Module in Fs2

FIELD STUDY 2

Module in
FIELD STUDY 2:
Participation and Teaching
Assistantship

Prepared by:

Regie M. Bangoy, Ph.D.
PARTICIPATION AND TEACHING ASSISTANSHIP 1

FIELD STUDY 2
Notes to students
This module is a part of the series of Modules for flexible learning spearheaded by the Office of the Director
of Instruction and the Center for Teaching Excellence, West Visayas State University.
This is meant for Field Study2: Participation and Teaching Assistantship.
This course is a continuation of Field Study 1. It is school based and allows a preservice student to participate
and assist in a limited actual teaching-learning activities that relate to assessment of learning, preparation of
instructional materials, preparation of bulletin boards and other routines in the classroom. A portfolio which will
contain sample lesson or learning plans and demonstration teaching of at least one subject content area will be
required. Action research shall be encouraged to start in this course and conclude during the internship.
There are 6 units in this module. They are as listed below.
UNIT 1: Orientation of what is Expected of a Teacher

UNIT 2: Action Research in Education
UNIT 3: The Learning Environment
UNIT 4: Classroom Management
UNIT 5: The Instructional Plan and Assessment Protocol
UNIT 6: Grading and Reporting
UNIT 7: Developing a Research Action Plan and Finalizing e-Portfolio
The learning outcomes for FIELD STUDY 2, specified below are unpacked by the specific objectives of each
lesson. Generally, at the end of this module, you might have:
At the end of the course, the students should be able to:
1. Reflected and developed insights on how a teacher manifest his/ her personal and professional competence.
2. Actualized ways in creating a safe and secure learning environment that contribute to the physical socio-
emotional and cognitive development of learners taking into consideration their diversity.
3. Participated in the teaching learning process and used the instructional materials, including ICT to promote
quality, relevant and sustainable educative process.
4. Utilized various classroom management strategies in varied learning environments encompassing different
teaching-learning modalities.
5. Applied concepts, theories, and principles in curriculum development in an actual classroom setting as
reflected in the contextualized lesson plan written for delivery in class.
6. Conducted assessment, grading and reporting practices done in the classroom by assisting cooperating
teachers.
7. Grasped the theoretical underpinnings of an Action Research and written an initial action plan with the
purpose of improving teaching practices
Before you begin learning what the module is about, please be familiar with some icons to guide you through
this instructional tool. You are right now reading the introduction entitled Notes to the Students. This will be followed
by the Table of Contents.

FIELD STUDY 2
The lesson will then unfold in this sequence:
Unit Objectives. This is an activity that will check or explore your prior knowledge on the topic.
Lesson Proper. This is where the lesson is presented. It may have several topics as stipulated in the
specific objectives.
Activities/Observe. This part gives the FS student the tool to help him/her focus his/her observation
on specific aspects of teaching and learning tackled in the episode. .
Analyze. It highlights the FS student`s ability to break the information and experiences undergone
into parts of an in-depth and incisive study of the same
Reflect. The FS students is engaged in a metacognitive process by making judgments, formulating
inferences, constructing meaning of his or her experiences and applying what he/she has learned in
new contexts.
References. List down the resources and links from which the content of the lesson was based from.
These may take the form of books, internet sites, blogs, videos, photographs, animation, Power point
presentations, icons, etc.
Directions are found inside each lesson that tell you how long you are going to work on this module. At
the end of the semester or as instructed otherwise, you are to submit this module to your subject professor or
instructor. Inquiries on some points not fully understood will be made online via the Messenger, text message or
call during class hours from Monday to Tuesday, 7:00AM to 5:00PM . This module is a self -contained learning
kit with instructions that will guide to the end.
You are now ready to begin. Carpe Diem! Make your time count. Enjoy!

