FS 6

ON
BECOMING A
TEACHER

Barcelona, Jofe A.
BSED- English
 ST. JOHN PAUL II COLLEGE OF DAVAO
ECOLAND DRIVE, MATINA DAVAO CITY PHILIPPINES
297-8755/ 299-3375
COLLEGE OF EDUCATION DEPARTMENT

&

ON BECOMING A TECAHER

In Partial fulfilment
Of the Requirements in Field Study 6
Bachelor in Secondary Education
English

A PORTFOLIO PRESENTED TO THE

FACULTY OF THE COLLEGE EDUCATION
OF ST, JOHN PAUL II COLLEGE OF DAVAO

Submitted By:
BARCELONA, JOFE A

Submitted To:
 Table of Content

Title Page

Flyleaf/ blank Page

Teaching Philosophy

Students Resume

Course Syllabus

Organization of Entries

Learners Outputs

Sample of Lesson Plan

Personal Reflection on the Portfolio

Comments of the Faculty

Rubric for Portfolio

Students Self Rating Competency

Checklist

Observation Report

Daily Time Record (DTR)

 Teaching Philosophy

In teaching learning, teacher needs to consider mostly what their students do

need in relation to their subject matters. The application of your teaching and
how you present them to a set of learners affect their interest. You have to be
careful on how you will deliver as their learning is the priorities among others in
education. In addressing diversity learners a teacher need to adopt and choose
the kind of philosophy that is more applicable in a certain group of learners.
The teacher also consider the environment of the learners, for instance, their
ventilation in there room. If a teacher realizes that the kinds of environment is
not suitable for her learners and the methods she is using, then its time for
her/him to look on the alternatives to make some changes. In regards to teaching,
the teacher needs to look carefully on the how to teach of a certain philosophy
in order to integrate it with the current environment they have.
But considering the certain problem in their environment. The facilitator will give
his/her effort to the learners. Learners should be able to experiment or explore
their talent, that they would discover their strength and their weaknesses. And
by that, the students would think that they will strive hard to achieve their wants.
 JOFE A. BARCELONA
1 Duke Street Bangkal Royal Valley,
Davao City
(09367094017)
jofebarcelona@yahoo.com

Objective. Obtain a position as a school teacher that will utilize my strong dedication to
children development and to their education needs.

I. Personal Information
Date of Birth: October 15, 1997
Date of Place: Philippines
Age: 19
Sex: Female
Nationality: Filipino
Religion: Catholic
Martial Status: Single
II. Educational Background
2015- 2016 St. John Paul II College of Davao
Bachelor of Secondary Education
Major in English
2011- 2015 Glan- Padidu National High School
2005- 2011 Glan- Padidu Elementary School

III. Personal Skills

- Excellent written and verbal communication kills
- Highly organized and efficient
- Proven leadership skill and ability to motive

IV. Interest/ Activities

Scouting
Piano

V. Reference
Jovelyn Abboc
34 Duke St. Royal Valley Bangkal, Davao City
09876864535

Jade Jugarap
7 Street Matina Aplaya
09264768653
Jadejugarap@yahoo.com
 Field Study 6 On Becoming a Teacher

Course Syllabus

Credit : 1 unit
Time Duration : 17 hours

Course Description :

This course is designed to complement the professional education subject, The

Teaching Profession. It shall bring about real life and vicarious experiences of a
prospective teacher with emphasis on the characteristics of a teacher as a person and
as a professional. It shall provide a wide array of opportunities for self-reflection that
would prepare one to become a student teacher.

Field Study 6 is anchored on the professional education subject, The Teaching

Profession.

Objectives:

Describe the characteristics of a teacher as a person.

Identify the competencies that make up a professional teacher in the classroom,
in the community and in the world.
Document best practices of outstanding teachers.
Clarify ones personal values, attitude and beliefs about teaching.

