Philippines Australia

BASIC EDUCATION ASSISTANCE FOR MINDANAO

PRE-SERVICE TEACHER TRAINING UNIT

Extended School Experience

FIELD STUDY 6 MANUAL

Becoming a Teacher
 TABLES OF CONTENT
1. INTRODUCTION .................................................................................................. 1
Links to DepEds National Competency-Based Teacher Standards (NCBTS): ..... 1
2. ROLES AND RESPONSIBILITIES OF STAKEHOLDERS ................................... 2
3. COURSE DESCRIPTION ..................................................................................... 5
Course Objectives:................................................................................................ 5
Course Requirements ........................................................................................... 5
Grading System .................................................................................................... 6
Assessment Tools................................................................................................. 6
Schedule of activities for Field Study 6 ................................................................. 7
4. COURSE CONTENT ............................................................................................ 8
A. Teachers Classroom Management Skills ........................................................ 8
B. Lesson Guide Making ....................................................................................... 8
C. Micro-Teaching............................................................................................... 10
D. Participation and Actual Transition Teaching ................................................. 12
E. Co-Curricular and Extra-Curricular Involvements ........................................... 14
5. GLOSSARY OF TERMS ..................................................................................... 15
6. REFERENCES ................................................................................................... 16
7. APPENDICES ..................................................................................................... 17
Appendix A: Reflective Journal Writing ............................................................... 18
Appendix B: Classroom Management of the Learning Environment ................... 24
Appendix C: Rubric for Reflection/Journal Entries .............................................. 25
Appendix D: Lesson Plan Rubric ........................................................................ 26
Appendix E: Rubric for Microteaching ................................................................. 27
Appendix F: PST Teaching Performance Rating Checklist ................................. 28

Field Study 6
 Field Study 6: Becoming a Teacher
Credit: 1 Unit
Time Duration: 17 hours
1. INTRODUCTION
FS 6 is a field study course that brings together the PSTs experiences from Field Studies
one to five. It aims to immerse students in taking on the role of the teacher.
This course focuses on exposing the learners to a range of experiences about becoming a
teacher, and the acquisition and application of the skills and attitude necessary in becoming
a professional teacher. It will include lesson transition and involve PSTs in making links with
the community.
Links to DepEds National Competency-Based Teacher Standards (NCBTS):
Domain 1- Social Regard for Learning
-The teacher acts as a positive role model for students.

Domain 2- Learning Environment

-That promotes fairness, fair and conducive to learning

Domain 3- Diversity of Learners

-The domain of diversity of learning process in diverse learner, concerned with
the holistic development of the learner.

Domain 4- Curriculum
- Demonstrates mastery of the subject matter and the learning process
-Selects teaching methods, learning activities and instructional materials
appropriate to the learners ability and learning styles.

Domain 5- Planning, Assessing and Reporting

-Planning, Assessing, and reporting (feed backing)
-The teacher develops and uses variety appropriate assessment strategies to
motivate and evaluate learning.

Domain 6- Community Linkages

-It focuses on the establishment of learning environment that respond to the
experiences and aspirations of the community thus, make learning relevant and
meaningful.

Domain 7- Personal and Professional Development

-it takes pride in nobility of teaching as a profession which builds professional
links with colleagues to enrich teaching practice and reflects the extent of the
attainment of professional development goals.

