Field Study 6 Portfolio: Submitted To

Field Study 6 Portfolio
Submitted to:
Faculty of the BTTE Program
COLLEGE OF TECHNOLOGY
University of Southeastern Philippines
Obrero Campus, Davao City
In Partial Fulfillment
of the Requirements in FS 6
On Becoming A Teacher
Bachelor of Technical Teacher Education

Major in Computer Technology
by:
FLOUR G. HARINA
Pre-Service Teacher
October 00, 2013
FIELD STUDY 6
Republic of the Philippines

Submitted to:
Faculty of the BTTE Program
In Partial Fulfilment
of the Requirements in FS 6
Bachelor of Technical Teacher Education

Major in Computer Technology
by:
FLOUR G. HARINA
Pre-Service Teacher
October 00, 2013
FIELD STUDY 6
Acknowledgment
FIELD STUDY 6
Table of Contents
Acknowledgement
..
Table of Contents
..
VMGO
..
Philosophy of Education
..
Resume
..
vii
Transmittal Letter
..
viii
Statement of Purpose
Personal Reflection

Episode 1
Episode 2
Episode 3
Episode 4
Episode 5
Episode 6
Episode 7
APPENDICES
Clearance Form
Certificate
My Daily Journals
My Cooperating School
Vicinity Map
Daily Time Record
FIELD STUDY 6
VISION
A premier University in the ASEAN Region
By becoming a premier university in the ASEAN Region, the University of
Southeastern Philippines shall be a center of excellence and development,
responsive and adaptive to fast-changing environments. USEP shall also be
known as the leading university in the country that fosters innovation and
applies knowledge to create value
towards social, economic, and
technological developments.
MISSION
USEP shall produce world-class graduates and relevant research and
extension through quality education and sustainable resource management.
Particularly, USEP is committed to:
Provide quality education for students to grow in knowledge,

promote their well-rounded development, and make them globally
competitive in the world of work.
Engage in high impact research, not only for knowledges sake, but
also for its practical benefits to society
Promote entrepreneurship and industry collaboration.
CORE VALUES
The University of Southeastern Philippines (USeP) is a community of
scholars that values:
Unity
Stewardship
Excellence
Professionalism
As
Learning
Organization,
we
shall
demonstrate PROFESSIONALISM in all our

dealings promote UNITY among us and our stakeholders harness
STEWARDSHIP
EXCELLENCE
Development.
FIELD STUDY 6
in managing our resources in

in
Instruction,
Research,
order to
Extension,
exemplify
Production,
and
CT GOALS
To produce technician graduates with marketable skills and

potentials for growth to address the manpower needs of business and
industry.
To produce occupationally and professionally prepared teachers

and specialists in vocational technical education.
To engage
in
production
activities that
will
enhance
the
development of knowledge, skills and capabilities for entrepreneurial

endeavors or self-employment among graduates.
To provide professional services to industries, technical and

vocational schools, professional organizations and other agencies, in
upgrading
and
developing
existing
technical
and
supervisory
manpower.
To integrate research and extension programs in collaboration with

other institutions primarily for the development in the region.
BTTE OBJECTIVES
The Bachelor of Technical Teacher Education graduates can:
1. Apply technical teaching competencies in a globally competitive world.
2. Facilitate learning opportunities to meet current and emerging
educational needs.
3. Apply research methodologies for the improvement of instruction.
4. Exhibit innovativeness and versatility in an ever-changing educational
environment.
5. Lead in the implementation of community development programs and
linkages.
6. Demonstrate and practice the professional and ethical requirements of
the teaching profession.
FIELD STUDY 6
Philosophy of Education
FIELD STUDY 6
Pictur
e
Here
Flour G. Harina
Name
Mobile Phone Number/E-Mail Address
Personal Information
Date of Birth:
Place of Birth:
Civil Status:
Gender:
Weight:
Height:
Religion:
Citizenship:
Fathers Name:
Occupation:
Mothers Name:
Occupation:
Educational Attainment
Elementary:
Secondary:
College:
Course:
Certificates
FIELD STUDY 6
Republic of the Philippines

October 00, 2013

DR. ROMEL V. GADOR
Dean
This College
Thru:
PROF. RUSHDEE M. CUBIAN
BTTE Program Head
This College
Sir:
The accompanying portfolio, entitled On Becoming A Teacher Portfolio, is
hereby submitted in accordance with the requirements of the FS 6 Field Study
6 subject of the BTTE Program this First Semester, SY 2013 -2014. May this
merit your favorable approval.
Sincerely,
FLOUR G. HARINA
Pre Service Teacher
Noted by:
DR. NORMAN O. BLANCIA
Practicum Coordinator
FIELD STUDY 6
Statement of Purpose
FIELD STUDY 6
Personal Reflection
FIELD STUDY 6
My
Field
Study 6
Portfolio
FIELD STUDY 6
MATRIX OF FIELD STUDY 6

Subject Title
Domain
Competencies
Units
Professional
Education
Subject
Field Study 6
Community
6.1.1 Involves
On Becoming a Linkages
community in sharing
Teacher
accountability for the

learners
achievement
6.1.2 Uses
community
resources( human,
material) to support
learning
6.1.3 Uses the
community as a
laboratory for
learning
6.1.4 Participates in
community activities
that promote learning
6.1.5 Uses
community networks
to publicize school
events and
achievements
6.1.6 Encourages
students to apply
classroom learning to
the community
7.1.1 Maintains
stature and
behaviour that
Personal
Growth
upholds the dignity of

and teaching
Professional
7.1.2 Allocates time
Developmen
for personal and
professional
development
FIELD STUDY 6
The Teaching
Profession
through:
Participation in
educational
seminars and
workshops
Reading
educational
materials
regularly
Engaging in
educational
research
7.1.3 Manifests
personal qualities
such as enthusiasm,
flexibility and caring
7.1.4 Articulates and
demonstrates ones
personal philosophy
of teaching
7.2.1 Keeps abreast
with recent
developments in
education
7.2.2 Links with
other institutions,
organizations for
sharing best
practices
7.3.1 Reflects on the
quality of his/ her
own teaching
7.3.2 Improves
teaching
performance based
on feedback from
students, peers, and
superiors and
cooperating
teachers
FIELD STUDY 6
7.3.3 Accepts
personal
accountability to
learners
achievement and
performance
7.3.4 Uses selfevaluation to
recognize and
enhance ones
strengths, and
correct ones
weaknesses
FIELD STUDY 6
Suggested Guidelines for Field Study Students

This set of guidelines is suggested to help pre-service students in the
successful conduct of their field studies. Each TEI shall address some
institutional peculiarities that are covered in this guideline.
1. Field study students are required to accomplish successfully activities in at
least 17 hours for every semester in every field study course to earn a 1
unit credit.
2. Field study activities should be under the supervision of the Field Study
Faculty of the TEI in collaboration with the Field Study Cooperating
Schools.
3. Field Study student shall secure appropriate Field Study permits and
undergo orientation/briefing before he/she is deployed in cooperating
schools.
4. Each Field Study student shall wear official school/university uniform
during the field study in cooperating schools.
5. Each Field Study student shall secure a Field Study Notebook for each
course.
6. Field Study student shall demonstrate personal qualities that reflect a
good image of a teacher. These qualities includes as courtesy, respect,
honesty, diligence, open-mindedness, critical thinking and others while
doing field study.
7. Field Study student shall demonstrate proper behaviour in the presence of
the learners, teachers, school personnel, administration and parents.
8. Field Study student shall request the signature of the resource teacher or
person or the field study faculty immediately after the activity has been
done.
9. Field Study student is required to prepare a portfolio for every field study
course. The FS teacher is encouraged to prepare his/her own rubric for
authentic assessment of the portfolios. This rubric can be discussed with
the students as part of the orientation so they would know what criteria
would be used and how their portfolio will be assessed.
FIELD STUDY 6
Field Study 6 On Becoming A Teacher is one of the Experimental

