FS 4

Exploring
the
curriculum

EPISODE
3
TELL ME
Your Target
At the end of this episode, you should be able to deliberate on the principles
involved in designing the curriculum and the learning activities provided.
Your Map
In your observation, please do the following steps:
1. Critique the information from the curriculum theory and practice through
observation of the:
a. Learning environment
b. Subject matter
c. Books & internet resources used
2. Write your observations including the information you gather.

3. Reflect on your experience.

Your tools
For this episode, please use the activity form provided for you below.
My observation report
The learning
Subject matter/s covered
environment

Library and/or
internet resources

Properly
maintained the
cleanliness
Vividly see the
different
learned
curriculum
Conducive
In accordance
to the
foundation of
humanism
Congruence to
the capacity of
learners
Most of the
rooms are
convertible to
different
educational
room activities

Oral Languages
in English

Phonological
Skills
Book and Print
Knowledge

Alphabet
knowledge
Phonic and
Word
Recognition

Fluency

Spelling

Writing
/Composition

Handwriting
Grammar
Awareness and

Have sufficient facility in

English to understand
spoken discourse and to
talk and interact with
others about personal
experiences and text
listened to or read
Be able to demonstrate
phonological awareness at
the levels of the syllable
and the phoneme
Demonstrate and use
concepts of print, such as
directionality, spacing,
punctuation and
configuration
Recognize, name and
sound out all the upper
and lower case letters of
the alphabet.
Use sight word recognition
or phonic analysis to read
and understand words in
English that contain
complex letter
combinations, affixes and
contractions
Read aloud grade level
texts effortlessly and
accurately, without
hesitation and with proper
expression
Spell words with two or
more syllables using
phonic, semantic, and
morphemic knowledge
Express their ideas
effectively in formal and
informal compositions to
fulfill their own purposes
for writing
Write legibly in manuscript
or cursive writing
Demonstrate

It is
conducive
Materials
are properly
utilized by
the students
Doesnt
show much
innovation
Based on
practicality
Learner
centered
The learner
but not all
can access
to the said
facilities
Lack of
personal
maintenanc
e related to
expertise
Some of the
references
were
obsolete

Structure

Vocabulary

grammatical awareness by
being able to read, speak
and write correctly
Communicate
effectively, in oral and
written forms, using the
correct grammatical
structure of English

Acquire, study, and use

English vocabulary words
appropriately in relevant
contexts
Reading Comprehension and Study
Strategies
Use of Content
nowledge
and Prior
Activate prior knowledge
conceptually related to text
and establish a purpose
for reading
Comprehension Be self-aware as they
Strategies
discuss and analyze text
to create new meanings
and modify old knowledge
Comprehending Respond to literary text
Literary Text
through the appreciation of
literary devices and an
understanding of story
grammar
Comprehending Locate information from
Informational
expository texts and use
Text
this information for
discussion or written
production
Attitude
Demonstrate a love for
reading stories and
confidence in performing
literacy-related
activities/task
Viewing
Demonstrate critical
understanding and
interpretation of visual
media
Study Strategies Organize, process and
use information effectively

Analysis:
What should teachers know about curriculum design?
Knowing about curriculum design and different learning styles empowers you
to develop and adapt lessons to meet the needs of the learners.
A curriculum has the following characteristics:

It comprises the experiences of children for which the school is

responsible.

It has content.

It is planned.

It is a series of courses to be taken by students.

The curriculum is viewed as a composite whole including

the learners and their interaction with each other

the teachers and the instructional materials,

teaching and learning methodologies,

anticipated and unanticipated experiences,

Outputs and outcomes possible within a learning institution.

What do most principles and theories of curriculum development have

in common? How is this commonality expressed or spelled out in the
curriculum of the class you have observed?
Curriculum as process, we have seen that the curriculum as product model is
heavily dependent on the setting of behavioral objectives. The curriculum,
essentially, is a set of documents for implementation. Another way of looking
at curriculum theory and practice is via process. In this sense curriculum is
not a physical thing, but rather the interaction of teachers, students and
knowledge. In other words, curriculum is what actually happens in the

classroom and what people do to prepare and evaluate. What we have in this
model is a number of elements in constant interaction. It is an active process
and links with the practical form of reasoning set out by Aristotle.