Field Study 6 1
2. ROLES AND RESPONSIBILITIES OF STAKEHOLDERS IN Field Study 6
Stakeholders
1. Teacher Education Institution (TEI)
2. Dean of the College of Education
3. TEI Practicum Manager
4. TEI Practicum Supervisor for Field Study 6
5. Schools Division Superintendents (SDS)
6. DepEd Cooperating Principal
7. Site Coordinator
8. Cooperating Teachers for Field Study 6
9. Pre-Service Teachers of Field Study 6
I. The Teacher Education Institution (TEI)
A. The Dean of College of Education shall:
1. Designate a Practicum Manager to oversee/coordinate the practicum program.
2. Assign Practicum Supervisor with 25-30 Pre-service Teachers (PSTs).
3. Allocate a modest incentive to personnel in the DepEd involved in student teaching
as stipulated in the MOA.
4. Initiate conferences with the SDSs in selecting public and private schools in the
province/city.
5. Assign a space for Practicum office and appoints an office staff.
B. The Practicum Manager shall:
1. Monitor the teachers handling Field Study.
2. Supervise Practicum office staff.
3. Formulate policies and systems for the practicum.
4. Manage administrative matters such as preparation and signing of MOA.
5. Communicate with stakeholders and handle paper work with regard to practicum
program.
C. The TEI Practicum Supervisor shall:
1. Orient the pre-service teachers of their in-campus/off-campus work with regards to
their expected attitudes, proper dress code, things to be done when they are in
school, and the expectations of their cooperating teachers;
2. Coordinate with the Cooperating School Principal/Head regarding the selection of the
exemplary Cooperating Teachers to handle Pre-service Teachers;
3. Assign the Pre-service Teachers to the Cooperating Teachers designated by the
School Principal/Head;
4. Coordinate with the Professional Education faculty regarding the needs of the Pre-
service Teachers in their field studies;
5. Visit the pre-service teacher and observe the classroom teaching and will hold
conferences with the cooperating teacher when deemed necessary;
6. Coordinate regularly with cooperating school principal/head teacher and cooperating
teacher regarding performance of the pre-service teachers;
7. Conduct weekly conferences for the Pre-service Teachers to:
Monitor their performance/progress in the field
Special sessions on innovations in teaching-learning process
Submission of the Tasks assigned to them like lesson plans, self-made test,
instructional materials and their Reflective Journals for checking
Discuss their problems if there are any

Field Study 6 2
 Assist the Pre-service Teachers in checking their lesson plans for team teaching and in
preparing their learning materials;
Submit written reports to the College Dean, copy furnished to the school principal and
the SDS, at least twice a month regarding the:
9.1 progress/performance of pre-service teachers
9.2 problems/difficulties met by the pre-service teachers
9.3 solutions/actions taken to solve the problems
Call the Pre-service Teachers for debriefing at the end of Field Study 6.
D. The Pre-Service Teachers shall:
1. Conduct actual classes in transition.
2. Conduct micro teaching classes for enhancement, remedial and tutorial purposes.
3. Participate actively in all school and community related activities, as appropriate.
4. Consider/be open to constructive criticisms.
5. Have regular discussions/de-briefing with the cooperating teacher/practicum
supervisor.
6. Respect the dignity and rights of the learners.
7. Check papers and tests for the purpose of diagnosis and evaluation.
8. Prepare and check lesson plans with cooperating teacher/practicum supervisor
before teaching and evaluates effectiveness of plans of teaching (after teaching the
class).
9. Observe lesson plan policies established by the cooperating teacher/practicum
supervisor.
10. Accept decisions of the cooperating teacher/practicum supervisor concerning
material to be covered and methods of presentation.
11. Submit to the TEI Practicum Supervisor the duly accomplishment forms on time.
12. Return all borrowed books and materials to the cooperating school before the term
ends; accomplish clearance from the cooperating schools.
13. Project a good image as a teacher at all times by observing
13.1 The Code of Ethics
13.2 Proper dress code
13.3 Punctuality in all activities of the Field Study
II. The Department of Education (DepEd)
A. The School Division Superintendent (SDS) shall:

1. Review and subsequently approve request for cooperating schools;

2. Conduct orientation on student teaching with the TEIs inclusive of the Dean,
Practicum Manager, Practicum Supervisors, and the School Principals/Head
Teachers.
3. Be the approving authority for Memorandum of Agreements between TEIs and
DepEd.