Learning Courses of the prospective teacher. It tells the journey of how to
become a teacher as exemplified in the Teacher Education and Development
Map in the pre-service education. Like any point in the map, pre-service
education is connected to the core which is the National Competency-Based
Teacher Standards (NCBTS).
One of the professional education subjects for Teacher Education as mandated
by CMO 30, s. 2004 is The Teaching Profession. It is on this subject, the field
Study 6 is anchored. Thus, all the experiential activities for this Field Study are
related to in-depth understanding, testing of learned theories and concepts
trough immersion and observation in real life situations that relate to the teaching
profession for personal reflection, formation of concepts and future application.
Kolbs Experiential Learning cycle, shown below guides the flow of the processes
that every student environment, should undergo. The model presents the four
elements which are: concrete experiences, observation and reflection, formation
of abstract concepts and testing in new situations.
1. Concrete experience includes everything that the prospective teacher is
tasked to do in the school setting and the learning environment, where
engagement in real and authentic situation is required. The underlying
principle is based on Deweys philosophy of learning by doing. The series
of experiences will motivate, encourage and enable students to go on to
have more valuable experiences.
2. Observation and reflection follow concrete experiences. For situations or
episodes which cannot be concretely experienced, one can make direct
observations. The observations become environmental experiences and
first hand encounters through the use of the different senses. Reflections
on both concrete experiences and observation should always follow. This
would clarify understanding, deepen values and appreciation.
3. Forming concepts follows observation and reflections. This is the
validation of prior understanding gained from the previous courses taken
as well as formation of new ones. This stage can best be done through
clearing house or journal writing.
4. Testing in new situation. This stage may not happen during the current
Field Study subject, but in latter course like Practicum or Student
Teaching where transfer of learning will find its place very clearly.
FIELD STUDY 6
As we continue our journey to become a professional teacher, let us

remember the stages or elements we have to go through: CONCRETE
EXPERIENCE,
OBSERVATION,
REFLECTION,
FORMING/AFFIRMING
CONCEPTS and further TESTING IN A NEW SITUATION.
On Becoming A
Teacher
FIELD STUDY 6
FIELD STUDY
------------------------------------------------------------------------------------------
Episode
THE TEACHER AS A PERSON
Name of the FS Student: ________________________________________________________
Course: _______________________________
Year and Section: ________________
Resource Teacher 1: _____________________ Signature: _____________ Date: ___________

Cooperating School: ____________________________________________________________
Introduction
Teachers are born an old saying goes. What attributes or qualities should
you possess to indicate that you would be an effective teacher in the future? If
you are born a teacher, you will find some of your qualities that are befitting of a
teacher. Let us find out in this episode.
My Target
Deeper understanding of a Teacher as a Person.

Knowledge of myself as a Person who will become a teacher.
My Performance (How I will be
Field Study6, Episode 1- The Teacher as a Person

Focused on : the Teacher as a Person; Myself as a Person
Tasks
Exemplary
FIELD STUDY 6
4
Superior
3
Satisfactory
2
Unsatis-factory
1
Observation/
Documentation:
All tasks were done with outstanding quality; work exceeds expectations
4
All or nearly all task were done with quality
3
Nearly all tasks were done with acceptable quality
2
Fewer than half of tasks were done; or most objectives met but with poor quality
1
My Analysis
Analysis questions were answered completely. In depth answers. Thoroughly
grounded on theories/
Exemplary grammar and spelling.
4
Analysis questions were answered completely clear connection with theories
Grammar and spelling are superior
3
Analysis questions were not answered completely vaguely related to the theories
Grammar and spelling acceptable.
2
Analysis questions were not answered. Grammar and
Spelling unsatisfactory.
1
My Reflection
Reflection statements are thoughtful and clear, supported by experiences from
the episode
FIELD STUDY 6
4
Reflection statements are thoughtful and clear, supported by experiences from
the episode
3
Reflection statements are supported by experiences from the episode
2
No reflection statements are provided
1
My Future Application
Application is very clear and highly consistent with reflection and affirmed
concepts; very doable and feasible
4
Application is clear and consistent with reflection and affirmed concepts; very
doable and feasible
3
Application is clear but not very consistent with reflection and affirmed concepts ;
not doable
2
Application is not clear, not at all consistent with reflection and affirmed
concepts; not doable
1
Submission
Before deadline
4
On the deadline
FIELD STUDY 6
A day after the deadline

2
Two days or more after the deadline
1
Sub Totals
Over-all Score
Rating:
( Based on
transmutation )
____________________________
________________________
Signature
of
FS
Teacher
Date
above Printed Name
Transmutation of score to grade/rating
Score
Grade
Score
Grade
20
2.50
- 81
2.75
- 78
3.00
- 75
18-19 17
3.5
5.00
16
- 72 and
15
- below
14
1.0
- 99
12-13
1.25
- 96
11
1.5
- 93
10
1.75
- 90
8-9
2.00
- 87
7-below -
2.25
- 84
My Concrete Experience
1. Who am I as a person? Do I have personal qualities that would make me

better teacher someday?
2. With the use of the checklist find out your personal characteristics which
would help you make become a good teacher. The qualities listed are few
of the many attributes needed but the list given you would suffice.
FIELD STUDY 6
Look into yourself very well and answer each item very honestly. All your
answer is correct, so you do need to worry.
AM I THIS PERSON?
Bilbao, 2010
Below are indicators of personal qualities which may describe you. Place a
mark on the blank before each item if the indicator fits you most of the time or an
X mark if the description does not fit you most of the time.
______ 1. I am mentally alert.
_______ 17. I appreciate other people.
______ 2. I make correct decisions.
_______ 18. I am tolerant of other

persons.
______ 3. I give attention to details

_______ 19. I am kind and sympathetic.
_______4. I analyze every situation.
_______ 20. I help voluntarily.
______ 5. I am quick to make solutions.
______ 6. I maintain poise.
_______ 21. I adjust to different

situations.
______ 7. I remain undisturbed under

pressure.
_______ 22. I look at the brighter side of

life.
_______ 8. I hold my anger.
_______ 23. I enjoy the company of

others.
_____ 9. I am calm in the midst of chaos.

_______ 24. I laugh at my own mistakes.
____ 10. I maintain dignity in all
circumstances.
_______ 25. I can adjust to any group as

a member.
_______ 11. I am very imaginative.