MY REFLECTION

EPISODE 4

Bridging
Educational
Processes

Our Observation Report

CALENDAR OF ACTIVITIES
June

Independence Day
Flag Parade
Majorettes and Drum Corps Parade

July

Nutrition Month
Food exhibit and other contest

August

Linggo/Buwan ng Wika
Palatuntunan, Palaro, Parade

September :

Scouting Month
Kid Scouting, Twinklers

October

UN Celebration
Costume Parade, Majorettes &
Drum Corps parade

December :

Christmas Party
Program, games, etc.

February

Valentines Celebration
Mr. & Ms. Yuletide 12

March

Moving on Ceremonies (4th)

Our analysis:
How important is involvement of all stakeholders of the school in the
school program and activities.
Stakeholders play very important role in the school. They are main
supporters/Human resources in realizing school programs and projects.

What specific principle of curriculum development justifies the

importance of cooperation and collaboration among all stakeholders of the
school?
The specific principle of curriculum development justifies the importance of
cooperation and collaboration among all stakeholders of the school is the
linkages because it shows all the records of resources generated from internal
and external stakeholders that make school programs and projects become
possible.

Episode 5
COLLECT
AND
CRITIQUE

MY ANALYSIS REPORT
The Topic
Art: Animals in the
Philippines- Using
Different Lines to
Create Textures on
Drawings

Define the art

vocabulary

Identify different
animals found in
the Philippines

Use lines and

shapes to draw
different kinds of
animals

Identify and
describe the
shapes and lines
that can be found
in the images of
animals

Use different
lines to make the
textures on the
covering of
animals

Learning Activities

Show to students
pictures or
drawings of
animals.

Discuss
similarities and
differences of the
animals they
know of.

Distribute
materials with
simulation of
textures.

Ask the students

to choose an
animal to draw,
encouraging to
draw the textures
on animals skin.

MY INTERVIEW REPORT
Challenges
Resources needed
Shortage on
Instructional

Assessment of
Learning
Pick a drawing
randomly from the
class Then ask the
class to identify the
animals, the lines and
shape used to draw
the animals and to
show textures of the
animals skin
Ask them to classify
the animals depicted
in their drawings
according to shape,
size and color.

Planning Strategies
Acquaint the

learning
materials

Use of mother
tongue
Childrens level
of learning

Integrating real
life applications

motivation

materials

Lesson plan

Art materials

learners to art
vocabulary

Hands on
activities

Group learning

Class
discussions

Work
presentation

Our Analysis
How important is it for teachers and curriculum planners to anchor their
curricular plans to specific theories and principles of curriculum
development?
Theories and principles of curriculum development serve as the backbone of the
learning and teaching process. The tried and tested theories and principles allow
the teacher to strategically plan his learning objectives and methods. If the
curricular plans are not anchored to theories and principles, we might run the risk
of creating a teaching error that could affect the learning experience of the
students. However it is not necessary that the teachers would solely rely on
specific theories and principles of curriculum development because some
theories and principles may no longer be applicable for the enhancement of
students learning due to the changing needs and interest of the students.
Although creating new strategies and teaching styles may look appealing than
the previously used ones, careful planning must be done before executing it.
Aside from the teacher, who else should be involved in the curriculum
planning? Expand your thoughts.
The school administrators, faculties, staff, heads, should participate in curriculum
planning because they can provide the necessary planning in terms of structural
changes, more materials, and the like. Aside from them, the students
performances, level of learning and experience should also be taken
inconsideration so that their needs and concerns will be addressed and
consequently be provided with appropriate experiences and activities useful for
their subject areas. In the same manner professionals can also be consulted in
their field of specialization. Parents can also provide valuable input especially for
young learners curriculum. Other stakeholders, like local government units, the
community surrounding the school and NGOs might be able to make a pertinent
participation. These different stakeholders must be involved in the curriculum

planning so that the curriculum will continue to be relevant and efficient in

attaining the learning objective.
REFLECTIONS
From your FS experience, take a look into your significant learning and personal
reflection. Express it in a simple poem. Then Share it with your classmates and
your Field Study teacher.
You, I
You came to learn
I see you come.
You came to experience
I see you fail.
You were more than what you seem
That, I failed to see.
You failed some more
I see less of you.
You asked how to
I hear no one
You were the diamond
That I saw as a rock. And so its I who failed.