Field Study 6 3
B. The Cooperating Principal shall:
1. Identify exemplary Cooperating Teachers to handle Pre-service Teachers actual
teaching;
2. Conduct orientation for cooperating teachers on:
a. policies and regulations on Field Study
b. mentors roles and responsibilities
c. expected activities and outcomes of Field Study 6
3. Conduct orientation for the Pre-service teachers on:
a. policies and regulations of the school
b. roles and responsibilities of the Pre-service teachers
c. assignment of areas of responsibility where they should go
d. expected activities and outcomes of Field Study 6 .
4. Monitor and provide feedback on pre-service teachers performance on the actual
teaching;
5. Meet with the Cooperating Teachers, the Pre-service Teachers and the Practicum
Supervisor for debriefing at the end of Field Study 6.
6. Prepare required reports to the TEIs, copy furnish the Schools Division
Superintendent
C. The Site Coordinator shall:
1. Assist the Principal in assigning the Cooperating Teachers;
2. Conduct regular conference with cooperating teachers as regards the performance
and behaviour of student teachers
3. Serve as a link among Pre-service Teachers, Principals and the TEI Practicum
Supervisors.
4. Coordinate with TEIs Practicum Supervisor concerning the Pre-service Teachers
class assignment and problems
5. Ensure that student teachers are not allowed to substitute for teachers who are
absent or on leave.
D. The Cooperating Teacher shall:
1. Provide an appropriate environment and establish a positive working relationship
between Pre-service Teachers and Cooperating Teachers;
2. Provide support to pre-service teachers as mentors by:
a) lesson planning
b) actual teaching
c) classroom management
d) preparation of instructional materials
e) preparation of examinations/various assessment modes
3. Provide the student teacher participation in co-curricular and school/community
activities
4. Expect pre-service teachers, lesson to assume planned micro teaching
responsibilities either for enhancement, remedial or tutorial.
5. Evaluate the pre-service teachers lesson plan in advance in order to check the
appropriateness of the instructional materials and the strategies that will be used in
the teaching-learning process;
6. Give regular appropriate praises, positive feedback, advice, support and
encouragement to the students practicing to be teachers;
7. Observe coach/mentor Pre-service Teachers in their participation in their cooperating
teachers, classes in transition.
8. 8. Complete the form of summative evaluation report for each student teacher.

Field Study 6 4
3. COURSE DESCRIPTION
Field Study 6 is a one-unit course which is anchored on the professional subject, The
Teaching Profession. The course includes individual half day teaching, the transition from
one lesson to another and involvement in co and extra curricular activities.
At the end of the course, the pre-service teachers are expected to have experiences in:
1. managing the whole class, focusing on classroom discipline and routines.
2. preparing lesson guides for all required classes.
3. transition teaching of one lesson to another
4. conducting micro teaching with either enhancement, remedial or tutorial focus
5. assisting with at least one co and one extra curricular activity such as; Science Fair,
Speech or Communication Arts Fest, Linggo ng Wika etc. (co-curricular activities),
Scouting, Clean and Green Drive, Nutrition Month etc. (extra curricular activities)

Course Objectives:
Students can:
1. Manage the whole class
2. Make a smooth transition from one lesson to another
3. Conduct a micro-teaching lesson
4. Participate actively in at least one co/extra curricular activity

Course Requirements
1. Attendance at the Field Study 6 Orientation
2. Participation in the Cooperating Teachers classes during lesson transition; actualize
2 classes in transition
3. Facilitate 1 micro teaching activity in either enhancement, remedial or tutorial
teaching
4. Be involved in 1 co- curricular and 1 extra curricular activity
5. Prepare 4 lesson guides distributed as:
3 lesson guides for regular classes
1 lesson guide for 1 micro teaching class
6. Interview a CT about his/her role in the community as professional teacher.
7. Complete a Reflection Journal on Becoming a teacher, including reflections about
co-curricular and extra- curricular involvement.

Field Study 6 5
Grading System
Rater
CT Prac Supervisor

Attendance 10%
Actual Teaching 30%
Community Involvement 20%
Journal Entries/ Reflection 20%
Lesson Guides 20%
Total 100%

Assessment Tools
1. Actual Teaching Checklist
2. Rubric for Micro-Teaching
3. Rubric for Lesson Guide
4. Interview Checklist for Community Involvement
5. Rubric for Reflection /Journal Entries

Field Study 6 6
Schedule of activities for Field Study 6
Sessions Activities Site Time Frame
st
1 Session Orientation for Pre-service TEI Number of hours
Teachers should not be
counted
ndSession Orientation for Cooperating Cooperating School Number of hours
Principals, Site should not be
Coordinators and counted
Cooperating Teachers
Assigning of CTs and
subjects to be participated
in by the PST' in the
second visit

Participation in CTs lesson Cooperating School 3 hrs

Assigning of PST subject
to be taught in the second
visit.