_______ 12. I create new things.
_______ 13. I like to try out new things.
_______ 14. I accept responsibility and
do it well.
_______ 15. I utilize to the maximum
every material.
______ 16. I have happy disposition.
_______ 31. I work beyond the objectives
set.
FIELD STUDY 6
______ 26. I think that my suggestions

are not always correct.
_______ 27. I do not consider self as
better than others.
_______ 28. I treat everybody fairly.
_______ 29. I see others opinion as
different from mine.
_______ 30. I give equal chance for
everybody to be heard.
_______ 47. I behave appropriately in
occasions.
_______ 32. I do things without being

told.
_______ 48. I select social functions to

attend.
_______ 33. I do not easily give up easily

on the task.
_______ 49. I use appropriate language.
_______ 34. I set high goals for one.
______ 50. I adjust comfortably in a

crowd.
_______ 35. I work with a sense of

urgency.
_______ 51. I have deep concern for

others.
_______ 36. I feel sure of what I do.
_______ 52. I am willing to share.
_______ 37. I work for others.
_______ 53. I volunteer to do task for

others.
_______ 38. I initiate to the job for all.

_______ 39. I assume responsibility with
confidence.
______ 54. I give up personal time for the

group.
_______ 55. I work for the group even
without assurance in return.
_______ 40. I work to succeed.

_______ 41. I am pleasant in action,
words and appearance.
_______ 56. I am fair in giving judgment.
_______ 42. I am clean and neat as a

person.
_______ 57. I am consistent in words and

actions.
_______ 58. I am punctual in attendance.
_______ 43. I address up appropriately.

_______ 59. I am sincere in giving
suggestions.
_______ 60. I extend help to many
others.
_______ 44. I am simple,

beautiful/handsome.
_______ 45. I am appealing to others.
_______ 46. I treat everybody with

courtesy.
Number of checks in each cluster (Min-1 to Max-5)
Personal Attributes
Cluster of Items
1. Intelligence
1-5
2. Emotional Stability
6-10
3. Resourcefulness
4. Compassion
11-15
16-20
5. Buoyancy
6. Objectiveness
21-25
26-30
7. Self-motivation
8. Self-confidence
9. Pleasantness
31-35
36-40
41-45
FIELD STUDY 6
Number of
Check Marks
Interpretation
10. Refinement
46-50
11. Cooperativeness
51-55
12. Reliability
56-60
Legend for Interpretation: 5- Very High; 4- High; 3- Average; 2- Low; 1- Very Low
My Observations
Your concrete experience, enabled you to describe, what you are as a
person. The qualities reflect who you are. Make a similar observation of ten
active teachers in school. Your observation will be done through a survey and will
produce empirical evidences. This observation method will enhance your skills to
collect data, like when you doing research.
You will be provided with a Survey Checklist for you to reproduce 10
copies for your 10 respondent teachers. (They are on the last page of this
Workbook). Make proper request from these teachers who will become your
respondents.
Personal
Scores of Checklist for each cluster
Attributes
T1
T2
T3
T4
T5
T6 T7 T8
Ave
Desc.
T9 T10
1. Intelligence
2. Emotional
Stability
3. Resourcefulness
4. Compassion
5. Buoyancy
6. Objectiveness
7. Self-motivation
8. Self-confidence
9. Pleasantness
10. Refinement
11.Cooperativeness
12.Reliability
Tabulate the results in the matrix found below:
The Observed Information
Procedure:
1. To get the average, add the scores of the ten teachers and divide by 10.
2. Look at the legend in your own checklist, and determine the description of
the average.
FIELD STUDY 6
3. Study the results.
Questions:
1. Which of the twelve attributes in the highest among the teachers?
Answer:
2. Which of the twelve attributes in the lowest among the teachers?
Answer:
3. How many teachers are low in emotional stability?
Answer:
4. How many teachers are high in compassion?
o )
5. What six attributes are found to be strong among the teachers?
o
6. What six attributes are found to be weak among the teachers?
o
7. What interesting observations can you spot from the other data not
asked?
Use the information from your personal results and those of the ten
teachers in making your reflections that follow.
My Reflections
After studying the results of your teacher survey, write down your
reflections on the following situations reported to have happened in the school
setting.
1. Why are some teachers reported to have bumped a learners head on the
wall or made a child swallow scratch paper or pencil filings? What attribute
do you think is low for this teacher?
.
2. Why do you think some teachers are better loved by students than others?
3. If you were to choose, which personal attributes should all teachers

possess? Why?
My Affirmed Concepts
FIELD STUDY 6
After reflecting on this episode and recalling my previous subjects, I have

realized that there are several concepts in the teaching profession about
personal attributes I learned that has been affirmed and confirmed, examples of
which are given below:
On Becoming A
Teacher
FIELD STUDY
------------------------------------------------------------------------------------------
Episode
THE TEACHERS PHILOSOPHY OF EDUCATION
FIELD STUDY 6

Course: _______________________________

Introduction
What do you firmly believe about schools and education? This episode will
clarify your belief or philosophy about teaching and education.
Perhaps you have already decided that you would become a teacher. Your
belief of philosophy of teaching will explain your actions as s future teacher. The
foundations of all that you do in school and in teaching are usually based on a
strong belief called philosophy of education.
My Target
Clear understanding of my philosophy of teaching and education.

Identify teachers leanings on the different educational philosophies
My performance (How I Will Be Rated)

Field Study 6, Episode 2 The Teachers Philosophy of Education Focused on: Clear
understanding on my philosophy of teaching and education; Identifying
teachers learnings on the different educational philosophies.
Tasks
Exemplary
Superior
Satisfactory
Unsatisfactory
Observation/
4
All tasks were
3
All or nearby all
2
Nearly all tasks
1
Fewer than half of
Documentation
done with
tasks were done
were done with
tasks were done;
FIELD STUDY 6
outstanding
with high quality
quality; work
acceptable
or most objectives
quality
met but with poor
exceeds
My Analysis
quality
expectation
Analysis
Analysis
Analysis
Analysis
questions were
questions were
questions were
questions were
answered
answered
not answered
not answered
completely in
completely
completely.
depth
Grammar and
Answer.
Clear connection
Vaguely related
spelling
Thoroughly
with theories
to the theories
unsatisfactory
Exemplary
Grammar and
Grammar and
grammar and
spelling are
spelling
spelling
Reflection
superior
Reflection
acceptable
Reflection
No reflection
statements are
statements are
statements are
statements are
thoughtful and
clear, but not
supported by
provided
clear, supported
clearly supported
experiences from
by experiences
by experiences
the episode
My Future
from the episode

Application is
from the episode

Application is
Application is
Application is not
Application
very clear and
clear and
clear but not very
clear, not at all
highly consistent
consistent with
consistent with
consistent with
with reflection
reflection and
reflection and
reflection and
and affirmed
affirmed
affirmed
affirmed
concepts; very
concepts; very
concepts; not
concepts; not
doable and
doable and
doable
doable
feasible
feasible
Before deadline
On the deadline
A day after the
Two days or
deadline
more after the
grounded on
theories
My Reflection
Submission
deadline
Sub Totals
Rating:
Over-all Score
(Based on
Transmutation)
_______________________________
FIELD STUDY 6
___________________
Signature of FS Teacher
Date
Above Printed Name

Transmutation of score to grade/rating
Score
Grade
Score
Grade
20
1.0
99
12-13
2.50
81
18-19
1.25
96
11
2.75
78
17
1.5
93
10
3.00
75
16
1.75
90
8-9
3.5
72 and
15
2.00
87
7-below -
5.00
below
14
2.25
84
This activity will enable you to ask yourself about the different future
practices or actions that you will do in teaching. You may not have done it yet, but
if you become a teacher what do would be your response to each item? Your
answers will identify what your philosophy of education is all about.
Answer each item in the Survey Questionnaire very honestly. There is
neither right nor wrong answer for each item. After you have answered each
item, record your answers and look at the interpretation at the back of this work
text.
After you have answered the questionnaire yourself, you are to ask two
teachers to do same activity.
WHAT IS YOUR PHILOSOPHY OF EDUCATION?