FS 5

LEARNING
ASSESSMENT
STRATEGIES

EPISODE
3
LOG ME

MY REVIEW NOTES
Authentic assessment refers to the practice of assessing student mastery via the
completion of real world tasks in which the student applies knowledge and skill
acquired in the instructional process. Authentic assessments may include writing
assignments, completing individual or cooperative projects, portfolios, teacher
observations, performance or demonstration assessments, or any other assigned
task that will provide evidence of competency. It is a good idea to provide a
selection of assessment types that will match a variety of learning styles.
The idea behind authentic assessments is to have students demonstrate their
knowledge in ways that are much more applicable to life outside of school.
Students are given tasks to perform that have applications in real life rather than
just selecting an answer. Performing these tasks may demonstrate a more solid
understanding of the material than simply selecting an answer, and they are
more relevant to the skills students need outside of school.
Authentic assessment, also called direct, alternative or performance-based
assessment, gives students other opportunities to show what they know.
Authentic classroom assessment tasks include creating posters or other artwork,
keeping learning logs or journals, conducting experiments, working individually or
in groups to complete projects, giving performances or presentations, building a
portfolio, writing letters to authorities to address an issue, or organizing a solution
to a community-based problem.

REFLECTIVE JOURNAL
What were your personal strategies in choosing relevant articles to read?
In choosing relevant articles to read, first we looked for articles that are related to
the topic. Then we checked the reliability of the website, are the content of the
article relevant? Does it contain useful information? Is the publisher
knowledgeable/expert of the topic? These are the things we consider in
researching the topic.
What are your insight and feelings about the new trends in classroom
assessment?
We appreciate how assessment has evolved these days. Gone are the days
where traditional and standardized testing were the only reliable means of
evaluating a students learning. Indeed, assessment must keep up with the
changing times and types of learner we nowadays have. Authentic assessment
allows the learners to show their knowledge in a variety of ways making this type
of assessment beneficial especially to learners who have difficulty when it comes
to expressing their knowledge during paper and pencil assessments. Since it
incorporates social and behavioral skills necessary both inside and outside the
classroom, students learn how to work with others during group projects, and
must practice positive character traits such as honesty and perseverance. So,
not only does it integrate higher-order thinking skills and creativity, but it also

promotes acquisition of positive characteristics which our society nowadays

lacks. We strongly believe that these new trends in classroom assessment must
be continued, improved and encouraged.
What is your most meaningful learning from this activity?
All assessments are created to serve some purpose, all of which designed to aid
a students learning. Our most meaningful learning from this activity is that
assessment is a vital part of classroom instruction; through assessment, teachers
can determine how effective their lessons have been in teaching pupils the
intended facts and skills. It is therefore important that teacher device an
assessment that would effectively demonstrate a learners understanding of
concepts that has been taught. Classroom assessment is dynamic as the
changes that occur in the society. For that reason, a teacher must allow
adjustments in his strategies not only on his teaching but on his assessment
method as well. Assessment could be in many forms, but an effective
assessment is one where teachers can develop an understanding of how much
their students truly benefit from their instruction.
MY INTERVIEW NOTES
1. What is your take in authentic assessment?
I believe that as a teacher it is important that we integrate the
different assessment methods in the teaching-learning process. I
acknowledge the benefit of using authentic assessment.
2. What is its advantage over standardized testing?
It provides opportunity for the students to show what they have
learned in different ways. It is not restricted to a single type of task.
Students are more active and lively. It allows students to apply their
knowledge rather than just recalling it to answer a question on the
test and consequently allows us- the teacher to know how much the
student really understands.
3. Is there any disadvantage in using authentic assessment?
Yes, It is more subjective than paper and pencil type of assessment,
so you have to make use of carefully constructed rubrics for the
tasks. Also, more time is required to finish a task than the traditional
assessment.
4. What authentic assessments methods do you prefer using in the
classroom? Why?
Oral assessment, Performance assessment, and Project assessment.
I find them more appropriate for my students grade level.
REFLECTIVE JOURNAL

1. How did you feel about the teachers experience in the use of
authentic assessment?
We feel that the teacher is knowledgeable on how she can effectively
use authentic assessment in classroom. She is convinced of its
advantage but is also aware of its disadvantage which we think is
important in deciding on which type of assessment to use.
2. What do you think have been the gains enjoyed by the teacher and
his/her students from using authentic assessment?
First, the students according to her are more active; especially on
tasks that requires collaboration/group efforts. So it promotes
camaraderie and cooperation. Also, since the focus is not entirely on
recalling facts but instead, on demonstrated skills and concepts
which the students have learned, she is able to assess higher order
thinking skills.
3. Which part of the teachers use of authentic assessment do you feel
like improving or revising?
We believe that the teacher is knowledgeable enough of the different
assessment method including the authentic assessment and so we
feel that theres nothing to revise.

