Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

San Jose, Pili, Camarines Sur 4418
Website: www.cbsua.edu.ph
Email Address: op@cbsua.edu.ph
Trunkline: (054) 871-5531-33 Local 101

COLLEGE OF DEVELOPMENT EDUCATION

1st Semester School Year 2019-2020

WORKSHEET 1
THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

Name: HANELYN D. ESPANTO Course, Year, Section: BSE-4A Score: ____

INSTRUCTIONS: Read and analyse the Beginning Teacher Indicators (2nd column) and write down 2 things
that you could do to attain the goals/indicators (3rd column).

STRANDS BEGINNING TEACHERS TO REACH THIS GOAL I NEED TO…

Domain 1. Content Knowledge and Pedagogy
Strand 1.1 1.1.1 Demonstrate content Do daily homework check, review, and, if
Content knowledge knowledge and its application within necessary, re-teaching;
and its application and/or across curriculum teaching rapid presentation of new content and skills in small
within and across areas. steps;
curriculum areas guided student practice with close monitoring by
teachers;
corrective feedback and instructional reinforcement;
independent practice in seatwork;
weekly and monthly review
Strand 1.2 1.2.1 Demonstrate an understanding Use brainstorming to reveal prior knowledge.
Research-based of research-based knowledge and Connect the instructional materials to students’
knowledge and principles of teaching and learning. interests.
principles of teaching Provide authentic, real world tasks.
and learning Prompt students to analyze the effectiveness of their
study skills.
Strand 1.3 1.3.1 Show skills in the positive use Have a technical mastery of ICT skills.
Positive use of ICT of ICT to facilitate the teaching and Exposure to ICTs to be able to evaluate and select the
learning process. most appropriate resources.
Have a comprehensive knowledge of the wide range of
ICT tools and resources.
Use technology in everyday teaching and learning
activities.
Strand 1.4 1.4.1 Demonstrate knowledge of Use practical educational games to develop student’s
Strategies for teaching strategies that promote mathematical and numeracy understanding and skills.
promoting literacy literacy and numeracy skills. Playing games in the classroom provides a chance for
and numeracy children to practice their skills and extend their
knowledge in a safe, supportive and fun environment.
Strand 1.5 1.5.1 Apply teaching strategies that Begin with a question to encourage brainstorming
Strategies for develop critical and creative thinking, Create a foundation of information for them to think
developing critical and/or other higher-order thinking critically.
and creative thinking, skills. Utilize peer group discussions.
as well as other Engaging games and activities.
higher-order thinking
skills

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Strand 1.6 1.6.1 Use Mother Tongue, Translate from target language to Mother Tongue
Mother Tongue, Filipino and English to facilitate Improvise the instructional materials written in Mother
Filipino and teaching and learning. Tongue, Filipino and English
English in teaching Use it as a medium of instruction t enhance children’s
and learning ability to learn better.
Strand 1.7 1.7.1 Demonstrate an understanding Use or include verbal and non-verbal instructions,
Classroom of the range of verbal and non-verbal pictures and posters.
communication classroom communication strategies Use simple hand gestures and facial cues to help
strategies that support learner understanding, students understand what is being taught.
participation, engagement and
achievement.
Domain 2. Learning Environment
Strand 2.1 2.1.1 Demonstrate knowledge of Keep a clean and orderly classroom.
Learner safety and policies, guidelines and procedures Stay calm and in control always.
security that provide safe and secure learning Set classroom rules and regulations.
environments. Create a list of guidelines that are to be followed by the
students.
Allow students work in different ways.
Strand 2.2 2.2.1 Demonstrate understanding of Be a model of kindness inside and outside the
Fair learning learning environments that promote classroom.
environment fairness, respect and care to Apologize when you make mistake or have a
encourage learning. misunderstanding to be a great role model.
Promote gender and racial equality.
Strand 2.3 2.3.1 Demonstrate knowledge of Organization of classroom materials that can be a help
Management of managing classroom structure that to decrease unwanted behaviour.
classroom engages learners, individually or in Proper room arrangement can help students boost their
structure and groups, in meaningful exploration, class performance.
activities discovery and hands-on activities Essential Areas: A home base, group instruction area,
within the available physical learning teacher work station, and transition space.
environments.
Strand 2.4 2.4.1 Demonstrate understanding of Build a strong classroom community: Use pair work, as
Support for learner supportive learning environments that well as small-group and whole-class activities.
participation nurture and inspire learner Connect students with the greater community, through
participation. field trips, current events discussions, bringing guest
speakers.
Build self-esteem and self-efficacy
Use positive nonverbal communication
Motivate students
Strand 2.5 2.5.1 Demonstrate knowledge of Relationships first, school second. Don't jump
Promotion of learning environments that motivate straight into school work the first day of school. Break
purposive learning learners to work productively by the ice and help get students out of their comfort zone at
assuming responsibility for their own the onset by playing some interactive games and
learning. holding some team building exercises.
Share some stories from the summer. This helps the
students get to know each other and their teacher, and
helps you build rapport with your students.
Keep it Green. Use digital technology to decrease
reliance on paper products and to facilitate online
communication between teachers and students, and
their parents.
Strand 2.6 2.6.1 Demonstrate knowledge of Set the classroom rules at the start of the year
Management of positive and non-violent discipline in Have consistent expectations
learner behavior the management of learner behavior. Set goals at the beginning of class
Appropriate behavior should be reinforced
Remain neutral during conflicts
Search for the root cause of the misbehaviour
Student dignity matters
Create individual plans for students