(Based on Sadker&Sadker, 1998
Teachers, Schools and Society, 2nd Ed)
Each of us has a philosophy of education or a set of fundamental beliefs
regarding how we think schools should be run. What is your philosophy of
education? To find out, read each of the following statements about the nature of
education. Decide whether you agree or disagree with each statement. Use the
following numbers to express your response.
4 Agree strongly
2 Disagree
3 Agee
1 Disagree strongly
FIELD STUDY 6
______1.The student learning should be centered on basic subjects such as reading, writing,
history, math and science.
______ 2. The schools subjects should focus on the great thinkers of the past.
______ 3. Many students learn best by engaging in real-world activities rather than reading.
______ 4. The students should be permitted to determine their own curriculum.
____ _ _5.. Subject matter is taught effectively when it is broken down in small parts.
____ __ 6. The school subjects should be determined by information that is essential for all
students to know.
______ 7. Schools, above all, should develop students abilities to think deeply, analytically, and
creatively; than develop their social skills or provide them with a useful body of knowledge about
the ever-changing world.
______ 8. Teaching should prepare students for analyzing and solving the types of problems
they will face outside the classroom.
______ 9. Reality is determined by each individuals perceptions. There is no objective and
universal reality.
______ 10. People are shaped much more by their environment than by their genetic disposition
or the exercise of their free will.
______ 11. Students should not be promoted from one grade to the next until they have read
and mastered certain key material.
______ 12. An effective education is not aimed at the immediate needs of the students or
society.
______ 13. The curriculum of a school should be built around the personal experiences and
needs of the students.
______ 14. Students who do not want to study much should not be required to do so.
______ 15. Programmed learning is an effective method of teaching information.
______ 16. Academic rigor is an essential component of education.
______ 17. All students, regardless of ability, should study more or less the same curriculum.
______ 18. Art classes should focus primarily on individual expression and creativity.
______ 19. Effective learning is unstructured and informal.
______ 20. Students learn best through reinforcement.
______ 21. Effective schools assign a substantial amount of homework.
______ 22. Education should focus on the discussion of timeless questions such as What is
beauty? or What is truth?
FIELD STUDY 6
______ 23. Since students learn effectively through social interaction, schools should plan for
substantial social interaction in their curricula.
______ 24. The purpose of school is to help students understand themselves and find the
meaning of their existence.
_____ 25. Frequent objective testing is the best way to determine what students know.
______ 26. Countries must become more competitive economically with other countries hence
schools must bolster their academic requirements to facilitate such competition.
______ 27. Students must be taught to appreciate learning primarily for its own sake, because it
will help them in their careers.
______ 28. Schools must place more emphasis on teaching about the concerns of minorities
and women.
______ 29. Each person has free will to develop as he or she sees fit.
_____ 30. Reward students well for learning and they will remember and be able to apply what
they learned, even if do not understand why the information is worth knowing.
_____ 31. Philippine schools should attempt to instill traditional Filipino values in students.
______ 32. Teacher-guided discovery of profound truths is a key method of teaching students.
__ ___ 33. Students should be active participants in the learning process.
______ 34. There are no external standards of beauty. Beauty is what an individual decides it to
be.
_____ 35. We can place a lot faith in our schools and teachers to determine which students
behaviors are acceptable an which are not.
______ 36. Schools must provide students with a firm grasp of basic facts regarding the books,
people, and events that have shaped the Filipino heritage.
_____ 37. Philosophy is ultimately at least as practical a subject to study as is computer
science.
______ 38. Teachers must stress for students the relevance of what they are learning for their
lives outside, as well as inside, the classroom.
______ 39. It is more important for a student to develop a positive self-concept than to learn
specific concept.
______ 40. Learning is more effective when students are given frequent tests to determine,
what they have learned.
Note: Photocopy two copies of this instrument. Request two teachers to answer the
remaining questionnaire. Tabulate all the answers in the Matrix provided.
Now that you have responded to all 40 items, write the number of the response to each
statement in the matrix below. Add the numbers in each column to determine your attitude and
those of the two teachers toward key educational philosophies.
FIELD STUDY 6
My Philosophy of Education
Essentialism
Item
Perennialism
T
1
2
1
1
6
11
16
16
26
31
36
Total
Legend: S- self; On
T1- Teacher 1;
Item
Progressivism
2
7
12
17
22
27
32
37
Total
Item
Essentialism
3
8
13
18
23
28
33
38
Total
Item
4
9
14
19
24
29
34
39
Total
Behaviorism
Item
5
10
15
20
25
30
35
40
Total
Becoming A Teacher
T2- Teacher 2
Among the three of you, who is more inclined to be an essentialist, perennialist,

progressivist, essentialist or behaviorist?
Essentialist- S1
Perennialist- S2
Progressivist- S2 On Becoming A Teacher

Essentialist- S1, S2, T1
Behavior- S2
My Observations
Visit a teacher in a school and observe what school/classroom activities
reflect his/her philosophy of education while she is teaching. Identify and
describe teachers action or behavior and match each with the identified
educational philosophy.
1. Observed actions of a teacher who is progressivist:
2. Observed actions of a teacher who is a behaviourist:
FIELD STUDY 6
My Reflections
Based on your concrete experience and the actions of the teacher you
have observed, how important is your philosophy of education to your future
career as a teacher? How would your experiences and observations contribute to
your becoming a teacher?
Identify at least three concepts learned in your previous subject like The
Teaching Profession which are related to the Experiential Learning Episode 3
(Teaching Belief/Philosophy) that are confirmed or affirmed in this activity?
Enumerate.
1. Affirmed Concept 1
FIELD STUDY 6
Using the first hand experiences in this activity, how will I use when I
become a teacher in the future?
a.
b.
c.
On Becoming A
Teacher
FIELD STUDY
------------------------------------------------------------------------------------------
Episode
THE TEACHER IN A SCHOOL SETTING
Course: _______________________________

Introduction
A teacher as a professional will always be found in a school setting. There
will be no school without the teacher because a teachers official working place is
a school. A school is an institution where learning occurs under the guidance of a
professional called the teacher.
FIELD STUDY 6
You will also find yourself in one of these schools when you become a fullfledged teacher.
How does a teacher operate or function in a school setting? How will a
teacher manage the physical as well as the psychological environment in the
school?
My Target
Description of a typical school day of a teacher.