EPISODE
5
BUILDME
UP

Your Tools
As you observe a class, note down your significant observation of the
product-oriented activity in the classroom. Then, make an assessment plan. For
these tasks, please use the ACTIVITY FORM provided for you. For your
proposed plan for product-oriented assessment, it is recommended that you use
the format that you agreed in your Assessment-2 class. Please remember that
the rubrics are part and parcel of your assessment plan.
OBSERVATION NOTES
Name of the School Observed: Buraguis Elementary School
School Address: Buraguis, Legazpi City
Date of Visit:
Grade/Year Level: IV
Subject Are: Math
Subject matter: Polygon
Describe in bullets the product-oriented activity you observe.
Discuss the previous lesson before discussing the new topic. (activating
the schema)
Giving example of the topic and interact with the students by letting them
answer the specific problem. (Each student has a freedom to participate
and give insights about the topic.)
Group Activity- each group has assigned problem that will be solve and
discuss/explain by their group leader/representative.
Quiz- the teacher will give a short quiz related to the present lesson. The
students will be exchange their paper then they will check it after they
finish the quiz. (the teacher will assess and give comments.)

Your plan
Now that you noted your observation, compose your thoughts and think
about what product-oriented assessment design you think is more appropriate for
the classroom you have observed. In bullet form, list the procedures of your
proposed assessment in the box below.
Students should perform, create, construct, produce or do something
Should have a reasoning skills
Involves sustained work
Calls students to explain, justify and defend
Performance is directly observable
Involve engaging ideas of importance and substance
Relies on trained assessors
Multiple criteria and standard
There is no single correct answer
If authentic, grounded in real world contexts and constraints

MY PLAN
LEARNING OBJECTIVES:
To compile sample of news
To identify each news sample according to its parts
To present it in an organized manner
General Product-oriented Performance task:
To submit a compilation of news identified according to its parts
Target Skills:
Creativity
Collaboration
Cooperation
Handwork
Learning Activities (Specific tasks):
1. To bring a newspaper and cut-out news samples
2. To work on a group, when identifying the parts of the newspaper
3. Paste the news sample in a bond paper and fasten it in a folder
Assessment Tasks:
Rubric
The final product should show the following:
a) Neatness The compilation should not have scratches, dirt. Etc.
b) Completeness- The compilation should contain all the parts of newspaper
c) Creativity- The compilation should include designs which are appropriate
and pleasing to the eyes.

NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN

Name of the School Observed: Buraguis Elementary School
School Address: Buraguis, Legazpi City
Date of Visit:
Grade/Year Level: IV
Subject Matter: Parts of the
newspaper
Subject Area: English
What are the best features of my product-oriented performance assessment
design?
The students able to:
Be creative
Enhance reasoning skills
Cooperation
What specific conditions are necessary for a successful use of my productoriented performance assessment design?
The students should know the parts of the newspaper and the contents of
the newspaper.
What basic points should the user of this design consider?
The user should also know the necessary concepts and ideas of the skills
to be developed
Knowledge in content reading
Formulate a SMART type assessment

Your Analysis
Do you think your originally designed product-oriented performance
assessment can appropriately assess the teachers learning objective?
Why? Why not?
Yes, because it contains the SMART type assessment which is
appropriate in teachers learning objective.
Why do teachers need to give attention to the students product oriented
tasks? Why do they need to assess them?
Teachers should give attention to the students product oriented tasks
for them to monitor their teaching effectiveness as well as the
acquired learning of her students. They need to assess the students
to know which part of the lesson she should focus, discuss again and
to develop what other strategies that is suited for discussion that will
be effective to get the highest targeted numbers of student who learn.
In what conditions can the product-oriented performance assessment be
used more appropriately?
The product-oriented performance assessment used more
appropriately in the recitation, group activity and examination.

REFLECTION
I have observed that the classroom organization as well as the procedures
and the students individual characteristics were just common to every
classroom. I had a lot of experiences and learning about the pupils behavior. The
physical arrangement was somewhat cozy, the daily procedures and routines
were done as scheduled. I as an observer keep a running record of everything
that happens during the instructional period to get an overview of the lesson. The
lesson was organized in a manner that the objectives were presented to be
perceived by the students. The materials, methods and procedures of the lesson
plan were successfully executed. When theres a problem that may arise in the
classroom the teacher can easily resolved conflicts, as the teacher uses kind
words and dealing it with a low tone voice. For the past few months of
observation, we have come up with a better understanding of the world we are
trying to fit in.
Finally, this field study that is considered to be an enriching experience in
developing and utilizing the appropriate strategies to facilitate learning was a
wonderful experience not just to be kept as a memory to be remembered but it
should be kept in the heart for further application in the future and the knowledge
that we have gained all throughout the study will be our stepping stone to a more
complex challenges that we will be facing.