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Domain 3. Diversity of Learners
Strand 3.1 3.1.1 Demonstrate knowledge and
Learners’ gender, understanding of differentiated
needs, strengths, teaching to suit the learners’ gender,
interests and needs, strengths, interests and
experiences experiences.
Strand 3.2 3.2.1 Implement teaching strategies
Learners’ linguistic, that are responsive to the learners’
cultural, socio- linguistic, cultural, socio-economic
economic and and religious backgrounds.
religious backgrounds
Strand 3.3 3.3.1 Use strategies responsive to
Learners with learners with disabilities, giftedness
disabilities, and talents.
giftedness and
talents
Strand 3.4 3.4.1 Demonstrate understanding of
Learners in difficult the special educational needs of
circumstances learners in difficult circumstances,
including: geographic isolation;
chronic illness; displacement due to
armed conflict, urban resettlement or
disasters; child abuse and child labor
practices.
Strand 3.5 3.5.1 Demonstrate knowledge of
Learners from teaching strategies that are inclusive
indigenous groups of learners from indigenous groups.
Use Praise
Model appropriate behaviors
Provide students with different choices
Remove objects in the environment that cause
distractions
Listen to students
giving a student more time to finish an assignment,
allowing children choice in what to read, or giving
different types of assessments.
Build trust.
Acknowledgement of their culture, language, and
religious background.
Embrace diversity.
Invite community member.
Explore family trees.
Use local resources.
Promote calmness.
Give respect.
Provide opportunities for student choice; allow the
student multiple ways to respond to new content
Provide oral instruction for students with reading
disabilities.
Present tests and reading materials in an oral format so
the assessment is not unduly influenced by lack of
reading ability.
Provide learning disabled students with frequent
progress checks. Let them know how well they are
progressing toward an individual or class goal.
Give immediate feedback to learning disabled students.
They need to see quickly the relationship between what
was taught and what was learned.
Make activities concise and short, whenever possible.
Long, drawn-out projects are particularly frustrating for a
learning disabled child.
Learning disabled youngsters have difficulty learning
abstract terms and concepts. Whenever possible,
provide them with concrete objects and events—items
they can touch, hear, smell, etc.
Learning disabled students need and should get lots of
specific praise.
Let the class be aware of some circumstances
and promote respect to the learners with
special needs.
Guide them always to easily adapt to the
environment.
Know every students cultural needs.
Relate examples to their environment and community.
Help them to fake power to become powerful.
Include community spirit.
Give students more chances
Consider broken homes.
Offer homework classes.

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Domain 4. Curriculum and Planning
Strand 4.1 4.1.1 Prepare developmentally  Be always updated. Research about the new
Planning and sequenced teaching and learning trends to meet curriculum requirements.
management of process to meet curriculum  Use an ICT-Based process to do an activity for
teaching and learning requirements. the students.
process
Strand 4.2 4.2.1 Identify learning outcomes that  Monitor student's learning outcomes after every
Learning outcomes are aligned with learning lesson.
aligned with learning competencies.  Give quizzes to the learners after discussion.
competencies
Strand 4.3 4.3.1 Demonstrate knowledge in the Use suspense and keep it fresh, drop hints about new
Relevance and implementation of relevant and learning unit before revealing what it might be to
responsiveness of responsive learning programs. activate emotional signals and keep students interested.
learning programs Make it student directed, give students a choice of
assignments on a particular topic, or ask them to design
one of their own.
Connect it to their lives and what they already know.
Relate subject matter to everyday applications.