FIELD STUDY 2
TABLE OF CONTENTS
Title Page 1
Notes to the Students 2
Table of Contents 4
UNIT 1: Orientation of What is Expected of a Teacher 5
UNIT 2: Action Research in Education 9
UNIT 3: The Learning Environment 24
UNIT 4: Classroom Management 37
UNIT 5: The Instructional Plan 42
UNIT 6: Grading and Reporting 51
UNIT 7: Developing a Research Action Plan and Finalizing e-Portfolio 57

FIELD STUDY 2
UNIT I
ORIENTATION OF WHAT IS EXPECTED OF
A TEACHER
Unit Objectives
At the end of the unit, the students must have:
1. Cited the personal qualities of an effective teacher

2. Stated the professional competencies expected of a teacher
Firm Up

FIELD STUDY 2
A detailed presentation of the indicators of quality teachers in 37 strands along 7 domains

for each career stage is given in DO 42, S. 2017 - NATIONAL ADOPTION AND IMPLEMENTATION
OF THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS.
The Code of Ethics for Professional Teachers in the Philippines states how the teacher ought
to act in and relate to the state, community, teaching profession, higher authorities, school officials
and other personnel, learners, parents and business. It also states how a professional teacher
ought to act and behave as a person.
The South Asia Teachers Competency Framework is also given below:

FIELD STUDY 2
Activity/Observe
Watch a video about “What makes a Good Teacher Great?” using the link below
https://www.youtube.com/watch?v=vrU6YJle6Q4
Watch a video about “The Power of a Teacher” using the link below:
https://www.youtube.com/watch?v=AyogyD7vXbw
Analyze
Read the following questions and do a thorough analysis. Write your answers in your e-
portfolio.
1. From the PPSTs, the Southeast Asia Teachers Competency Standards and the TEDX videos
that you viewed, what competencies does a great teacher possess?
2. Are these competencies limited only to professional competencies?

FIELD STUDY 2
3. For a teacher to be great, is it enough to possess the professional competencies to plan a

lesson, execute a lesson plan, manage a class, assess learning, compute, and report grades?
Explain your answer.
4. For a teacher to be great, which is more important - personal qualities or professional

competencies?
5. Who are the teachers that we remember most?
Reflect
Reflect on the question below. Write your answers in your e-portfolio.
1. Which personal traits do I possess? Not possess? Where do I need

improvement in?
2. Which professional competencies am I strongly capable of demonstrating?
3. In which competencies do I need to develop more?
4. Who are the teachers that we remember most?
References
Lucas, M.R. D., Borabo, M. L., Bilbao, P. P., Corpuz, B B.(2020). Field Study 2. Participation and
Teaching Assistantship. Quezon City, Philippines: Lorimar Publishing, Inc.

FIELD STUDY 2
UNIT II
ACTION RESEARCH IN EDUCATION
Unit Objectives
1. familiarized with what an action research is as trademark of a reflective teacher;

2. underscored the importance of doing an action research;
3. used concepts and processes of an action research;
4. identified models of Action Research
Firm Up
LESSON 1
Embedding Action Research for Reflective Teaching
There is a general agreement among action research community that action research is
about ACTION: taking action to improve practice and RESEARCH: finding things out and coming
to a new understanding that create new knowledge.

FIELD STUDY 2
Action research is not new. It dates back to the time of John Dewey in 1920 when he
introduced the idea of inquiry. This was followed by Collier, 1945; Lewin, 1949; Corey, 1953 and
many others who came later. Schon introduced the notion of action research as a habit of
continuing inquiry. Inquiry begins with situations that are problematic, confusing, uncertain and
conflicting, and so does Action Research. It was Stephen Corey (1953) who defined Action
Research as the process through which practitioners like teachers, study their own practice to solve
their personal or professional practical problems. Further on, John Illiot in 1993 clarified that action
research is concerned with everyday practical problems experienced by the teachers, rather than
the theoretical problems defined by pure researchers.
Action research is grounded on the reality of the school, classroom, teachers and students.
Sometime it is labelled as Teacher Action Research (TAR) but is popularly known simply as Action
Research (AR).
Action Research is a process that allows teachers to study their own classrooms, schools
and educational setting in order to understand them better and to improve their quality and
effectiveness. The processes of observation, reflection and inquiry lead to action that makes a
difference in teaching and learning. It bridges doing (practice) and learning (study) and reflection
(inquiry).
Activity/Observe
Making a List of Completed Action Research Titles by Teachers in the Field
1. Make a library or on-line search of the different Completed Action Research Titles
Conducted by Teachers.
2. Enter the list in the matrix similar to the one below.
3. Submit your list of five (5) Titles of Completed Action Research Studies to your mentor as
reference.
Inventory of Sample Action Research Conducted by Teachers