EPISODE 1
THE
TEACHER
AS A
PERSON

TEACHER INTERVIEW FORM

TEACHERS INTERVIEW FORM
1. Teachers Name: MA. GANDA B. ALMOGUERA
Subject Taught: Math, EPP, MSEP, and Filipino
Level:
Grade IV
a. My goals for my pupils are to impart my knowledge for them to
learn, master the lesson and develop high intelligence in academic
aspects.
b. What I really want to teach to my pupils is the development of my
pupils positive attitude, good values and to become good example
is one of the ways to do it.
c. I will teach my pupils by following the strategies, approaches and
methods stated in teaching a particular subject including the
integration of values in every subject, as a teacher we should treat
our student like our own child with equal treatment.
2. Teachers Name:
Subject Taught:
a) My goals for my pupils is to develop their skills in the three domains
of learning; the cognitive, affective and psychomotor, by providing
activities that will not create any learning anxiety, rather boost their
self-esteem which will help them to become a better persons in the
future.
b) What I really want to teach to my pupils are the different subject
areas that will develop/increase mastery level of each pupil, lessen
or decrease the number of non-reader and increase their
performance level.
c) I will teach my pupils based on my lesson plan, I will provide
teaching strategies in different learning areas by giving them more
activities that will challenge them in answering HOTS question.
3. Teachers Name:
Subject taught:
a. My goal for my pupils is to enhance their performance level.

b. What I really want to teach to my pupils are the lessons that will
give quality education necessary for pupils development.
c. I will teach my pupils using methods that they could understand
easily.

Teachers Name:
Subject Taught:

Level: Grade

1. My goal/s for my pupils/student is/are the ability to communicate

effectively and to stimulate the development of critical thinking.
2. What I really want to teach to my pupils/students is proper motivation
and guidance, so that my students will engage
actively
in the class and improve their innate
talents.
3. I will teach my pupils/students by different approaches, techniques and
methods.

TEACHERS VALUES AND PHILOSOPHY MATRIX

Teachers
Responses
Teacher 1
1. Why teach

Your Analysis
Values
Reflected

Your Analysis
Philosophy Reflected

Your Reflection
Your
Comments/React
ions

To learn and
master the
lessons

PROGRESSIVISM
introduce change
-change and growth
-encourages to explore
or experiment
-learning by yourself

I agree about the

views of the
teacher

1. What to
teach

Development
of my pupils
positive
attitude and
good values

BEHAVIORISM BEHAVIORALISMlearning change in

behavior
-development of an
individual according to
his or her environment
-put an individual in an
environment for his
development

I agree about the

views of the
teacher

1. How to
teach

Following
strategies
approaches
and methods
stated in
teaching

ESSENTIALISM
-basic education
(fundamental)
-generative power
-common set of
knowledge (basic)
3R: Reading, wRiting,
aRithmetic (computing)

I agree about the

views of the
teacher

Develop skills
in three
domains of
learning

ESSENTIALISM
-basic education
(fundamental)
-generative power
-common set of
knowledge (basic)
3R: Reading, wRiting,
aRithmetic (computing)

I agree about the

views of the
teacher

Teacher 2
1. Why teach

1. What to
teach

Subjects that
develop and
increase
mastery level

1. How to
teach

Provide
teaching
strategies in
different
learning areas

Teacher 3
1. Why teach

Enhance my
pupils
performance
level

1. What to
teach

Quality
education for
pupils
development

1. How to
teach

Used methods
that they could
easily
understand

Teacher 4
1. Why teach

To have the
ability to
communicate
effectively

PROGRESSIVISM
introduce change
-change and growth
-encourages to explore
or experiment
-learning by yourself
ESSENTIALISM
-basic education
(fundamental)
-generative power
-common set of
knowledge (basic)
3R: Reading, wRiting,
aRithmetic (computing)