4th Session PSTs lesson in transition Cooperating School 2 hrs

Assigning of PSTs subject
to be taught in the fourth
visit

5th Session PSTs individual classes in Cooperating School 3 hrs

transition
Assigning of PSTs tasks in
micro teaching
6th Session Micro-teaching Cooperating School 1 hr

7th Session Community involvement Cooperating School 4 hrs

( extra- curricular)
Co- curricular activity
involvement
8th Session Completion of teaching TEI 4 hrs
learning related
requirements
9th Session Debriefing/ Evaluation TEI Number of hours
should not be
counted

Total 17 hrs

Field Study 6 7
4. COURSE CONTENT
To become professional the Pre-service Teachers need to be equipped with the holistic
experience of becoming a teacher. In this context, the Pre-service Teachers will bring
together their experiences from Field Studies one to five.
A. Teachers Classroom Management Skills
The Pre-service Teachers will again observe the Cooperating Teachers Classroom
Management Skills, which facilitate an effective teaching and learning environment. These
management skills include:
a. Routine activities to ensure classroom discipline, particularly on:
Checking the attendance
Seating arrangement
Handling materials and devices
Classroom courtesies
b. Monitoring of the Learners behavior and the teachers response to the various forms
of student behavior.

In this observation on Teachers classroom management skills the Pre-service Teachers will:
1. Record 2 observation for each item in A) and B).
2. Analyze the observations and describe how he/she would manage these activities in
his/her own classroom.
B. Lesson Guide Making
The Pre-service teachers will prepare lesson guides according to the subject matter that the
cooperating teacher assign to them. These lesson guides include the setting up of objectives,
selection of appropriate teaching strategies and activities based on the learners needs, and
the employment of authentic assessment tools for the learners.

NOTE: The Lesson Guide prepared by the Pre-service teachers will be assessed by both
Pre-service Teachers and Cooperating Teachers using the following Lesson Guide
checklist.

Field Study 6 8
 Guidelines in preparing a lesson
Name: Date:
Subject Area: Sem/SY:
Direction:
Make an evaluation of the prepared lesson guides against this checklist. Answer with Yes or
No by checking it. Then give a reflective answer on the question given below.

YES NO
1. Do your lesson guides have the basic component parts like?
a. objectives
b. Subject Matter/ Topics
c. Materials/ References
d. Teaching strategies/ activities
e. Assessment tools for Authentic Assessment and Evaluation
2. Are your objectives stated in behavioral terms which include the
three learning domains?
3. Are your objectives learner-centered and interactive?
4. Are the materials needed written down and appropriate to the lesson
objectives?
5. Is the procedure presented in orderly manner?
6. Does the procedure begin with goal setting?
7. Does the development of the lesson connect the broader aspects of
the topic and other subjects?
8. Is there values integration?
9. Does the lesson end with a synthesis?
10. Is there an opportunity for a learning outcome evaluation?
11. Does it include a relevant workable assignment?

For Pre-service Teacher Only

What learning insights have you gained in evaluating your self-made lesson plan?

Field Study 6 9
C. Micro-Teaching
The CT should guide the PSTs to be able to use appropriate skills such as explaining,
demonstrating, questioning, giving feedback and checking understanding to ensure that
learning will take place.

Task 1:
1. Observe the CT conducting a micro-teaching lesson. Discuss it with her/him
2. Collaborate with your CT and identify learners for possible remediation, tutorial or
enhancement.
3. Plan the micro teaching lesson and conduct it.

Use the following table to guide your observations and reflections.

Field Study 6 10
 Micro-teaching Observation Guide for Cooperating Teachers and PSTs

A. Observe the micro-teaching demonstration of the pre-service teacher and evaluate

him/her by answering the following questions.
1. Cite strong points of the micro-teaching demonstration.

2. Give recommendations to improve/ enhance the micro-teaching process of the

demonstration.

3. Is the time consumed in teaching sufficient? Give suggestions if needed.

4. Did the pre-service teacher attain his/her objectives in teaching his/ her part?

5. Was he/she able to teach his/her part justly?

B. PST Self evaluation of micro-teaching.

1. Cite strong, weak points and recommendations for improvement.
A. strong points

B. Needs improvement

C. Recommendation for improvement

2. Cite evidence that you have attained the objectives of the lesson.

3. Which of your micro-teaching conducted is most effective? Why?

Field Study 6 11
D. Participation and Actual Transition Teaching
The pre-service teachers are expected to observe the cooperating teachers teaching as
they transition from one lesson to the next lesson. When the PSTs participate in lesson
transition, the pre-service teachers will use a Self-Appraisal form which includes the
cooperating teachers feedback.