Focus Specific Tasks Learning Domain Competencies/

Evidences Performance
Indicators
The Develop a survey Social Identifies
Teacher as questionnaire designed to be Regard for personal qualities
a Person used with pre-school/ Learning of good teachers
elementary/secondary through survey.
students to find out what
personal qualities make a Uses non-
good teacher. traditional
assessment
Administer the survey techniques.
instrument to at least one
class.
 Planning,
Consolidate and interpret the Assessing
survey results. and
Reporting
Create a presentation of your Survey
summary of finding through Results
any of the following: Music,
Poetry, Narratives, Story,
Collage or Pictures. Creates a healthy
Students and free
Creative expression of
Product ideas.
The Interview a teacher to find out Professional Planning, Provides timely
Teacher as who or what contributed to Growth Assessing and accurate
a his/her professional growth. Timeline and feedback to
Professional Reporting learners for them
Make a professional growth to reflect on.
timeline based on the
interview.

Write a reflective journal on Reflective

this activity. Journal

The Interview a teacher on his/her Personal Learning Discusses the

Teacher in roles and responsibilities in Growth and Environment learning
the School the school setting. Professional processes and
Setting Development the role of the
teacher in the
school setting.
Reflect on the Teachers Reflective
sharing. Journal on
the Roles/
Responsibiliti
es
p.62
The Interview at least three Interview Explains
Teacher in people in the community Results educational
the (parents, barangay officials processes and
Community representatives from relate these to
community organizations) on larger social,
teachers involvement cultural and
community activities and Community political
utilization of community Linkages processes
resources in teaching,
 Reflects on the
Reflect on the sharing of the relationship
community people. among the
teaching
processes, skills
Make list of expectations of Community and the broader
community people on the list of social forces in
teachers community expectations order to improve
involvement. on the teaching skills
Teachers and practices.
Make a list of community Role in the
resources that utilized by the community
teachers in teaching. Linkages
The Global Find out through interview Qualifications Diversity of Facilitates
Teacher what qualifications are of Global Learners learning of
necessary to become a Teachers diverse types of
global teacher. Learning learning
List of Environment environment.
Conduct a survey of the Teacher
number of teachers in the Employed in
school who have opted to Other
work abroad. Countries
 LEARNING DOMAIN 1
The Teacher as a Person

OBJECTIVE

At the end of this activity, you should be able to identify the personal qualities of a good
teacher through an interview

STANDARDS
The following National Competency Based Teacher Standards (NCBTS) are relevant to
this domain:
1. The teacher takes pride in the nobility of teaching as profession.
2. The teacher maintains stature and behavior that uphold the dignity of teaching

FIELD LABORATORY EXPERIENCE

Your tasks are to:
1. Visit a school; and
2. Interview some of the students, teachers, and school officials about the personal
qualities of a good teacher
What do you think are the personal qualities of a good teacher? List down as
many as you can.
(Classify the responses given by the students, the resource teacher, and the principal,
grade head, master teacher)

Cited by Students Cited by the Teacher Cited by the

principal/grade
head/master teacher
*Knowledgeable *A Good Listener * Responsible
*Caring *A Good Communicator *Passion in teaching
*Not Bias *A Good Personality * Determined
*The willingness to teach *Dedication to Teach
* Love the kids *The ability to develop
*Kindness relationships with there
students
Questions for Reflection
1. How does the resource teacher take pride in the nobility of teaching as a
profession?
Ans: The resource teacher take pride in the nobility of teaching, by doing such formal
did. And also as a teacher you must be the role model of your students, because you
have your profession.

2. How does the resource teacher maintain stature and behavior that uphold the
dignity of teaching?
Ans: The resource teacher must maintain his/her stature and behavior by act or think
about your profession. And by that you can gain respect from your student. Because if
your stature and behavior is not good, do you think your students would respect you.
So, maintain your proper behavior.

3. How does the resource teacher articulate and demonstrate his/her personal
philosophy of teaching?
Ans: It has been recognized by many teachers that the process of identifying a personal
philosophy of teaching and continuously examining, testifying, and verifying this
philosophy through teaching can lead to change of teaching behaviors and ultimately
foster professional and personal growth.

4. How does the resource teacher manifest personal qualities like enthusiasm,
flexibility and a caring attitude?
Ans:

INTEGRATION
As a future teacher, how would our take pride in the nobility of teaching as a
profession?
Ans:
 LEARNING DOMAIN 2
The Teacher as a Person
OBJECTIVE
At the end of this activity, you should be able to identify the personal attributes of a good
teacher.

STANDARDS
The following National Competency-Based Teacher Standards(NCBTS) are relevant to
this domain:
1. The teacher manifests the values that uphold the dignity of teaching.
2. The teacher reflects on the extent of the attainment of professional development
goals
3. The teacher manifests determination to become a better person and teacher.