I agree about the

views of the
teacher

PROGRESSIVISM
introduce change
-change and growth
-encourages to explore
or experiment
-learning by yourself
ESSENTIALISM
-basic education
(fundamental)
-generative power
-common set of
knowledge (basic)
3R: Reading, wRiting,
aRithmetic (computing
ESSENTIALISM
-basic education
(fundamental)
-generative power
-common set of
knowledge (basic)
3R: Reading, wRiting,
aRithmetic (computing)

I agree about the

views of the
teacher

COGNITIVISM
-mental development
takes place
-development of the
mental ability of an
individual
-assimilation,
accommodation,

I agree about the

views of the
teacher

I agree about the

views of the
teacher

I agree about the

views of the
teacher

I agree about the

views of the
teacher

equilibrium
1. What to
teach

Proper
motivation and
guidance

SOCIAL
I agree about the
RECONSTRUCTIONISM views of the
teacher
-baseline of too many
issues and problems
-teacher-centered
curriculum
-student-centered
curriculum
-problem-centered
curriculum
-golden time of peace
and harmony

1. How to
teach

Different
approaches
techniques
and methods

ESSENTIALISM
-basic education
(fundamental)
-generative power
-common set of
knowledge (basic)
3R: Reading, wRiting,
aRithmetic (computing)

I agree about the

views of the
teacher

ANALYSIS
What values and philosophies are reflected in the teachers responses?
You can jot down your thoughts here, and then write your final answers on
the Teachers Values and Philosophy Matrix on the preceding page.
ESSENTIALISM because all of the teachers point of view has basic education
(fundamental), generative power, common set of knowledge (basic) and 3R:
Reading, wRiting, aRithmetic (computing)

Teacher 1

The teacher wants to value their education by studying very well develop
high intellence in academic aspects

Teacher 2

The teacher wants to teach subjects that develop mastery level

Teacher 3

The teacher want to teach lessons that will give quality education
necessary for pupils development

Teacher 4

The teacher wants to teach them proper motivation and guidance so they will
engage actively in class and improve their innate talents.

REFLECTIONS
Which views do you agree with, disagree with? Expound.
I agree with all their views, they show positive outlook towards teaching and it
gives me idea on how to become a better teacher in the future.
This time, its your turn to answer the three sentence completion items.
a.
My goal/s for my pupils/students is/are my goal to my students is the
skills and competence suited to their ability and if possible have a selfdiscipline which will help them learn more what being taught because their
focus and concentration is on the lesson and they can avoid unnecessary
activities..

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

values and concepts that could inspire their lives and help them be a
productive citizens.

c.
I will teach my pupils/students by using appropriate strategy or
approach based on the subject because each learning area has suggested
strategy to be us. But of course it will be with appropriate instructional/visual
materials through using concrete objects/realia, charts, pictures and others,
which will make the lesson interesting and enjoyable.

What philosophy do you adhere to? Why?

Essentialism, because this strongly believes in a strong core curriculum and high
academic standards.

MY MISSION STATEMENT AS A FUTURE TEACHER

My mission is to inspire my students

and influence them to be creative and independent thinkers
I want to make learning fun and interactive
Boosts students self-confident and self esteem
Look at every teaching situation fairly
Keep in heart the value of being a teacher

REFLECTIVE ACTIVITIES
1. Answer the following questions and explain.
2. When you explain your answer, relate it to the kind of teacher you want
to be.
3. Draw or illustrate your answer.
1. a.
If you were a school tool (ruler, pencil, paper, etc.), what would
you be? Why?
Ruler, because I want them to guide
straightly at the same time assess
the students learning capacity at its
full extent.

b. If you were a subject (Math, English, Science, etc.), what would you
be? Why?
Math, because in math, whatever the problem is,
theres a solution, i want to challenge my students in
solving problems that is related to the real life
situation. And it well develop their Higher Order
Thinking Skills, odds of life and develop how to
surpass it in their own way.

1. c.
If you were school furniture (table, chair, blackboard, etc.), what
would you be? Why?