List of Completed Action Research Titles Author/Authors
Ex: Differentiated Instruction in Teaching English for Grade
Four Classes
1.
2.

FIELD STUDY 2
3.
4.
5.
Based on your activity on Making a List of Completed Action Research Titles, let`s find out
what you have noticed by answering the following questions.
Questions My Answer
1. What have you noticed about the action 1. Identified problem to be solved in
research titles? Do the action research (AR) title no. 1
titles imply problems to be solved?
Yes?
No?
2. Identified problem to be solved in
title no. 2
If YES, identify the problems from the title

you have given. Answer the space
provided 3. Identified problem to be solved in
title no. 3
4. Identified problem to be solve in

title no. 4
5. Identified problem to be solve in

title no. 5
2. What interpretation about action research Title of the Action Research:

can you make out of your answer in
Question No. 1?
3. Write the Title and your interpretation of From the title, I think the study:
the study from the title

FIELD STUDY 2
4. What do you think did the author/s do with I think the author/s:
the identified problem as presented in their
titles?
Analyze
Action research seems easy and familiar. Since teaching seems to be fully problematic
situations and that the teacher has a responsibility of finding for every problem in school, hence
teachers should do action research. This is an exciting part of being a teacher, a problem solver!
Let us continue to examine and analyze what you have noticed and interpreted in the
previous activity.
Key Questions My Answer
Choose from the options given, You may check more than
one answer.
1. From what source do Choices:
you think, did the
authors identify the Copied from research books
problems of their From daily observation of their teaching practice
action research From difficulties they observed of their learners.
From their own personal experience.
From the told experiences of their co-teachers.
1. What do you think is Choices:

the teacher`s intention To find a solution to the problematic situation
in conducting the To comply with the requirement of the principal
action research? To improve teaching practice
To try out something if it works
To prove oneself as better than the others
2. What benefit do you Choices:
get as a student in FS 2 Prepare me for my future job
in understanding and Get good grades in the course
doing action research? Learn and practice being an action researcher
Exposure my teaching practice
Exposure to the realities in the teaching profession
Become a better teacher every day.

FIELD STUDY 2
3. In what ways, can you Choices:

assist your mentor in By co-researching with my mentor
his/her Action Research By assisting in the design of the intervention
Activity? By assisting in the implementation of the AR
By just watching what is being done.
Reflect
Based on the readings you made and the previous activities that you have done,
1. What significant ideas or concepts have you learned about action research?
I learned that:
2. Have you realized that there is a need to be an action researcher as a future teacher?
If yes, complete the sentence below.
I realized that
Writing Action Research Prompts

OBSERVE
From what teaching principles of theories can this problem be anchored?

I have observed and noticed that Action Research begins with a problem or a

FIELD STUDY 2
problematic situation.
Write an example of a problematic situation that you have observed and noticed.
REFLECT
What have I realized? What do I hope to achieve?

I realized that for every teaching learning problem, there is a solution.
Write a probable solution to the problematic situation above
PLAN
What strategies, activities, innovations can I employ to improve the situation or solve the
problem?
As a future action researcher, I can plan for an appropriate intervention like
ACT
If I conduct or implement my plan, what can be its title?