FIELD LABORATORY EXPERIENCE

Your tasks are to:
1. visit a school; and
2. interview some of the students, teachers and school officials about the personal
attributes of a good teacher

CHECKLIST ON THE TEACHER AS A PERSON

PERSONAL ATTRIBUTE OF A GOOD TEACHER

Intelligence a teacher must develop one of Howard Gardners multiple
intelligences. They must possess average to high intelligence
Evident Not Evident Comments
Is mentally alert
Makes sound decision
Gives attention to details
Carefully analyzes every
situation
Uses individual intelligence
to the maximum
Emotional Stability a good teacher must have high emotional quotient (EQ).
He/She must be calm, composed, cheerful, optimistic, patient, has self-control, is
level headed, etc.
Evident Not evident Comment
Maintains poise all the time
Remains steadfast under
pressure
Tempers extreme emotions
Calms down in the midst of
chaos
Resourcefulness a good teacher is imaginative; is creative, makes original
products; finds ways to solve problems; and makes use of available materials, time
and resources
Evident Not evident Comment
Is imaginative and innovative
Creates new things
Is adventurous and likes to
try out new things
Accepts responsibility and
performs the job well
Utilizes any material to the
maximum
Considerateness and Compassion a good teacher is kind, friendly, courteous,
helpful, thoughtful, tolerant, patient, polite, good-natured, and tactful in dealing, looks
beyond oneself, and feels what others feel.
Evident Not evident Comment
With happy disposition and is
good natured
Appreciates other people
Is tolerant of other people
Is kind and sympathetic
Extends help without being
told
Buoyancy a good teacher survives difficulties, knows how to balance life amidst
adversities, and always looks at the positive side of life. He/She has high
interpersonal intelligence and a good sense of humor, is cheerful, alert, etc.
Evident Not evident Comment
Adjust to different situations
Looks at the bright side of life
Enjoys the company of
others
Laughs at his/her own
mistakes
Feels comfortable as a
member of any group
Objectiveness a good teacher does not make judgment unless sufficient evidence
is presented, puts aside personal considerations in the search for truth, constantly
looks for explanations, and gives equal chance for all to be heard.
Evident Not evident Comment
Thinks that his/her own
suggestions is not always the
best
Does not consider
himself/herself is better than
others
Treats everybody fairly
Sees others opinion as
unique
Gives everybody an equal
chance to be heard
Self-Motivation and Drive a good teacher has physical vigor to do his/her job.
He/she never leaves any assigned tasks unfinished and always performs at his/her
best. He/she works without being told and supervised, He/she is goal-oriented and
seeks various ways to accomplish goals.
Evident Not evident Comment
Works beyond the set
objectives
Does things without being told
Does not give up easily on a
task
Sets high goals
Works with a sense of
urgency
Self Confidence a good teacher has courage, decisiveness, determination,
assertiveness and self-reliance. A self confident teacher is intelligent, emotionally
stable, resourful, faire, enthusiastic, and tolerant
Evident Not evident Comment
Feels sure of what he/she is
doing
Volunteers to do work for
others
Initiates to do the job for all
Assumes responsibility with
confidence
Works to succeed
Attractiveness and pleasantness a good teacher is neat and clean, is charming
and well-poised, and is appropriately dressed from head to toe.
Evident Not evident Comment
Is pleasant in action, words
and appearance
Is clean and neat
Dresses appropriately
Is simple but personable
Looks appealing
Refinement - a good teacher has good taste and social graces.
Evident Not evident Comment
Treats everybody with
courtesy
Behaves appropriately on all
occasions
Selects social functions to
attend
Uses appropriate language in
conversation
Adjust comfortably in a crowd
Cooperativeness a good teacher is cooperative, friendly, generous, adaptive,
flexible, responsive, trustful and charitable.
Evident Not evident Comment
With deep concern for others
Is willing to share
Volunteers to do task for
others
Gives up personal time for
group
Works for the group even
without expecting any return
Reliability and dependability - a good teacher to whom others can lean on for
her/his support is honest and sincere in words and in action.
Evident Not evident Comment
Is accurate in assessment
 Is consistent in words and
action
Is punctual
Is sincere in giving
suggestions
Extends help to others

Questions for reflection

1. Do you possess the listed personal attributes of a good teacher? How will you
develop these attributes when you become a teacher yourself?
Intelligence
Emotional Stability
Resourcefulness
Considerateness and compassion
Buoyancy
Objectiveness
Self-motivation and drive
Self-confidence
Attractiveness and pleasantness
Refinement
Cooperativeness
 LEARNING DOMAIN 3
The Teacher as a Professional

OBJECTIVE
At the end of this activity, you should be able to build professional links with colleagues
to enrich the teaching practice.