Blackboard, because as a teacher I should be

adoptable, should be open minded to all the changes
that the teaching career may offer and should be
versatile in terms of teaching

Episode 5
THE
TEACHER
AS
A
PROFESSIONAL

Policies/Guideline
s

Rights of teachers
No discrimination

Academic freedom

Comments/sharing Values shown

of the interviewee

Pertinent
laws/provision
s that served
as legal basis
of the
policy/guidelin
e

There should be no
discrimination in the
profession

Respectfulness

Teacher should
enjoy academic
freedom

Independence

Magna Carta
for Public
School
Teachers
(Section 10)
Magna Carta
for Public
School
Teachers
(Section 12)

Duties/obligations
of Teachers
Perform his duty to
Responsible
the school by
discharging his
responsibilities with
accordance with the
philosophy, goals
and objectives of
the school.
Refrain from making
Justice and fairness
deductions in
students scholastic
ratings for acts that
are clearly not
manifestation of
poor scholarship.
Economic and
Social Benefits
Salary scale
The teachers salary Progression
has a regular
increase after 3
years
Cost of living
allowance

Teachers salary
Progression
shall keep pace with
the rise in the cost
of living by payment

The Education
Act Of 1982
(Chapter 3,
Sec 16)

The Education
Act Of 1982
(Chapter 3,
Sec 16)

The Magna
Carta for Public
School
Teachers
(Section 16)
The Magna
Carta for Public
School
Teachers

of cost of living
allowance
Reward/incentive
system:
Salary increase
from Retirement

Disciplinary
procedures
The teaching hours

Additional
Compensation

(Section 18)

Teachers are given

a good
compensation upon
retirement

Progression

Magna Carta
for Public
School
Teachers
(Section 26)

Teachers engage in
6 hrs classroom
instruction

Discipline

Any other activities

should be given
additional payments

Discipline

Magna Carta
for Public
School
Teachers
(Section 13)
Magna Carta
for Public
School
Teachers
(Section 14)

Analysis
1. What values are reflected by the policies and guidelines found in the
school or teacher manual. Put your answers in the matrix above. You may
choose to put some additional comments here.
The values that are reflected by the policies and guidelines are
respectfulness, independence, responsible, justice and fairness, progression,
and discipline. These values must be possessed by all teachers so as to
become an effective teacher and a role model in our society. The mentioned
values reflect the teachers obligations and limitations. It also outlines what
benefits they could get from the profession.
2. Cite the legal provisions/laws that are exemplified by each of the
policies/guidelines that you included in your matrix. To help you, focus on
the provisions of the following:
a. Magna Carta for Public School Teachers
b. Code of Ethics for Professional Teachers
c. Manual of Regulations for Private Schools
d. Certain parts of the Labor code
e. Philippine Teachers Professionalization Act of 1994
These policies or guidelines of the Magna Carta for Public School
Teachers should be adhered by the schools or the government. These

policies are guidelines for the teachers to identify their rights, obligations,
duties, incentives as well as their limitations. Teachers need to be
knowledgeable of these rights as to not be deceived by other officials or
other opportunists. Truly, right information of ones rights is necessary for a
fulfilling profession.
Our reflection
1. How do you feel about the policies and guidelines concerning
teachers? How will you respond to them in the future?
I believe that the policies and guidelines for teachers are important. It serves not
only to lead teachers to the proper conduct in the profession but also to protect
teachers from injustice and inequality. Commitment, passion and respect for the
profession is necessary to a fulfilling teaching career. As a future teacher, we
must be equipped with the knowledge of these policies and rights so we will be
guided as we go through our journey in teaching the future generations.
2. What insights/realizations did you have about the demands of being a
professional teacher? How will you meet these challenging demands in
the future?
We realize that aside from the physical and mental demands of being a teacher,
the teaching profession also gives emphasis to proper conduct and behavior.
Because society expects them to be ethically and morally upright, teachers must
ensure to adhere to the different rules or guidelines set by the law. Also we
realize that teaching is indeed a noble profession that entails professional
growth. It provides opportunities and benefits but requires professionalism at all
times. Teachers are accountable for the efficient and effective learning of our
students. As a future teacher we shall meet these challenging demands in the
future by associating and learning from knowledgeable mentor, and having vast
knowledge about teaching and learning process but not disregarding the ability to
being a good decision maker.
3. What are your values and strengths that can help you become a true
professional?
We believe that self-discipline goes a long way. Discipline establishes good
working habits and productivity. This trait will make way to a conscientious and
professional teacher. Also the passion for the teaching and learning process can
serve as a drive to stay motivated to doing our best as a teacher.

