and visit. or 3eldtrip to enhance their educational
'nowledge and learning .alayan *ollege is there to welcome them. To 'now more
about the products they+ve been using some factories are open also for them to
witness how they create those products.
)= #!#$=S'S
$. !uggest new ways by which school can creatively use the resources of the
community.
!ome ways by which school can creatively use the resources of the
community are the followingB
-. *hanging the educational experiences of children by moving beyond the
classroom walls can diversify the array of learning opportunities and connect school
lessons with daily life and real problems.
9. The lac' of a nearby science center need not be a limitation. *ommunity
resources include unconventional sites, such as the tile factory or a hardware store,
fabric store and farm. 6hile extended 3eld trips can be rewarding, short school yard
trips can be e/ually valuable. These allow children to discover answers for
themselves in a familiar context. -nd since the school is near at some hardware
store, fabric store and farm I thin' this can be successfully done.
*. 9ringing the *ommunity into Dour *lassroom
Guests. ,uest spea'ers from the community can provide new information and
experiences to students and lin' the school to the world outside. The teacher should
spend time with the guest before the visit so they can discuss the age level of
students and 'inds of activities and information appropriate for this age group@ the
needs of the guest during the visit and his or her general comfort level with
children@ the topic of the presentation and the studentsK general 'nowledge about
this topic@ and what the teacher can do before to ma'e the visit a success. !ta5 of
state agencies can serve as classroom partners or as 'nowledgeable resource
people.
&. 8ow can the school address the issues?concern and problems of the communityC
*ommunicate and cooperate with the government. .a'e them aware of the
issues faced by the school. %on+t just communicate with tem, ma'e sure that they
will respond and resolve the issue. -lso do your part, for sure you can thin' of
solutions to resolve the problem in your own little ways.
(. 6hat possible lin'ages can the community and the schools haveC
,reater interaction between schools and communities can enhance
educational outcomes.
It also builds the role of schools as contributors to the vitality of their local
community. In primary schools the aim is to have appropriate interaction between
the school and community to leave students with values of citi1enship and more
basic integration into the curriculum. The possible lin'ages between the school and
community are the government, other educational institution, industries and
factories, museums, library and recreational centers lin'ages.
)y "e5ections
$. 8ow did you feel while you were going around the communityC 6hat things did
you learn that you might have ta'en for granted beforeC
I felt unaware of some things happening in the community which are a5ecting
the lives of the pupils. I learned the importance of good communication with the
government and other lin'ages to resolve the issues concerning the issues of the
school. I also learned that community has many functions to promote the common
goal which is /uality education. I+ve 'nown that community is a source of student
curriculum based learning. Dou really need to see' assistance form them to ma'e
your plan come to reali1ation.
&. -s a future teacher, what do you thin' will be your role in the communityC
Teachers serve as not only educators, but also mentors and role models
especially in the modern world, where values such as respect for elders, sharing,
and cooperation among peers are not always taught in the home. Doung students
loo' to their teachers when determining how to interact as adults. !o I thin' I will be
paying di5erent roles. -lso I will ma'e sure to lin' the community and school. I want
them to wor' hand in hand to achieve one goal which is to promote learning.
(. 8ow will you encourage more community participation among teachers and
studentsC
irst I will teach them the importance in community participation among
teachers and students. Then I+ll show examples and good result of this connection. I
will do my best to inculcate in their mind that imagination and creativity in using
community resources can help students connect school science and mathematics
with applications in the community, as well as helping students better learn basic
concepts. They can learn science and mathematics from many sources, in a range
of di5erent ways, and for a variety of purposes. Ta'ing them to a scie