STANDARDS
The following National Competency-Based Teacher Standards (NCBTS) are relevant to
this domain
1. the teacher keeps abreast of recent developments in education
2. the teacher shares best practices with other institutions and organizations.
3. the teacher reflects on the extent of the attainment of professional development goals
4. the teacher reflects on the quality of his/her own teaching
5. the teacher improves teaching performance based on feed back from the mentor,
students, peers, superior, and others.
6. the teacher accepts personal accountability to learners achievement and overcome
his/her weaknesses.

FIELD LABORATORY EXPERIENCE

Your ask are to:
1. visit a school; and
2. interview the resource teacher about building professional links with colleagues to
enrich the teaching practice.

CHECKLIST ON BUILDING PROFESSIONAL LINKS WITH COLLEAGUES TO

ENRICH TEACHING PRACTICE.
Below is a checklist on building professional links with colleagues to enrich teaching
practice. Based on your interview, evaluate objectively if the behavioral characteristics
under each component are evident or not. If they are not, write your comments on the
corresponding column

A. Keeps abreast of recent developments in education

Evident Not evident Comments
Updates himself
with recent
developments in
education
Applies updated
knowledge to enrich
his teaching
practices
Manifest openness
to recent
developments in
education.
B. Shares best practices with other institutions and organizations.
Evident Not evident Comments
Knows of
institutions and
organizations
whose goals it to
improve the
teaching
experiences
Connects with other
institutions and
organizations that
can be of help to
the teaching
profession.
Gets involved in
professional
organizations and
other agencies that
improve teaching
practice.
C. Reflects on the quality of own teaching
Evident Not evident Comments
Knows the
techniques and
benefits derived
from theory-guided
introspection
Makes self-
assessment of own
teaching
competencies
Desires to improve
the quality of
teaching
D. Improve teaching performance based on feedback from mentor, students,
peers, superiors and others.
Evident Not evident Comments
Knows the
purposes and
approaches in
establishing an
effective feedback
system
Actively seeks
feedback from a
ranges of people to
improve teaching
performance
Manifest positive
attitudes toward
constructive
comments,
suggestions and
recommendations.
E. Accepts personal accountability to learners achievement and performance
Evident Not evident Comments
Know accountability
and responsibility to
students learning
achievement or
performance.
Examines
himself/herself vis-
-vis his/her
accountability to the
learners and to the
teaching profession
Accepts his/her
personal
accountability to the
learners.
F. Uses self-evaluation to recognize and enhance his/her strength and
overcome his/her weaknesses
Evident Not evident Comments
 Knows the concept
and strategies for
self-evaluation
Identifies his/her
strengths and
weaknesses as a
person and a
teacher
Manifest
determination to
become better
person and teacher

QUESTIONS FOR REFLECTION

1. How does the resource teacher keep abreast of recent development in education?
2. How does the resource teacher share best practices with other institutions and
organizations?
3. How does the resource teacher reflect on the quality of his/her own teaching?
4. How does the resource teacher improve teaching performance based on feedback
from mentor, students, peers, superiors, and others?
5. How does the resource teacher accept personal accountability to learners;
achievement or performance?
6 How does the resource teacher, use self evaluation to recognize and enhance his/her
strengths and weaknesses?

INTEGRATION
As a future teacher, how would you build professional links with colleagues to enrich the
teaching practices?

How would you contribute in the attainment of professional development goals?

CRITICAL INCIDENT OBSERVED BY THE FS TEACHER

To what extent did the FS student understand the attainment of professional
development goals?
 LEARNING DOMAIN 4
The Teacher in the School Setting

OBJECTIVE
At the end of this activity, you should be able to discuss the learning processes and the
roles of the teacher in the school setting.
STANDARDS
The ff. National Competency- based Teacher Standards (NCBTS) are relevant to this
domain:
1. The teacher performs the duties, responsibilities, and accountabilities of a teacher.
2. The teacher translates his/her philosophy of teaching into action.