Activity:
1. Observe how your CT changes from one lesson to another (transition).
2. Conduct a lesson, or activity, whereby you have to transition smoothly from one to
another. (This might be in tandem with your CT).

Field Study 6 12
 Participation Teaching in Transition Self-Appraisal Form for PST

Name: Date:
Subject Area: Cooperating Teacher:

1. After you observed the Cooperating Teachers lesson transition, what were your
realizations?

2. What strategies do you think worked well in changing (transitioning) the lesson?
Give details.

3. What would you like to improve in your transitioning from one lesson to another?

Cooperating Teachers Feedback:

Area(s) of Strength:

Area(s) of Improvement:

Name & signature of cooperating:

Date:

Field Study 6 13
E. Co-Curricular and Extra-Curricular Involvements
The Pre-service Teachers are expected to be actively involved in various co-curricular and
extra-curricular activities. This involvement will give them the opportunity to meaningfully
extend their teaching experience in preparation for becoming a professional teacher.
To assess the Pre-service Teachers active involvement in co-curricular and extra-curricular
activities the Pre-service Teachers are required to complete the following co-curricular and
extra curricular involvement form.

Co-curricular and Extra-Curricular

Involvement Form

Name:

A. List some of the co-curricular and extra curricular activities that take place in your
cooperating school.
1.

2.

3.

4.

5.

B. Reflective Questions:
1. Which particular acti involved in?.

2. s

3. ?

4. l?

Field Study 6 14
5. GLOSSARY OF TERMS
Cooperating Principal is the head of the cooperating school responsible in assigning exemplary
cooperating teachers and to coordinate with the TEI Practicum Supervisor with regards the
assignment and problems of Pre-service Teachers

Cooperating Schools the school where the pre-service teacher undergoes off-campus teaching.

Community Involvement- involvement in educational activities outside of the school or, the
involvement of community members in school activities. For example, parents listening to
pupils read or, coaching a sport.

Dean of the College of Education is responsible for assigning Practicum Supervisors to handle Field
Studies including Practicum A and B.

Instructional Materials refer to print materials, audio-visual and multi-media resources used by the
teacher in facilitating teaching-learning process.

Micro-teaching refers to tutorial, remedial and enhancement teachings conducted outside the class
hour period.

Tutorial Teaching - a mode of microteaching that applies appropriate tutoring skills such as
explaining, demonstrating, questioning, giving feedback and checking understanding. This
applies to slow and average learners.
Remedial Teaching a mode of microteaching where the teacher identifies the students
difficulties. From here, he/she will interpret, explain, and demonstrate the relevant points. This is
applied to slow learners.
Enhancement Teaching a mode of microteaching where the teacher demonstrates a particular
strategy in presenting a lesson. This is applied to average and fast learners.

Practicum Coordinator refers to the person in-charge of monitoring the teachers handling Field
Studies and manages administrative matters pertaining the practicum program of the TEI.

Pre-Service Teachers refers to the University/College BEED and BSED students who are enrolled
in the Field Study courses and are involved in micro teaching, team teaching, and teaching
whole lesson.

Rubric - is a scoring tool that lists the criteria for a piece of work. (Goodrich, H.2000). It can be very
useful for teachers to improve quality of students performance and to assess students
learning using fair and just system.

Site Coordinator He/She is responsible in assisting the Principal/Head of the School in assigning
students in classrooms and scheduling of classes for observation and participation. Conduct
regular conference with cooperating teachers as regards the performance and behavior of
student teachers

TEI Practicum Supervisor refers to the University/College faculty directly responsible for supervising,
monitoring and providing support to the university student in on/off campus school experience.

Teacher Education Institutions (TEIs) refer to the universities and colleges offering Teacher
Education Courses with curriculum aligned with that of CHED. There are 21 of these from
Regions XI, XII, and ARMM which established partnership with BEAM and DepEd.