Strand 4.4 4.4.1 Seek advice concerning Develop relationship between teacher and students.
Professional strategies that can enrich teaching
collaboration to enrich practice.
teaching practice
Strand 4.5 4.5.1 Show skills in the selection,  Select effective resources to improve teaching
Teaching and learning development and use of a variety of and learning process.
resources including teaching and learning resources,  Deal with the use of ICT to improve learning of
ICT including every learner.
ICT, to address learning goals.
Domain 5. Assessment and Reporting
Strand 5.1 5.1.1 Demonstrate knowledge of the  Assess learners by giving pre or post test to see
Design, selection, design, selection, organization and their knowledge.
organization and use of diagnostic, formative and  Use form of assessment in which the learners
utilization of summative assessment strategies will easily understand the lesson or the subject.
assessment consistent with curriculum
strategies requirements.
Strand 5.2 5.2.1 Demonstrate knowledge of  Record every performance of the students and
Monitoring and monitoring and evaluation of learner let them assess their own standing.
evaluation of learner progress and achievement using  Monitor performance of the students during
progress and learner attainment data. class hours.
achievement
Strand 5.3 5.3.1 Demonstrate knowledge of  Always give feedback in a good way.
Feedback to improve providing timely, accurate and  Always give the good side of the students and
learning constructive feedback to improve tell them whether they have to improve
learner performance. something.

Strand 5.4 5.4.1 Demonstrate familiarity with a  Let them speak and share their own thoughts.
Communication of range of strategies for communicating  Always consider their own knowledge about the
learner needs, learner needs, progress and topic.
progress and achievement.
achievement to key
stakeholders
Strand 5.5 5.5.1 Demonstrate an understanding  Conduct
Use of assessment of the role of assessment data as  Check their works and make some comments to
data to enhance feedback in teaching and learning their work.
teaching and learning practices and programs.
practices and
programs
Domain 6. Community Linkages and Professional Engagement

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Strand 6.1 6.1.1 Demonstrate an understanding Broaden student involvement in campus planning and
Establishment of of knowledge of learning administrative decision making and respect their unique
learning environments that are responsive to and critical viewpoint.
environments that are community contexts.
responsive to
community
contexts
Strand 6.2 6.2.1 Seek advice concerning Have parent conferences.
Engagement of strategies that build relationships with Parent-Teacher organizations or school community
parents and the wider parents/guardians and the wider council.
school community in community. Weekly or monthly folders of student work sent home
the educative process for parent review and comment.
Phone calls.
Strand 6.3 6.3.1 Demonstrate awareness of Familiarized my responsibilities as a professional
Professional ethics existing laws and regulations that teacher.
apply to the teaching profession, and Always be professional in action while facing the
become familiar with the students.
responsibilities specified in the Code 
of Ethics for Professional Teachers.
Strand 6.4 6.4.1 Demonstrate knowledge and Orient the students about the school policies for
School policies and understanding of school policies and their awareness of it.
procedures procedures to foster harmonious Always tell the students about their bad attitude when it
relationship with the wider school comes to socialization inside the school.
community.
Domain 7. Personal Growth and Professional Development
Strand 7.1 7.1.1 Articulate a personal philosophy  Know my job as my profession.
Philosophy of of teaching that is learner-centered.  Always think about the learner’s sake.
teaching
Strand 7.2 7.2.1 Demonstrate behaviors that  Respect all the co-teachers and also the
Dignity of teaching as uphold the dignity of teaching as a students.
a profession profession by exhibiting qualities  Always be good model to them as a
such as caring attitude, respect and professional teacher.
integrity.
Strand 7.3 7.3.1 Seek opportunities to establish  Always cooperate professional with my
Professional links professional links with colleagues. colleagues inside and outside the school.
with colleagues  Always cooperate when the school has
activities.
Strand 7.4 7.4.1 Demonstrate an understanding Always reflect to a good work as a teacher.
Professional of how professional reflection and Always practice my profession positively.
reflection and learning can be used to improve
learning to improve practice.
practice
Strand 7.5 7.5.1 Demonstrate motivation to Give feedback to our students.
Professional realize professional development Acknowledge and thank them for trying.
development goals goals based on the Philippine Praise them for their efforts and hard work.
Professional Standards for Teachers. Incorporate formative and summative assessments.
Know the students interests and hobbies.


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