FIELD LABORATORY EXPERIENCE

Your task is to:
1. Interview a teacher about her/his roles and responsibilities in the school setting.

CHECKLIST ON THE ROLES OF THE TEACHER IN THE SCHOOL SETTING

Below is a checklist on the roles of the teacher in the school setting. Based on your
interview, evaluate objectively if the behavioral characteristics under each component are
evident or not. If they are not, write your comments on the corresponding column.

I. Instructional Competence
A. Lesson Planning and Delivery
Not
Evident Comments
Evident
1. Formulates / adopts objectives
of lesson plan based on the
National Kindergarten Curriculum
Guide (NKCG)/ Philippine
Elementary Learning
Competencies (PELC)/Philippine
Secondary Learning
Competencies (PSLC)
2. Selects content and prepares
appropriate instructional
materials/ teaching aids
3. Selects teaching materials/
strategies
4.Relates new lesson with
previous knowledge / skills
5. Provides appropriate motivation

6. Presents and develops lessons

7.Conveys ideas clearly

8.Utilizes the art of questioning to

develop higher level of thinking
9.Ensures pupils participation

10. Addresses individual

differences
11. Shows mastery of the subject
matter
12. Diagnoses learners needs
13. Evaluates learning outcomes
14. Assesses lesson to determine
desired outcomes within the
allotted time
15. Manages time and learning
environment
16. Maintains clean and orderly
classroom
17. Maintains classroom
conducive to learning
B. Learners Achievement
Evident Not Comments
Evident
1. Improves learners
achievement level over the pretest

C. School, Home, and Community Involvement

Evident Not Comments
Evident
1. Organizes and maintains
functional homeroom PTA
2.conducts homeroom PTA
meetings to report learners
progress
3. Disseminate school
policies/plans/programs
accomplishments to the school
clientele
4. Participates in community
projects and in civics
organizations
5. Encourages involvement of
parents in school programs and
activities
II. Professional and Personal Characteristics

Evident Not Comments

Evident
Decisiveness
Honesty/Integrity
Dedication/ Commitment
Initiative/Resourcefulness
Courtesy
Human relations
Leadership
Stress tolerance
Fairness/justice
Proper attire/Good grooming
III. Punctuality and Attendance
Evident Not Comments
Evident
Punctuality
Attendance
IV. Plus Factors

Evident Not Comments

Evident
1.Provides assistance to co-
teachers in improving their
teaching competence.
 2. Assists school administrators in
planning and managing in-service
trainings
3. Serves as consultant in the
preparation of supplementary
instructional materials

4. Serves as demonstration
teacher on innovative teaching
techniques, classroom
management, etc.
5. Conducts action research whose
findings and recommendations
have been adopted by
school/district
6.Serves as subject area
coordinator/ chairman in
school/district/division

QUESTIONS FOR REFLECTION

1. How does the resource teacher perform the tasks of lesson planning and delivery
of instruction?
2. What are the activities undertaken by the resource teacher on learners
achievement?
3. What is the involvement of the resource teacher in school, home and community
programs, projects, and activities?
4. How does the resource teacher observe punctuality and attendance?
 LEARNING DOMAIN 5
The Teacher in the School Setting

OBJECTIVE
At the end of this activity, you should be able to discuss the duties and responsibilities
of the teacher in the school setting as stated in the Qualifications Standards (CSC
1995).

STANDARDS
The following National Competency Based Teaching Standards (NCBTS) are relevant
to this domain:
1. The teacher performs the duties and responsibilities in the school setting.
2. The teacher possesses t values that uphold the dignity of teaching

FIELD LABORATORY EXPERIENCE

Your tasks is to
1. Interview the resource teacher about his/her duties and responsibilities in the school
setting

