FS 6

ON
BECOMING A
TEACHER
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.
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 one’s 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
Student’s 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 Teacher’s 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,
teacher’s 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
teacher’s 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 EPISODE 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

Questions for Reflection

1. How does the resource teacher take pride in the nobility of teaching as a
profession?
2. How does the resource teacher maintain stature and behavior that uphold the
dignity of teaching?

3. How does the resource teacher articulate and demonstrate his/her personal
philosophy of teaching?

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

INTEGRATION
As a future teacher, how would our take pride in the nobility of teaching as a
profession?

LEARNING EPISODE 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 Gardner’s 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 EPISODE 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 learner’s 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-
à-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 EPISODE 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 EPISODE 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 TEACHER’S DUTIES, RESPONSIBILITIES AND

ACCOUNTABILITIES IN THE SCHOOL SETTING
Below is the checklist on the teacher’s 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 EPISODE 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 learner’s 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 child’s 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 EPISODE 7
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 teacher’s 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 TEACHER’S
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?