Enduring understanding of the teachers role in creating a conducive
learning environment in the school.
MY PERFORMANCE (HOW I WILL BE RATED)
Field Study 6, Episode 3 The Teacher in a School Setting

Focused on: A typical school day of a teacher; the teachers role in creating a conducive
learning environment in the school.
EXEMPLARY
SUPERIOR
Observation/
4
All tasks were
3
2
All or nearly Nearly all tasks
1
Fewer than half of
Documentation
done with
all tasks
were done with
tasks were done; or
outstanding
were done
acceptable quality most objectives met
quality; work
with high
exceeds
quality
TASKS
SATISFACTORY
UNSATISFACTORY
but with poor quality
expectations
My Analysis
Analysis
Analysis
Analysis
Analysis questions
questions
questions
questions were
were not answered
were
were
not answered
answered
answered
completely
Grammar and
completely; in
completely
vaguely related to
spelling
the theories
unsatisfactory
depth
FIELD STUDY 6
answers
Clear
thoroughly
connection
Grammar and
grounded on
with
spelling
theories
theories
acceptable
Grammar
My Reflection
Exemplary
and
grammar and
spelling are
spelling
superior
Reflection
Reflection
Reflection
No reflection
statements
statements
statements are
statement are
are thoughtful
are clear,
supported by
and clear,
but not
experiences from
supported by
clearly
the episode
experiences
supported
from the
by
episode
experience
provided
s from the
My future
Application is
episode
Application
application
very clear and
is clear and
clear but not very
clear, not at all
highly
consistent
consistent with
consistent with
consistent
with
reflection and
reflection and
with reflection
reflection
affirmed
affirmed concepts;
and affirmed
and
concepts; not
not doable
concepts; very affirmed
Application is
Application is not
doable
doable and
concepts;
feasible
very doable
and
Submission
Before
feasible
On deadline A day after the
deadline
deadline
Two days or more

after the deadline
Sub totals
Rating:
Over-all Score
(Based on
transmutation)
____________________________________
FIELD STUDY 6
_____________________
Date
above Printed Name

Transmutation of score to grade/ rating
Score
Grade
Score
Grade
20
1.0
99
12-13
2.50
81
18-19
1.25
96
11
2.75 -
78
17
1.5
93
10
3.00
75
16
1.75
90
8-9
3.5
72 and
15
2.00 -
87
7- below
5.00
below
14
2.25 -
84
This experiential learning episode will take you to the actual school
setting. Here, you will spend more time making observations and talking to your
Resource Teacher. The steps that will guide you in your journey in this episode
are as follows:
1. Visit a particular teacher as your resource in a school.
2. Secure the teachers program. Study the time schedule and the
activities.
3. Make a class observation at certain period of the days activities.
Based on the daily program, find out what the teacher is supposed to do
during the time of your visit. Observe what the teacher is doing. Take note of the
different activities.
Copy the Class Program of the Teacher here:
Name of the Teacher:
Name of the School:
District of:
Division of:
CLASS PROGRAM
Grade: 7
Period
Morning:
FIELD STUDY 6
Minutes
Learning Activities
NOON INTERMISSION
Afternoon:
Interview the teacher to verify the class program.
My Observation
At the time you are in school, what significant observation have you made?
Areas of Focus for Observation
in the School Setting
Physical Setting
1. Classroom Arrangement
2. Bulletin Board Display
3. School Playground
4. Learning Resource Center
Socio-Psychological Setting
1. Class routines
2. Teacher Activities
3. Learners Activities
FIELD STUDY 6
My Observations
4. Co-curricular Activities
5. Extra-curricular Activities
.
My Reflections
Based on the teachers program, your observations and your interviews,
would you now see teaching to be full time job? Why? Why not?
How do you feel about the teachers workplace? Are the conditions,
healthy for the welfare of both the learners and teachers?
Do you find the relationships of the teachers and the learners pleasant?
Explain your answer.
FIELD STUDY 6
What previous learning or concepts that you have gained in your
professional education courses are affirmed by this learning episode? Give at
least three, by completing the sentences below
My previous learning in the content courses that were confirmed by this
learning episode is the following:
1. That . . .
2. That . . .
3. That . . . .
How can I improve the school setting that I have observed when I become a
teacher?
1. Classroom Arrangement
2. Bulletin Board display
3. School Playground
FIELD STUDY 6
4. Classroom routines
5. Teacher activities
6. Co-curricular activities
7. Extra-curricular activities
On Becoming A
Teacher
FIELD STUDY
------------------------------------------------------------------------------------------------------------
Episode
THE TEACHER IN THE COMMUNITY
Course: _______________________________

FIELD STUDY 6
Introduction
In the Philippines, the government has built schools in almost all strategic
barangays, town or city. This is done to provide access and equal opportunity for
every school child to achieve quality education. At present, there are more than
half a million public school teachers deployed in all these schools throughout the
country. The school and the teacher in every school have very crucial
responsibilities in contributing to the change and development in every
community.
My Target
Community data from Rapid Appraisal Survey

List of identified community resources available for use by the teachers in
the school.
MY PERFORMANCE (HOW I WILL BE RATED)

Field Study 6, Episode 4 The Teacher in the Community
Focused on: Community Data and Community Resources
EXEMPLARY
SUPERIOR
SATISFACTORY
UNSATISFACTORY
Observation/
4
All tasks were
3
All or nearly
2
Nearly all tasks
1
Fewer than half of
Documentation
done with
all tasks
were done with
tasks were done; or
outstanding
were done
acceptable
most objectives met
quality; work
with high
quality
exceeds
quality
TASKS
expectations
FIELD STUDY 6
My Analysis
Analysis
Analysis
Analysis
Analysis questions
questions
questions
questions were
were not answered
were
were
not answered
answered
answered
completely
Grammar and
completely; in
completely
vaguely related
spelling
to the theories
unsatisfactory
depth
My Reflection
answers
Clear
thoroughly
connection
Grammar and
grounded on
with
spelling
theories
theories
acceptable
Exemplary
Grammar
grammar and
and spelling
spelling
are superior
Reflection
Reflection
Reflection
No reflection
statements
statements
statements are
statement are
are thoughtful
are clear,
supported by
and clear,
but not
experiences from
supported by
clearly
the episode
experiences
supported
from the
by
episode
experiences
provided
from the
My future
Application is
episode
Application
Application is
Application is not
application
very clear and
is clear and
clear but not very
clear, not at all
highly
consistent
consistent with
consistent with
consistent
with
reflection and
reflection and
with reflection
reflection
affirmed
affirmed concepts;
and affirmed
and affirmed concepts; not
concepts; very concepts;
Submission
doable
doable and
very doable
feasible
Before
and feasible
On deadline
deadline
A day after the
Two days or more
deadline
after the deadline
Sub totals
Over-all Score
Rating:
(Based on
FIELD STUDY 6
not doable
transmutation)
____________________________________
_____________________
Date
above Printed Name

Score
Grade
Score
Grade
20
1.0
99
12-13
2.50
81
18-19
1.25
96
11
2.75 -
78
17
1.5
93
10
3.00
75
16
1.75
90
8-9
3.5
72 and
15
2.00 -
87
7- below
5.00
below
14
2.25 -
84
ACTIVITY 1 RAPID COMMUNITY SURVEY