CHECKLIST ON THE TEACHERS DUTIES, RESPONSIBILITIES AND

ACCOUNTABILITIES IN THE SCHOOL SETTING
Below is the checklist on the teachers duties and responsibilities in the school setting.
Based on your interview, evaluate objectively if the behavioral characteristics under
each component are evident or not. If they are not, write your comments on the
corresponding column.
Duties and Responsibilities of the Teacher in the School Setting as stated in the
Qualification Standards (CSC 1995)
Evident Not Evident Comments
Teaches assigned subjects
according to guidelines
Enrolls pupils and students
Prepares effective lesson plans
Prepares visual aids and other
devices for instruction
Sees to it that the pupils/students
in his/her advisory class are
provided with the necessary
textbooks when available.
Implements rules and regulations
Conducts guidance services for
his/her advisory class
Evaluates pupils progress and
provide various experiences for
their continuous development
Supervise curricular and co-
curricular projects and activities
of the students
Checks/records the attendance
of the students/pupils
Keeps up-to-date anecdotal
records of students/pupils
Keeps school records and
prepares required reports
Keeps parents informed on
pupils/students progress
Attends and participates in in-
service trainings and faculty
meetings
Executes the administration of
school policies designed for the
welfare of students/pupils
Maintains membership in
professional organizations
Works with other school
personnel, parents, and the
community for total development
of the students/pupils
Participates in the socio-
economic development projects
in the community
Coordinates and cooperates with
other teacher in school programs
projects and activities
Safeguards school facilities and
equipment
Demonstrate a belief that all
students can learn
Teaches responsible citizenship
and life skills
Treats each student fairly
 Promotes a safe and positive
learning environment
Exemplifies a good adult role
model
Exhibits a caring honest and
professional attitude
Recognizes the community as a
partner in educating students
Maintains confidentiality on
critical issues that affect the
secrecy of the entire educational
system
Abides by the policies and
regulations
Does other related work

QUESTIONS FOR REFLECTIONS

1. How does the resource teacher perform his/her duties and responsibilities in the
school setting?

INTEGRATION
As a future teacher, what do you think would be your duties and responsibilities in the
school setting?

CRITICAL INCIDENT OBSERVED BY THE FS TEACHER

To what extent did the FS student understand the importance of knowing the duties and
responsibilities of a teacher in the school setting?

LEARNING DOMAIN 6
The Global Teacher
OBJECTIVE
At the end of this activity, you should be able to facilitate the learning of diverse types of
learning in various learning contexts

STANDARDS
The following National Competency-Based Teacher Standards (NCBTS) are relevant to
this domain:
1. The teacher provided efficient and effective classroom management
2. The teacher determines, understands, and accepts the learners diverse knowledge
and experiences

FIELD LABORATORY EXPERIENCE

Your tasks are to:
1. find out through interview the qualifications necessary to become a global teacher;
and
2. conduct a survey of teachers in the school who opted to work abroad.

CHECKLIST ON THE GLOBAL TEACHER TEACHERS IN THE EYES OF THE

LEARNERS
Below is a checklist on the global teacher teachers in the eyes of the learners. Based
on your interview, evaluate objectively if the behavioral characteristics are evident or
not. If they are not, write your comments on the corresponding column
THE GLOBAL TEACHER Teachers in the eyes of the learner
Evident Not Evident Comment
The teacher interacts with
the learners, physically,
mentally, and emotionally
The teacher teaches not
only with the mind but
also with the heart
The teachers is available
for students consultations
and communicate with
them in an
understandable manner.
The teachers allows the
students to ask questions
The teacher sets the
classroom rules and
procedures which help
students know what is
expected of them and
 how they can help
themselves.
The teacher prepares
students to become
valuable assets in the
community
The teacher respects all
students and encourages
good performance by
bringing out the best in
each one.
The teacher prepares for
his/her class and uses
varied support materials
to make the lesson
interesting.
The teacher disciplines
himself/herself before
anyone else.
The teacher practices
self-control and regulates
himself/herself.
The teacher behaves
appropriately in every
situation.
The teacher understands
a childs problem and is
ready to extend his/her
help anytime.
The teacher clearly
expresses different points
of view.

QUESTIONS FOR REFLECTION

1. How does the resource teacher facilitates the learning of divers types of learners in
various learning contexts?
2. What are the views of your resource teacher on the qualifications of a global teacher?
3. Find out how many teacher from your resource school opted to work abroad. What
could be their reasons for working abroad? Would you also choose to work abroad?
Why?

INTEGRATION
As a future teacher, how would you facilitate the learning of diverse types of learners in
various learning contexts?