If will implement my doable plan in the future, my title would be
References

FIELD STUDY 2
LESSON 2
Understanding Action Research Concepts, Processes
and Models
Firm Up
Understanding and Using Action Research Concepts and Processes
The definition of action research evolved over time. There is no singular definition of action
research. Anchored on the idea of inquiry by John Dewey several other authors have advanced the
concept of action research. Action research is a type of inquiry that is:
• practical as it involves making changes to practice.
• theoretical as it is informed by theory and can generate new insights.
• concerned with change and improvement.
Action research has been embraced in education for its value in transforming school
practices by the practitioners themselves. It is used to address practical problems in the classroom.
It is a process that allows teachers to study their own classroom and school setting to improve
their effectiveness. Teacher Action Research (TAR) is a method for educational practitioners
(teachers, school leaders) to engage in the assessment and improvement of their own practice. It
is a tool to help classroom teachers consider their teaching methods or to adopt a practice. It is a
tool to help classroom teachers consider their teaching methods or to adopt a strategy in order to
solve everyday problem in the school setting.
Here are some questions and answers that you need to know.
1. What are the Core Characteristics of AR (Titchen, 2015)?
• Systematic - Like any form of research, it follows a system.

• Rigorous - It has rigor, meaning a strict adherence to the rules of empirical studies.
• Reflective - It follows a continuous reflection and action.
• Situational - It is more specific to the location (school) circumstances (teaching and
learning, etc.)

FIELD STUDY 2
• Participative - AR can be participative where teachers and learners are co- researchers.
• Future-oriented - It seeks solution to the current problem for future improvement.
2. Why is Action Research useful to me as a Teacher Researcher?
• AR can help me to learn how to improve my practice as a teacher in terms of teaching

methods, classroom management, preparation of the learning environment, developing
instructional materials and assessment.
• AR can help me learn more about a wider range of research methods that I can use in
the future.
• AR can provide me more space to think deeply about the issues that confront teaching
and learning.
• AR can help me engage with my mentor and peers to enable me to improve my teaching
practices through action research.
• AR can help me develop new knowledge which is directly related to my area of
specialization.
3. What types of classroom action studies that can I engage in?
• Creating changes in the classroom practices. Example: What changes will daily writing
have on my students?)
• Establishing effects of curriculum restructuring. Example:. Will the use of mother
tongue enhance the reading skills of my learners?)
• Enhancing new understanding of learners. Example: What happens when students get
demotivated?
• Teaching a new process to the students. Example: How can I teach third graders to do
reflection?
MODELS and GUIDE in CONDUCTING ACTION RESEARCH

McNiff & Whitehead 2006 (Adaptation)
Action The Action Research Process
Research
Cycle
OBSERVE Identify the problem
1. Based on observation and noticing, what problematic situations prevail
in the classrooms or teaching learning environment?
2. Which of these problems shall I focus on?

FIELD STUDY 2
3. What does literature say about this problem? On what theories or

principles, I learned before is the problem anchored?
REFLECT Reflect (Reflection continues all throughout the process.)
1. What do I hope to achieve? What do I intend to chance for the better?
2. Is doing this action research important to improve my practice?
3. Can I do this alone? Or should I collaborate?
PLAN Take Action
1. How do I put my plan into action? How long?
2. How will I gather data or information?
3. What sense or meaning do I get out of the data?
EVALUATE Use Findings
1. Where do I apply results to improve practice?
2. Are findings worth sharing?
MODIFY Move to Another Cycle
1. Is there a need to modify intervention to get new results?
2. Should I move to another cycle of action research?
• Nelson, O 2014 Model
OBSERVE Identify the Problem
1. Based on observing observation and noticing, what problematic
situation prevails in the classrooms or teaching learning environment?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what theorist or
principles I learned before are the problems anchored?
REFLECT Reflect (Reflect continues all throughout the process)
1. What do I hope to achieve? What do I intend to change for the better?
2. Is doing this action research important to improve my practice?
3. Can I do this alone? Or should I collaborate
PLAN Plan An Action Research Strategy
1. What type of research will I use? Qualitative? Qualitative?
2. How will I describe my innovation? Intervention? Strategy?
3. Is my plan doable within the given period of time?
ACT Take Action
1. How do I put my plan into action? How long?
2. How will I gather data or information?
3. What sense or meaning do I get out of the data?