Team Teaching - is any form of teaching in which a team consisting of two or more pre-service
teachers share responsibility in the planning, presentation, and evaluation of lessons
prepared for the same group of students.

Field Study 6 15
6. REFERENCES

Barry, Kevin and King, Len. (2001). Beginning Teaching and Beyond Third Ed. Social
Science Press, New South Wales.

Bustos, Alicia, S., et al. (2001). Guide to Student Teaching. JMC Press, Inc.

Burke, Kay (2005).How to Assess Authentic Learning, Third edition. Hawker Brownlow
Education. Australia

Collin, Marsh. (2004). Becoming a Teacher. Pearson Prentice Hall, New South Wales.

Corpuz, Brenda, B. and Salandanan, Gloria, G. (2003). Principles and Strategies of

Teaching. Lorimar Publishing Co.,Inc.

Cruz, Brenda, B., et al. (1997). Manual for Observation, Participation and Community
Immersion. Katha Publishing Co., Inc.

Danielson, C. and Abrutyn, L. (1997). An Introduction to Using Portfolios. Virginia, USA.

Association for Supervision and Curriculum Development

Garo, Candelaria, D. (2004). Teaching Educational Technology. National Bookstore.

Lardizabal, Amparo, S. (1999). Theory and Practice in Student Teaching. Katha

Publishing Co., Inc.

Lucido, Paz, I and Borabo, Milagros, L. (1997). Educational Technology. Katha Publishing
Co., Inc.

MTST Mentoring the Student Teacher. A joint project of the DepEd and the TEIs of
Region X, Division of Misamis Oriental and the Division of Cagayan de Oro City.

University of South Australia. Professional Application and Reflection 1,2,3,and 4.

Practicum Guidelines and Resources for Schools and Organizations.2004

Field Study 6 16
7. APPENDICES

Appendix A-Journal Writing Activity

Appendix B- Classroom Management

Appendix C- Rubric for Reflection/Journal Entries

Appendix D- Lesson Plan Rubric

Appendix E- Rubric for Micro-teaching

Appendix F- PST Teaching Performance Rating

Field Study 6 17
Appendix A: Reflective Journal Writing

As a Pre-service Teachers you are expected to record and reflect on your experiences in
Management of Learning Environment, Micro-teaching, Team Teaching, Assessment and
Evaluation, Actual Individual Teaching, Test preparation, and checking, Making and
Interpretation of test Results.

Journal Writing 1
On Micro-teaching

A. After conducting your micro-teaching activity what have you learned?

B. After being aware of your students needs in the micro-teaching, cite two improvements
that you will apply to micro-teaching 2.

C. What needs to be improved in your micro-teaching? How will you address these?

TEI Practicum Supervisors Feedback

Strengths

Areas for Improvement

Signature of the TEI Practicum Supervisor

USE SEPARATE SHEETS WHEN NECESSARY

Field Study 6 18
 Journal Writing 2
On Actual Team Teaching

Name: Date:
Course/Major Field: Cooperating Teacher:

1. After conducting your team teaching lesson, what have you learned?

2. Did you and your partner share the teaching of the lesson equally? Why/ why not?

3. What do you think went well in the lesson? Give details.

4. What would you like to improve and focus on during future planning and delivery?

TEI Practicum Supervisors Feedback

Strengths

Areas for Improvement

Signature of the TEI Practicum Supervisor
USE SEPARATE SHEETS WHEN NECESSARY

Field Study 6 19
 ournal Writing
Individual Teaching

Name: Date:
Course/Major Field: Cooperating Teacher:
1.

2. What practices have you observed and tried out in providing for the varying needs of the
learners or individual differences? How often have you done it?

3. Describe 2 changes you made during the lesson. Why did you make these changes?

TEI Practicum Supervisors Feedback

Strengths

Areas for Improvement

Signature of the TEI Practicum Supervisor
USE SEPARATE SHEETS WHEN NECESSARY

Field Study 6 20
 Journal Writing 4
Assessment and Evaluation

Name: Date:
Course/Major Field: Cooperating Teacher:

A. EVALUATION OF THE LEARNERS

1. How did you evaluate the performance of your learners? Do you reflect on their response
and review their achievements? How?