CRITICAL INCIDENT OBSERVED BY THE FS TEACHER

To what extent did the FS student understand the meaning of the global teacher?
 LEARNING DOMAIN 6
The Teacher and the Community

OBJECTIVE
At the end of this activity, you should be able to explain the educational processes and
relate them to the larger social, cultural, and political processes.

STANDARDS
The following National Competency-Based Teacher Standards (NCBTS) are relevant to
this domain
1. The teacher uses community resources (human/material) to support learning.
2. The teacher implements community projects, programs, and activities.

FIELD LABORATORY EXPERIENCE

Your tasks are to:
1. interview at least three people in the community (parent, barangay official, and a
representative form the community organization) about the teachers involvement in
community activities and utilization of community resources in teaching;
2. make a list of community resources that are utilized by the teachers in teaching;
3. make a list of the expectations of community people on the teachers community
involvement; and
4. reflect on the expectations of the community people

CHECKLIST ON THE TEACHER AND THE COMMUNITY

Below is a checklist on the teacher and the community. Based on your interview,
evaluate objectively if the behavioral characteristics under each component are evident
or not. If they are not, write your comments on the corresponding column.

THE TEACHERS
COMMUNITY Evident Not Evident Comments
INVOLVEMENT
Conducts feeding
program activities
Holds tree-planting
activities
Supervises pupils in
community
parades, cleaning
activities, fun runs
exhibits, etc.
Serves as board of
canvasser, officer
or member during
local and national
elections.
Facilitates medical
and dental services
in the community.
Holds seminars and
trainings on climate
change and over
environmental
programs projects
and activities.

UTILIZATION OF
MATERIAL AND
HUMAN
RESOURCES IN Evident Not evident Comment
THE COMMUNITY
TO FACILITATE
LEARNING
Utilizes indigenous
materials in the
community for
classroom
instruction
Uses available
recyclable materials
in the learning
process
Request resource
persons from the
community for
selected lessons
and activities
Seeks help of the
parents and other
stakeholder in the
 realization of school
programs, projects
and activities.

Based on the interview, make a list of expectations of community people on the

resource teachers community involvement

Write your reflections on the expectations of community people on the resource

teachers community involvement.

QUESTIONS FOR REFLECTION

1. How does the resource teacher involve himself/herself in the community social,
cultural, and political activities?
2. How does the resource teacher utilizes material and human resources in the
community to facilitate learning?

INTEGRATION
As future teacher, what programs, projects and activities would you like to contribute in
the community

CRITICAL INDICENT OBSERVED BY THE FS TEACHER

To what extent did the FS student realize the importance of participating in community
programs, projects and activities?

Learners Outputs
 Lesson Plan
I. Objectives:
At the end of the lesson, the students shall have:

a. defined demonstrative pronouns in the sentence;

b. pointed out the demonstrative pronouns in the sentence;
c. identified the use of demonstrative in the sentence whether it is use as
pronoun or as an adjective;
d. used demonstrative pronouns correctly; and
e. showed willingness to participate in the class activity.
II. Subject Matter
Topic: Demonstrative Pronouns
References: http.//grammar.yourdictionary.com.parts-of speech/pronouns/what-
is-a-demonstrative-pronoun.html
http://www.k12reader.com/term.demonstrative-pronouns/
Materials: hand outs, printed picture, cartolina, chalk
III. Procedure
o Preliminary
Prayer
Greetings
Attendance
o Activity
A. Motivation
Group the class into five (5) groups. Each group will be given cards
with the words THIS, THAT, THESE and THOSE. Pictures will be shown
to them with an incomplete sentence.
Example:

is our house.
is big.
The student/students will raise the cards immediately with the correct
word to complete the sentence.

B. Presentation
Ask the students if they have any idea what those words are. THIS,
THESE, THAT and THOSE are demonstrative pronouns. Ask them
what demonstrative pronoun is.

C. Discussion
Demonstrative Pronouns- are pronouns used to point something
specific within the sentence, these pronouns can indicate items in
space and distance and can ever be singular or plural.
 If the noun is near the speaker, use THIS for the singular and THESE
for plural.
If the noun is far from the speaker, use THAT for singular and THOSE
for plural

Examples:
This is my ring. (singular, near the speaker)
These are my rings. (plural near the speaker)
That is my bag. (singular, far from the speaker)
Those are my bags. (plural, from the speaker)
Demonstrative pronouns can be used as subject as well as objects.
Examples:
I wanted that.
I hate this.
This, that, these and those can also be adjectives. They are called
demonstrative adjectives.