FIELD STUDY 2
Department of Education (DO 16) 2017 Model

Action Research Key Action Research Process
Components
I. CONTEXT AND Identifying the Problem
RATIONALE 1. Why am I doing this?
II. ACTION RESEARCH 2. What is the background of my action research?
QUESTIONS 3. What problem/question am I trying to solve?
4. What do I hope to achieve?
III. PROPOSED Proposed Plan
INNOVATION, 1. What do I plan as a solution to the problem I
INTERVENTION AND identified? (Describe)
STRATEGY 2. What innovation will I introduce to solve the
problem? (Describe)
3. What strategy should I introduce? (Describe)
IV. ACTION RESEARCH Plan of Action Research
METHODS 1. Who are to participate? (my students, peers, myself)
a. Participants/or other 2. What are my sources of information? (participants)
Sources of Data and 3. How will I analyze my data/information?
Information 4. How will I analyze data/information?
b. Data Gathering Methods
c. Data Analysis Plan
V. ACTION RESEARCH Action Research Work Plan
WORK PLAN AND 1. What should my work plan contain? (Targets,
TIMELINES activities, persons involved, timeline cost)
2. How will I conduct my intervention? (For reliable
results 8 to 12 weeks)
VI. COST ESTIMATES Action Research Cost (Consider also the maximum cost if
externally funded like DepEd, LGUs NGO, personal)
VII. PLANS FOR Sharing Results
DISSEMINATON AND 1. How will I share the result of my action research?
UTILIZATION (Publish, Present, Flyers, LAC sessions)
2. Can I collaborate with other teachers to continue or
replicate my study?

FIELD STUDY 2
VIII. REFERENCES What reading materials and references are included in my

review of literature?
Action research is a dynamic process anchored on Reflection – Action Cycle of Observing,

Reflecting, Acting, Evaluating and Modifying.
Action research is a cyclical, recursive process of observe > > reflect»> act> evaluate»>
modify>> move in new direction is known as action-reflection (McNiff & Whitehead, 2006) In 2011,
McNiff defined action research as a form of inquiry that enables practitioners to investigate and
evaluate their work. Before that, Corey in 1953 viewed action research as a recursive or repeated
process, proceeding through spiraling cycle of planning, actions, reflections and change.
In a similar vein, Nelson, 2014 proposed an action research cycle that starts with Observe
followed by Reflect, Plan and Act which can also go through evaluation and modification. It also
follows a cyclical process.
Analyze
Choose the AR sample Abstract that you submitted in Lesson 1.
• Analyze the components vis-à-vis only one model out of the 3 presented.
Title and Author:
Key Component Action Research Process
I. CONTEXT AND RATIONALE Study Background
II. ACTION RESEARCH QUESTIONS AR Questions
III. PROPOSED INNOVATION, INTERVENTION Describe Innovation/Intervention/
AND STRATEGY Strategy
IV. ACTION RESEARCH METHODS Describe Action Research Methods

FIELD STUDY 2
d. Participants/or other Sources of Data and

Information
e. Data Gathering Methods
f. Data Analysis Plan
V. ACTION RESEARCH WORK PLAN AND Summarize Action Research Work
TIMELINES Plan
VI. COST ESTIMATES Work cost estimate
VII. PLANS FOR DISSEMINATON AND Describe how the results will be
UTILIZATION shared
VIII. REFERENCES Write at least 3 references
Reflect
Reflect on the following questions. Do this in your e-portfolio.
As future teacher, is conducting an Action Research worth doing?
Why?
How can Action Research be useful for every classroom teacher?
Work on My Artifacts
Your artifacts will be a full-blown Action Research.
References

FIELD STUDY 2
LESSON 3
Firm Up
Identifying a problem is a tricky-task. Action research begins with identifying a problem.
Oftentimes, it is one of the difficult things to begin with. When a researcher was asked:
"Have you identified a problem for your action research? " Common answer will be: "My problem
is that, I do not have a problem." Ironical, isn’t it?
If you observe and notice closely the teaching-learning environment in the classroom, you
will discover of lot of problematic situations. You must have also observed these problematic
situations when you did your FS 1 course.
But matching these problems with appropriate action is trickier.
REVISIT THE INFORGRAPHICS
A group of more than six hundred teachers was surveyed and asked what teaching learning
problems confront them. Here are their answers put together in a wordle.
Study the wordle below. Each word represents an issue or a problem which was reported
by teachers in the field. Which of the words do you recognize as a problem? Draw a CIRCLE around
five words that you have also identified as problems in teaching-learning.