This activity shall be done preferably during the weekend, when the
community people are at their homes. Permission to conduct the community
survey should be secured from your teacher. The same permission shall be
asked from the Barangay Officials.
It is suggested that this activity will be made by groups of five, to facilitate
the collection of the data. As a group, you will enhance your understanding of the
community situation which you will survey. In a way, this will be your community
immersion activity.
Here are the steps:
1. Report to the Barangay Captain or Punong Barangay upon arrival in
the community.
2. Peruse a community map to find out the area you are going to cover.
3. Secure the available information from the records of the Barangay
secretary.
FIELD STUDY 6
4. Provide the opportunity to go around the barangay for visual

observation.
5. Interview some folks from whom you can secure or verify the data.
ACTIVITY 1 RAPID COMMUNITY APPRAISAL

Name of the School in the Barangay:
Name of the Barangay:
Type: _Rural
Name of the Town/Municipality:

Name of the Province/City:
I.
II.
III.
IV.
V.
VI.
Barangay Location
1. Distance from the City (in Km):
2. Distance from the College/University where enrolled:
Demography
1. Population:
2. Number of households:
3. Number of schools-going children:
Physical Features (Please check)

1. Lowland
Upland
2. Mountainous
3. Coastal
Facilities (Please check)
1. School
2. Community center
3. Plaza
4. Health center
5. Market
6. Road network
7. Cooperative store
8. Church/chapel
9. Electricity
10. Drinking water supply
11. Reading center
12. Others (Specify): covered court
Agricultural resources (Please check)
1. Rice fields
2. Cornfields
3. Sugarcane fields
4. Coconut palms
5. Fruit tress (mango, jackfruits, etc.)
6. Forest tress (mahogany, narra, etc.)
7. Bananas
8. Root crops
9. Livestocks (carabao, cattle)
10. Fisheries (ponds, deepsea)
Commercial Resources (Please check)
1. Sari-sari stores
2. Trading center
3. Rural banks
FIELD STUDY 6
Urban
VII.
VIII.
IX.
X.
4. Cooperative stores
5. Carinderia/Restaurant
6. Factory
7. Machine shops
8. Beauty parlor
9. Bookstore
10. Others (specify)
Common Means of Transportation (Please check)
1. Jeepney
2. Bus
3. Tricycle
4. Trisikad
5. Bicycle
6. Horseback
7. Animal driven transpo
8. Others (Specify)
Development Programs in the Barangay
1. BrigadaEskwela
2. Clean and Green
3. Gulayanng Bayan
4. Peace and Order
5. Others (please list)
Annual Community Activities (please check)
1. Barangay Fiesta
2. Community Festival
3. Sports Festival
4. Search for Miss Barangay
5. Christmas Celebration
6. Others (please list)
Other significant Information about the Community
1. Presence of resorts (beach and in-land)
My Observations
I observe that the barangay officials and the community members are
united with each other. Both of them are cooperate and helping each other for the
improvement of their community.
Activity 2 Interview of the School Teacher

Your second concrete experience will be to visit the school in the
Community which you surveyed. Interview a Resource Teacher.
FIELD STUDY 6
In your interview, you may ask your Resource Teacher the following
questions:
1. What school activities do you conduct that allow the participation of the
people in the barangay?
2. Are there community activities that you, as teachers join? Please

name. Do you students/pupils also join these activities?
3. What learning do you pupils/students gain for the participation?
4. What does the community benefit from joining in your school activities?
5. As per your observation, are the lessons that you taught in the school
transferred to the homes or the community?
6. What community resources have you used in your teaching?
Record the answer and make a narrative report in your observations.
My Reflections
1. Describe the data that you have gathered from your community survey.
Make a short narrative below describing the data which you gained.
Present 1-2 pictures of the community or barangay in your photo essay.
FIELD STUDY 6
The Schools Community
This is the time that we conduct a survey in . . .

2. Make a narrative report on the interview that you have done with the
teacher.
School-Community Collaboration
View of a Teacher
FIELD STUDY 6
After making a survey of the barangay and interviewing the teacher, answer the
following questions and reflect on each.
1. Which resources that you have identified are present in the community?
Can these be utilized in your teaching? How?
What concepts learned from your previous courses is affirmed by this
Experiential Learning Episode?
Place a check mark on the concepts which are confirmed and place an ex
mark on those which are not confirmed.
CONCEPT
1. A teacher can utilize resources
available in the community.
2. A teacher should teach with a view in
mind that the learners transfer their
learning in home and community.
3. Teachers are agents of change of
the community.
4. Barangay officials, health workers
and other human resources can be
FIELD STUDY 6
REMARKS (Check & Ex)
invited as resources speakers in

school.
5. The teacher should always be willing
to support the community in various
activities.
6. Teachers and schools should be
unmindful of the community
activities.
7. Communities should provide support
for the learning of their children in
school.
8. The sole responsibility of the teacher
is to teach in the school.
9. All schools are part and parcel of the
community where they are situated.
10. Community officials should take over
the responsibilities of the teachers.
Based on Experiential Learning Episode 4, I should do the following when
I become a teacher. (Please list at least 3 things.)
FIELD STUDY 6
Episode 5
THE GLOBAL TEACHER
Course: _______________________________

Introduction
Teaching is a respectable profession the world over. The status of
teachers has been comparable in all parts of the globe hence each year there is
a celebration of the WORLD TEACHERS DAY!
This alone would tell us, the recognition and honor given to the best
profession of all: TEACHING. A teacher is an extra-ordinary person in whose
hands lies the future of the world hence any teacher regardless of the country of
origin should be a GLOBAL TEACHER or a TEACHER of the WORLD.
FIELD STUDY 6
Thus you, too, should have qualities, skills, knowledge, views, with wider
breadth and deeper sense because you, too, will be a global teacher.
This Experiential Learning Episode focuses on the global teacher.
My Target
Identified competencies of the global Filipino teacher

Knowledge of other countries teachers competencies and requirements
as professional.
Activity 1 The Filipino Global Teacher

Let us begin with ourselves, the Filipino teachers. Why are Filipino
teachers doing very well in classrooms and schools outside our country? Many of
them are awarded as exemplar teachers, best teachers and model teachers.
They are honoured by the school, parents and community as well. Would you like
to be a global teacher, too, someday?
A Filipino teacher should be equipped with personal and professional
qualities and competencies of the Effective Teacher. These competencies are
enshrined in the National Competency-Based Teacher Standards (NCBTS) of the
Philippines.
Let us see, what competencies our Filipino public school teachers
possess in terms of the domains and strands of the NCBTS-TSNA.
Here are the steps:
1. Request for an interview of any public school teacher (Elem or High
School).
2. Ask her/him about her/his Individual Profile on the NCBTS-TSNA Tool of
the DepEd.
3. Ask for information on the following:
1. In which of the seven domains do you find yourself HIGH?
2. In which of the seven domains do you find yourself LOW?
3. In which strand, are you an Expert? Experienced? Developing or
Beginning?
4. Record the answers on the Matrix below:
FIELD STUDY 6
Name of the Teacher:

School:
Grade level/Year Level:
NCBTS DOMAINS
NCBTS-TSNA DOMAINS
Domain 1 Social Regard for Learning
Domain 2 Learning Environment
Domain 3 Diversity of Learners
Domain 4 Curriculum
Domain 5 Planning Assessing and
Reporting
Domain 6 Community Linkages
Domain 7 Personal Growth &
Professional Development
FIELD STUDY 6
DESCRIPTION
(HIGH or LOW)
NCBTS STRANDS
STRANDS
1. Teachers actions demonstrate value
for learning.
2. Demonstrate that learning is of
different kinds
3. Creates an environment that
promotes learning
4. Makes the classroom environment
safe and conducive for learning
5. Communicates higher learning
expectations to each learner
6. Establishes and maintains
consistent standards
7. Creates healthy psychological
climate for learning
8. Determines, understands and
accepts the learners diverse
knowledge and experiences
9. Demonstrates mastery of the subject
10. Communicates clear learning goals
for the lessons
11. Makes good use of allotted
instructional time
12. Recognizes general learning
process and unique processes of
individual learners
13. Promotes purposive study
FIELD STUDY 6
DESCRIPTION, (Expert, Experienced,

Developing, Beginning)
14. Demonstrates skills in the use of ICT

15. Develops and utilizes creative and
appropriate instructional plan
16. Develops and uses a variety of
appropriate assessment strategies
to monitor and evaluate learning
17. Monitors regularly and provides
feedback on learners
18. Communicates promptly and clearly
to learners, parents and superiors
about progress of learners
19. Teacher establishes learning
environment that responds to the
aspirations of the community
20. Takes prides in the nobility of the
profession
21. Builds professional links with
colleagues to enrich teaching
practice
22. Reflects on the extent of the
attainment of professional
developmental goals
Activity 2 Global Teachers the World Over

Activity 1 describes the competencies that a global Filipino Teacher should
possess. Now, we need to also know the competencies required of other
teachers from other countries of the world.
Since we cannot travel physically to other countries, we can reach these
places through the use of modern technology like surfing the World Wide Web,
interviews and use of other sources of information.
Choose two countries other than the Philippines. Search for the personal
and professional competencies required of the teachers in that particular country.
You may also interview a Filipino teacher who has taught in these countries.
FIELD STUDY 6
Be guided by the Matrix given below:

Global Teacher from Other Countries
Name of
Personal
Professional
Requirements to
Country
Qualities of
Qualities of Teacher
become
Teachers
Professional
Teachers
United
States of
America
New
Zealand
Thailand
Indonesia
Australia
My Observations
1. Based on your personal interview of the Filipino Teacher on the
competencies of the national standards for teachers, has the teacher met
the requirements? Explain.
2. If the NCBTS is the measure of a global teacher, can the teacher you
interviewed meet the challenges of global education? Why? Why not?
3. Are there similarities or differences among teachers in other countries in

terms of the standard requirements of a professional teacher? Explain
your answer.
FIELD STUDY 6
4. Would Filipino teachers be comparable to their fellow teachers in other

countries? Explain your answer.
My Reflections
Indeed, becoming a global teacher requires certain standards, as
observed; there are more similar expectations of teachers, the world over.
As a pre-service teacher education student, how do you see yourself, ten
years from now vis a vis the other teachers from all over the world?
Can you meet the challenges of being a global teacher?
After undergoing this Experiential Learning Episode, what prior learning in
the previous courses has been affirmed?
Identify at least three concepts about the global teacher.
The concepts I have learned before and are affirmed now include the
following:
Concept 1:
FIELD STUDY 6
Concept 2:
Concept 3:
How would you prepare yourself to become a global teacher?
End of the Experiential Learning Episode 6

My Performance (How I Will Be Rated)
Field Study 6, Episode 5 The Global Teacher
Focused on: Competencies of the global Filipino teacher; knowledge of other countries
teachers competencies and requirements as professional.
EXEMPLARY
SUPERIOR
Observation/
4
All tasks were
3
2
1
Fewer than half of
Documentation
done with
all tasks
were done with
tasks were done; or
outstanding
were done
quality; work
with high
exceeds
quality
TASKS
SATISFACTORY
UNSATISFACTORY
expectations
My Analysis
Analysis
FIELD STUDY 6
Analysis
Analysis
Analysis questions
questions
questions
questions were
were
were
not answered
answered
answered
completely
Grammar and
completely; in
completely
vaguely related to
spelling
the theories
unsatisfactory
depth
My Reflection
were not answered
answers
Clear
thoroughly
connection
Grammar and
grounded on
with
spelling
theories
theories
acceptable
Exemplary
Grammar
grammar and
and
spelling
spelling are
Reflection
superior
Reflection
Reflection
No reflection
statements
statements
statements are
statement are
are thoughtful
are clear,
supported by
and clear,
but not
experiences from
supported by
clearly
the episode
experiences
supported
from the
by
episode
experience
provided
s from the
My future
Application is
episode
Application
Application is
Application is not
application
very clear and
is clear and
clear but not very
clear, not at all
highly
consistent
consistent with
consistent with
consistent
with
reflection and
reflection and
with reflection
reflection
affirmed
affirmed concepts;
and affirmed
and
concepts; not
not doable
doable
doable and
concepts;
feasible
very doable
and
Submission
Before
deadline
feasible
deadline
Sub totals
Over-all Score
FIELD STUDY 6
Rating:
Two days or more

after the deadline
(Based on
transmutation)
____________________________________
_____________________
Date
above Printed Name

Score
Grade
Score
Grade
20
1.0
99
12-13
2.50
81
18-19
1.25
96
11
2.75 -
78
17
1.5
93
10
3.00
75
16
1.75
90
8-9
3.5
72 and
15
2.00 -
87
7- below
5.00
below
14
2.25 -
84
Episode 6
THE TEACHER AS A PROFESSIONAL
Course: _______________________________

Introduction
There are fundamental requirements to meet to become a professional
teacher.
My Target
Identified competencies of the global Filipino teacher
FIELD STUDY 6
Knowledge of other countries teachers competencies and requirements

as professional.
Find a professional teacher in your neighbourhood or a school. Conduct
an interview with the teacher by asking the following questions:
1. Where did you graduate your degree? When?
2. How did your University prepare you to become a good teacher?
3. When did you pass the Licensure Examination for teachers? What was
your passing rating?
4. When did you start teaching in the public school?

5. What makes you happy as a teacher?
6. What disappoints you as a teacher?
7. What professional development activities/training have you participated

in?
8. Are you a member of a professional organization? What is the name of the

organization?
9. As a professional teacher, what Code of Conduct do you strictly follow?

Can you name the specific behaviour that should be followed to the
utmost?
10. What kind of teacher would you dream to become before you retire? Do
you have a career path? Describe what kind of professional teacher you
are along the timeline presented below: Describe the point as: Beginning
FIELD STUDY 6
Teacher/Inductee;
Developing
Teacher/Young
Professional;
Mentor
Teacher; Expert Teacher/Sterling.