Demonstrative adjectives- are adjectives used to modify nouns.

Example:
That car is nice. (that modifies the noun car)
Demonstrative adjectives cannot stand without a noun.
This, these, that, those + noun
Demonstrative pronouns can stand alone.
I like this.
D. Generalization
Demonstrative pronouns identify nouns whether those nouns are
named specially or not. The use of demonstrative pronouns also
indicates the quantity of a noun and its space and distance.

E. Evaluation

Identify the demonstrative in the sentence. Identify if it is singular or

plural and if it is use as pronoun or as an adjectives.
1. These are my pens.
2. That cake was awesome.
3. Those belong over there.
4. This party is boring.
5. That is incorrect.
6. Ill buy these.
7. Is that right?
8. These chocolates are delicious.
9. Did you see that?
 10. Is this yours?
Quiz
Identify the demonstrative in the sentence. Identify if it is singular or plural
and if it is use as pronoun or as an adjectives.
1. This house is ours.
2. These plates are very hot.
3. Do not approach those dogs.
4. I like that dress.
5. Those are delicious and fluffy.
6. Those over there.
7. I heard that.
8. The city is busy.
9. I want to buy that bag.
10. These look perfect.

F. Assignment
Think of your favorite thing/things. In sheet of paper. Write about
those favorite things/things of yours using demonstrative pronoun. Use
your favorite things as your title.

Rubrics

Accuracy 10pts.
Content 5pts.

Personal Reflection
Comments of the Faculty
 Rubric for Portfolio

SUGGESTED RUBRIC for PORTFOLIO (PRODUCT)

Criteria Description
5 4 3 2 1
1. Contents of Has 90-100% Has 75-89% Has 60-74% of Has less than Has less than
the Portfolio of the needed of the needed the needed 59% of the 40% of the
content content content needed content needed content
2. Objectives of Objectives are Objectives Objectives are Some Most objectives
the Portfolio SMART and are SMART SMART but objectives are are not SMART
cover the but cover cover only less not SMART and cover only
whole course only a than 75% of and do not a minimum of
minimum of the course cover the the course
75% of the whole course
course
3. Quality of Entries are Entries are of Entries are of Some entries Few entries are
Entries best quality, better quality, acceptable are of of acceptable
well selected many are quality, some acceptable quality, not well
and very well selected are well quality, limited selected, and
substantial and selected and selection and very minimal
substantial substantial substantial substance
4. Presentation Creative, neat Creative, Creative, neat Minimal No creativity, in
of Entries and has a very neat and has and an creativity, neat disarray, no
strong strong average with minimal impact/appeal
impact/appeal impact/ impact/appeal impact/appeal
appeal
5. Promptness Submitted Submitted on Submitted Submitted 2 Submitted 3
in the ahead of schedule week after the weeks after the weeks or more
submission schedule schedule schedule after the
schedule

SELF-RATING COMPETENCY CHECKLIST

(FOR STUDENT USE)

Name: ________________________________ Course: _______________ Year &

Section: _______

Direction: Check ( ) the appropriate column that best describes your current level
of mastery of
 each listed competency.

COMPETENCY I cannot I am I can do I can do

do this learning this but i this very
yet. how to do need to well.
this learn more
and
improve.
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 teachers 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 learning experiences.
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 strategies to address the
needs of differently-abled students.
Determines and accepts learners
diverse background and experiences.
Identifies and analyzes the factors to
be considered in the selection of
learning experiences, instructional
materials and assessment tools.
Develops and utilizes creative and
appropriate instructional planning.
Shows proofs of instructional
planning.
Uses appropriate assessment
strategies to evaluate learning.
Sets appropriate learning goals.
Delivers accurate and updated
content knowledge using appropriate
strategies.
Engages and sustains learners
interest in the subject through the use
of meaningful and relevant content.
Selects, prepares, and utilizes
instructional materials appropriate to
the learners and to the learning
objectives.
Makes good use of allotted
instructional time.

Observation Report
DTR (Daily Time Record)