2. Do you use varied forms of assessment for the lessons? What are these forms of
assessments? Provide 3 examples.

3. How do you use assessment results as importation in further planning your lessons?

B. SELF EVALUATION
1. How and where do you reflect on your own teaching and style and techniques? How often
do you do this? What evidences will show that you gain progress in your teaching
performance? What constraints/ difficulties hinder your progress?

2. How often do you ask for specific feedback and advice from your mentors? In what way
will you be able to check on your progress and achievements?

3. To what extent do you discuss your teaching performance willingly with others and
respond positively to constructive criticisms? What should you do to successfully improve
your teaching performance?

TEI Practicum Supervisors Feedback

Strengths

Areas for Improvement

Signature of the TEI Practicum Supervisor
USE SEPARATE SHEETS WHEN NECESSARY

Field Study 6 21
 Journal Writing 5
Test Preparation

Name: Date:
Course/Major Field: Cooperating Teacher:

1. What measures have you taken to assure yourself that your test items were clear and
simple?

2. What problems have you encountered in preparing your test? How can you respond to
them?

3. Do your test items provide for a wide range of differences in ability? How?

TEI Practicum Supervisors Feedback

Strengths

Areas for Improvement

Signature of the TEI Practicum Supervisor
USE SEPARATE SHEETS WHEN NECESSARY

Field Study 6 22
 Journal Writing 6
On Test Preparation

Name: Date:
Course/Major Field: Cooperating Teacher:

1. What Types of Information about pupils/students progress can be obtained by marking

the test?

2. If the test result shows that 50% of the learners get low marks, what does this tell you?

3. What will you do about this?

TEI Practicum Supervisors Feedback

Strengths

Areas for Improvement

Signature of the TEI Practicum Supervisor
USE SEPARATE SHEETS WHEN NECESSARY

Field Study 6 23
Appendix B: Classroom Management of the Learning Environment
Name: Date:
Course/Major Field: Cooperating Teacher:

1. How does your CT promote students self-esteem and a positive classroom climate? In
what way does he/she recognize and value their interests and achievements? How does
he/she reinforce constructive behaviors?

2. How does the CT manage to attract the attention of the learners to the lesson? How does
the CT ensure that everyone will listen, will pay attention and will work well?

3. What happened when your CT practiced class routines and tasks? To what extent has
the CT been resourceful and creative in managing the learning environment? Provide 2
examples.

4. Provide 3 examples of effective classroom management skills that your CT demonstrated

5. How does your CT ensure the classroom environment is conducive for learning? Provide
3 examples?

6. Comments/other Learning Insights about classroom management.

TEI Practicum Supervisors Feedback

Strengths:

Areas for Improvement:

Signature of the TEI Practicum Supervisor:

Field Study 6 24
Appendix C: Rubric for Reflection/Journal Entries
Journal entries should demonstrate the PSTs thinking and reflection on his/her observations and experiences. At this stage of the practicum the
PST should demonstrate Higher Order Thinking Skills (HOTS) by analyzing, synthesizing and evaluating what he/she has seen and
experienced as a developing teacher in Field Study 6.

CRITERIA 5 4 3 2 1

(Excellent) (Proficient) (Satisfactory) (Developing) (Needs Improvement)

Journal entry or Presents clear Presents some Contains some There is little evidence There is an absence of
reflection paper that description and examples of examples of learning of reflections and evidence of reflection,
includes the pre- analysis of experiences, some experiences with few insights learned, very no details of
service teachers experiences that explanations of explanations of few details of experiences and
learning experiences are considered strengths and personal strengths and experiences. judgment of
in the classroom, his worthwhile and weaknesses and weaknesses and Judgment of personal performance, without
or her judgments helpful, explains includes some statement of what has performance is very statement of strengths
about his or her judgments on achievements. been achieved. limited, with little or no and weaknesses and
performance and personal strengths attention paid to achievements
other insights and weaknesses, strengths and
affecting self-beliefs includes successful weaknesses of work.
output and
accomplishments.