1-3 years in service
15 years and above years in service
My Observations
From the answers given by the teacher you interviewed, is the teacher
professional teacher?
1. Why do you think so?
2. Why dont you think so?
Can you find other teachers who are professional teachers among the
teachers whom you know?
What characteristics or qualities distinguish a professional teacher from a

non-professional teacher?
My Reflections
Considering that you will be a future professional teacher, what standards
of behaviour should you uphold based on the Code of Ethics for Professional
Teachers?
FIELD STUDY 6
Based on the learning I gained in my previous courses on the professional
teacher, this experimental learning episode has affirmed by concepts that:
1. Professional teachers
FIELD STUDY 6
My Performance (How I Will Be Rated)

Field Study 6, Episode 5 The Global Teacher
Focused on: Competencies of the global Filipino teacher; knowledge of other countries
teachers competencies and requirements as professional.
EXEMPLARY
SUPERIOR
Observation/
4
All tasks were
3
2
1
Fewer than half of
Documentation
done with
all tasks
were done with
tasks were done; or
outstanding
were done
quality; work
with high
exceeds
quality
TASKS
SATISFACTORY
UNSATISFACTORY
expectations
My Analysis
Analysis
Analysis
Analysis
Analysis questions
questions
questions
questions were
were not answered
were
were
not answered
answered
answered
completely
Grammar and
completely; in
completely
vaguely related to
spelling
the theories
unsatisfactory
depth
My Reflection
answers
Clear
thoroughly
connection
Grammar and
grounded on
with
spelling
theories
theories
acceptable
Exemplary
Grammar
grammar and
and
spelling
spelling are
Reflection
superior
Reflection
Reflection
No reflection
statements
statements
statements are
statement are
are thoughtful
are clear,
supported by
and clear,
but not
experiences from
supported by
clearly
the episode
FIELD STUDY 6
provided
experiences
supported
from the
by
episode
experience
s from the
My future
Application is
episode
Application
application
very clear and
is clear and
clear but not very
clear, not at all
highly
consistent
consistent with
consistent with
consistent
with
reflection and
reflection and
with reflection
reflection
affirmed
affirmed concepts;
and affirmed
and
concepts; not
not doable
Application is
Application is not
doable
doable and
concepts;
feasible
very doable
and
Submission
Before
feasible
deadline
Two days or more
deadline
after the deadline
Sub totals
Rating:
(Based on
Over-all Score
transmutation)
____________________________________
_____________________
Date
above Printed Name

Score
Grade
Score
Grade
20
1.0
99
12-13
2.50
18-19
1.25
96
11
2.75 -
78
17
1.5
93
10
3.00
75
16
1.75
90
8-9
3.5
72 and
15
2.00 -
87
7- below
5.00
below
14
2.25 -
84
FIELD STUDY 6
81
MY PERSONAL REFLECTION
FIELD STUDY 6
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
Rubrics for the Portfolio

Comments from the Faculty
Self Evaluation
Narrative Journal Entries
Class List
Documentation
Survey Questioners
Daily Time Record
Rubric for FS Portfolio (Product)
FIELD STUDY 6
(For practicum supervisors use)

Name:
Course:
Year Section:
Direction: Check () the appropriate column that best describes the current
level of mastery of each listed competency.
Criteria
Description
5
4
90- Has
75- Has
60- Has
1.
Has
less Has less than
Contents
100%
of the
the
needed
needed
of
portfolio.
needed
content.
content.
needed
content.
(__)
(__)
content.
of 89% of the 74% of the than 59% 40%
(__)
of
the
the needed
content. (__)
(__)
2.
Objectives
Objectives
Objectives
Some
Most
Objective
are
are
are
objectives
objectives are
s of the
SMART
SMART
SMART
are
Portfolio.
and cover and cover and cover SMART

the whole only
a only
course.
minimum
(__)
of 75% of of
not not
SMART
and
cover
less and do not only
than 75% cover
the minimum
the whole
the
course.
course.
course.
(__)
(__)
the
of
course.
(__)
(__)
3. Quality
Entries are Entries are Entries are Some
of entries.
of
best of
better of
quality,
quality;
well
many
selected
well
and
are quality;
very selected
entries
entries are are
acceptable of
some
Few
of
acceptable
acceptable quality,
are quality,
not
well-selected
well
limited
and
very
substantial
and
selected
selection
minimal
. (__)
substantial
and
and
substance.
. (__)
substantial
substantial
(__)
. (__)
. (__)
FIELD STUDY 6
4.
Creative,
Creative,
Presentatio
neat
n of entries.
has a very has strong an
neat
strong
minimal
and neat
Creative,
and neat
impact
Minimal
and creativity,
/ average
/ appeal.
impact
appeal.
(__)
appeal.
appeal.
(__)
(__)
5. Promptness Submitted
Submitted
ofon
/ impact
Submitted
10
in
disarray,
with no impact /
impact
(__)
No creativity
appeal. (__)
/
Submitted
days from
Submitted 31
in the
ahead
11- or more days
submission.
schedule.
schedule.
after
30
(__)
(__)
schedule.
after
schedule.
(__)
schedule.
(__)
days after
(__)
Comment from the Cooperating Teacher
___________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
FIELD STUDY 6
________________________________________________________________
__________________.
Field Study Supervisor
Comment from the Cooperating Teacher

___________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________.
Cooperating Teacher
FIELD STUDY 6
SELF EVALUATION
Name: .
Course:
Year/Section:
Direction: Check () the appropriate column that best describes your current
level of mastery of each listed competency.
COMPETENCY
Identifies
varied
methods
and strategies, instructional

materials and assessment
tools used in the learning
environment.
Distinguishes
general
learning processes as well

as
unique
process
of
individual learners.
Identifies teacher actions that
demonstrate
value
for
learning.
Distinguishes
general
learning processes as well

as unique learning process
of individual learners.
Explains the importance of
using
varied
experiences.
FIELD STUDY 6
learning
I am
I can do this
I cannot do
learning
but I need to
this yet
how to do
learn more
this
and improve.
I can do
this
very
well.
States the significance of

using instructional materials
that
provide
meaningful
learning.
Describes the significance of
using
varied
assessment
tools in diverse situations.
Obtains
important
information on the learning

styles, multiple intelligences
and needs of learners.
Proposes
address
strategies
the
needs
to
of
differently-abled students.
Determines
and
accepts
learners diverse background

and experiences.
Identifies and analyzes the
factor to be considered in the
selection
of
experiences,
learning
instructional
materials and assessment

tools.
Develops
creative
and
and
utilizes
appropriate
instructional planning.
Shows proof of instructional
planning.
Uses
assessment
appropriate
strategies
to
evaluate learning.
Sets appropriate learning
goals.
FIELD STUDY 6
Delivers
accurate
and
updated content knowledge

using appropriate strategies.
Engages
and
learners
interest
sustains
in
the
subject through the use of

meaningful
and
relevant
content.
Makes good use of allotted
instructional time.
FIELD STUDY 6
FIELD STUDY 6
Certificate
FIELD STUDY 6
My daily journal
FIELD STUDY 6
FIELD STUDY 6
ABOUT THE SCHOOL
FIELD STUDY 6
THE BIRTH OF THE SCHOOL
FIELD STUDY 6
FIRST SCHOOL BUILDING
FIELD STUDY 6
THE SCHOOL SITE
FIELD STUDY 6
THE DEVELOPMENT OF ITS NAME
FIELD STUDY 6
Vicinity Map
FIELD STUDY 6
Daily time record
FIELD STUDY 6

Field Study 6 Portfolio: Submitted To

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Field Study 6 Portfolio

Bachelor of Technical Teacher Education

Republic of the Philippines