THE TEACHER
AND
THE COMMUNITY

COMMUNITY TOUR OBSERVATION REPORT

Name of the School Observed Buraguis Elementary School
School Address Brgy 58, Buraguis, Legazpi City

Date of Visit January- Feburary 2014

Locality of the School
The school is located at the center of Brgy. Buraguis, Legazpi City. Nearby the
school is the barangay hall where the barangay clinic and library is located. A few
meters from the school is the regional office of the Department of Social Welfare
and Development (DSWD), Commission on Population and also, the shrine of
Our Lady of Guadalupe. A chapel and a basketball court can also be seen in the
vicinity. Barangay Buraguis also includes four subdivisions namely Imperial
Ridgeview, Our Ladys Village, Pambansang Bagong Nayon (PBN) and Sea
View. The surrounding area of the school is generally peaceful and orderly.
However, incidence of house robbery has been reported.
Issues/ Concerns/ Problems of the Community
Issues on Dengue outbreak has been the pressing problem on some areas of
the barangay. Nowadays, concrete steps on how to prevent the outbreak has
been taken. A waste management system is also implemented in the community,
with focus on the segregation of garbage. Reports on house robberies were
noted, blaming juvenile delinquency. Electricity, water, cable and internet lines
are available in the locality. Politics is similar with the politics in other area where
political dynasty is prevalent. The current Chairman is on his second term and a
successor his father who was the former Chairman. However the barangay takes
pride of its various awards received from the city.
Community Resources
The community has a few parks and vacant lots where barangay festivities
or activities are held. Theres also a basketball court where tournaments are held
for the youth of the community. The mentioned resources, as well as the
barangay health center and library can also be utilized by the school to hold or
implement their programs and activities. Aside from this, according to the
Principal/ Officer In Charge, the community has always been generous with their
support to the school. Barangay leaders are said to provide photocopies of
pupils workbooks, musical instruments and school supplies. Members of the
community especially those belonging to certain associations take part in Brigada
Eskwela, and feeding programs. They are always ready to lend a hand in terms
of security, construction, etc in every school programs or activities.
Community Assistance/Service Given by the School
The school on the other hand joins the community in its barangay celebrations
like spearheading the parades, being part of a committee in barangay talent
shows and similar programs.
School personnel also participates in community activities like disaster
preparedness seminar and drills as well as clean and green projects such as
planting trees and awareness and prevention seminars for chikungunya.
Our Analysis
Suggest new ways by which the school can creatively use the resources of
the community.

Resources in the community greatly aid school in pursuing its vision and mission.
These resources can help the learners to develop skills, camaraderie, improve
their learning and gain experiences to help them to be well rounded individuals.
Also, the school can take advantage of the communitys interest in the health and
welfare of the pupils.
The school can also suggest to the community to organize literary and reading
festival as to encourage love for reading among the youth. Or a donate a book
program for the barangay library which will be helpful not only for the pupils but
also for other members of the community who are looking for wider choices of
reading materials.
How can the school address the issues/concerns and problems of the
community?
The school can address the issues / concerns and problems of the community by
proper dissemination of information through information drives. The issues in the
community can be brought up during PTA meetings so as to provide the parents
with the right information and guidance on how to handle the latest concerns.
Issues like juvenile delinquency can be discussed to promote cooperation from
parents to teachers for the values formation of the children.
Also, the school can promote cleanliness, proper hygiene and public health. They
can start with the pupils and move to the parents and then to the rest of the
community.
What possible linkages can the community and the schools have?
The school and the community can form a partnership that can create a more
favorable environment for the children. Establishing a close relationship
promotes conducive learning environment in school and orderly and civic-minded
community.
Commitment to serve the school and the community by both parties will yield
favorable effects by way of developed values and attitudes of the young ones.
Resources and manpower willingly shared by both parties produces a healthy
relationship among the members of the community and consequently, a more
pleasant community.
Parent-Teachers Association and Brigada Eskwela and similar collaborations
should be continued and improved.
Our Reflections
1. How did you feel while you were going around the community? What
things did you learn that you might have taken for granted before?
Going around the community, we felt secure and at ease. The area, mostly
residential, seemed developed and peaceful. The people are approachable and
helpful in providing directions and other necessary pieces of information. We also
learned the importance of the community and school collaboration and how both
parties benefit from it.
2. As a future teacher, what do you think will be your role in the community?
As future teachers, we are not simply a facilitator of learning at school; we are
also surrogate parents to our students as well as to the community thru teaching
right values and modeling proper conduct. By being a good example to them,

teachers are able to show how a member of a community must act and behave.
We can also teach young learners on how to help the community in their own
little way.
3. How will you encourage more community participation among teachers
and students?
We can encourage more community participation among teachers and students
by actively participating or volunteering in communitys worthwhile projects.
Joining the activities conducted by the community by serving as a guide and a
trainer before and during the events. We can also suggest collaborating activities
with the community where the students can act as the major participants.