1- Needs Improvement (75-79)

2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)

FS 6 25
Appendix D: Lesson Plan Rubric
Name of Pre-service Teacher:
Subject Area: Date:
Note: This rubric will be used by the Cooperating Teacher and the TEI Practicum Supervisor.
Legend: 3 Good (95 %) 2 Fair (85 %) 1 Needs Improvement (75 %)

Performance
Good Fair Needs Improvement
Rating
(3) (2) (1)
Criteria
Formulating Defines objectives Adequately define the Objectives are not clearly
Objective clearly objectives stated
Organization of Clearly links subject Adequately links Subject does not link to
lesson presentation matter to students subject matter to students interest and
interest and students interest and experiences
experiences experiences

Clearly identifies Adequately identifies Does not clearly identify

sequential sequential development sequential development of
development of of activities activities
activities

Uses relevant Adequately uses Does not use relevant

examples relevant examples examples

Accurately allocates Adequately allocates Does not allocate time to

time to activities in time to activities in activities in accordance with
accordance with accordance with objectives
objectives objectives

Clearly indicates Adequately indicates Does not indicate transition

transition procedure transition procedure procedure from one activity
from one activity to from one activity to the to the next
the next next

Plans a variety of Limited variety of Does not plan a variety of

teaching strategies teaching strategies teaching strategies

Relates subject Relates subject matter Does not relate subject

matter to other to other knowledge matter to other knowledge
knowledge and prior
knowledge of
students
Use of learning Uses a wide range Uses a range of Does not use a range
materials of resources and resources and of resources and
learning materials learning material learning materials

Structures a wide Uses an Does not structure an

variety of materials appropriate variety appropriate variety of
to stimulate of materials to materials to stimulate
students interest stimulate students students interest and
and achievement interest and achievement
achievement
Use of evaluative Devises appropriate Devises Does not devise
measures evaluation of each appropriate appropriate evaluation of
students progress evaluation of students progress
students progress
Measures students Measures Does not measures
progress with students progress students progress with
appropriate tests and with appropriate appropriate tests and
a variety of tests and other other methods
assessment methods methods

Total

FS 6 26
Appendix E: Rubric for Microteaching

Needs
Item to be Rated Very Good(4) Good(3) Fair(2)
Improvement(1)

1. Microteaching The plan has The plan has The plan lacks The plan lacks
Planning Guide complete component one part. important parts.
component parts. Most of Some Most of the
parts. All the objectives objectives are objectives are
objectives are are behavioral, behavioral, not behavioral,
behavioral, learner- learner- learner-centered
learner- centered and centered and and very
centered and very very interactive.
very interactive. interactive.
interactive.

2. Microteaching Microteaching Microteaching Microteaching Some steps in

Method and process has process has process has the process
Strategies very good good basic needs
motivation, motivation, motivation, improvement.
activity proper activity proper activity proper
and and and
assessment assessment assessment
tools. tools. tools.

3. The use of Teaching Teaching Teaching Teaching

instructional materials are materials are materials were materials do not
materials/technol properly selected which not quite suit the needs of
ogy in selected that suit the needs selected suit the learners and
microteaching best suit the of the learners the needs of the subject
needs of the and the the learners matter
learners and subject matter. and the
the subject subject matter
matter.

4. Management and The teacher is The teacher is The teacher is The teacher is
Learners very child- child-friendly not so child- not at all child-
friendly and and applies friendly and friendly and
applies democratic applies applies
democratic style democratic democratic style
style style

FS 6 27
Appendix F: PST Teaching Performance Rating Checklist
Name: Date:
Subject Taught: No. of Pupils:

Area Description Rating

Excellent Good Fair Below
Standard
Teaching Personality
Composure
PRE-SERVICE

Articulation
TEACHER

Modulation of the voice

Mastery of Medium of instruction
Mastery of Subject Matter
Ability to answer questions
Openness to students opinions
Organization of Subject Matter
Ability to relate Matter to Other fields

Ability to Motivate
Ability to Manage class
Question technique
TEACHING PROCEDURE

Use of Teaching Aids

LEARNING FOCUS
Student centered learning
BEC/HOTS
Problem solving
Addressing Diversity
Active Learning
Application of Key Teaching
Strategies
Consideration of Students
Learning Styles
Consideration of Students
Multiple Intelligences
Application of Key
Assessment Strategies
Class attention
STUDENTS

Class Participation and

Involvement

Rapport between Teacher and students

OBSERVATION
GENERAL

Class Atmosphere

General Classroom Organization

FS 6 28
 Rated by: __________________
CTs Name & Signature

FS 6 29