FIELD STUDY 2
Analyze
Let us try to look into the following scenarios in the daily life of a teacher. This
scenario might also be similar to the class you have observed and noticed.
Scenario A: Miss Fely is a grade four teacher in a typical elementary school. She has forty
learners in her class. One half of them cannot classify animals into vertebrates and invertebrates.
She has been repeating the same science lesson for two weeks, yet no progress was observed.
This situation has been bothering Miss Fely.
• Can you identify, Miss Fely`s problem?
• Can you find a solution to solve problem? Give your two

suggestions.
a.
b.
• What solution can solve Miss Fely`s problem?
• How?
Are they matched with the problem?
Scenario B: Sir Ryan teaches in a disadvantaged urban community. Most of his learners
come from families that are disrupted, either with single parents or with their guardian who
stand only as parents. They are deprived of the necessary food, clothing, and shelter.
• Can you identify the most probable teaching-learning problems/s in the class of Sir
Ryan
a.
b.
• Can you propose a solution to solve one of the problems that you have identified?

FIELD STUDY 2
Reflect
Reflect on the question below. Do this in your e-portfolio.
After reading the two scenarios given above, how would identifying problematic situations
and finding solutions to these problems help you to become a better teacher?
References

FIELD STUDY 2
UNIT III
THE LEARNING ENVIRONMENT
Unit Objectives
1. Explored the different ways of establishing a safe and conducive learning
environment.
2. Explain ways on how to establish classroom routines in an online learning.
3. Analyzed the teaching-learning problems prevailing in an online classroom.
4. Assisted in the preparation of an online learning environment.
Firm Up
OVERVIEW OF THE LEARNING ENVIRONMENT
A learning environment, traditionally called the classroom, is a space in a school that

supports student learning. It is a self-contained area where teacher teaches and children learn. In
the classroom are chairs or tables for students and a front table for the teacher. This a traditional
face-to-face classroom. Most often the students should face the teacher as the chairs are arranged
that way. But as teaching deliveries changed to enhance learning, modification in the seating
arrangement evolved and more opportunity for the learners to move about for cooperative learning
was addressed.
A conducive learning environment should have the following characteristics:
• Flexibility - There is opportunity to have small groups, movable walls.

• Openness - Learning corners/areas which could be shared.
• Access to resources - Audio-visual materials are ready and open for use.

FIELD STUDY 2
• Physical classroom - Space is clean and safe.

• Psychological atmosphere - It is friendly and accommodating.
The classroom climate nurtures the intellectual, physical, social and emotional development of
the students.
Here are some specific strategies for developing the optimal classroom climate. You may
consider these.
1. Learning environment addresses both physical and psychological needs of the students
for security and order, love and belonging, personal power and competence, freedom
and fun.
2. Create a sense of order. For example, teacher should teach students how to enter the
classroom and become immediately engaged in the activity; distribute and collect
materials; find out about missed assignments due to absence and how to make up for
them; get the teacher's attention without disrupting the class and arrange desks, tables
quickly and quietly for various purposes.
3. Greet learners as they enter your face-to-face or on-line classroom.
4. In a healthy and conducive learning environment, everybody belongs and knows each
other.
5. Encourage class building activities like games and team activities.
6. In a conducive learning environment, success whether small or big is recognized and
celebrated.
Both approaches, either the traditional face-to-face or online, lead to positive results but in
different ways, so usually in practice both approaches are combined
REVISIT THE INFOGRAPHICS
Learning environment can be traditional (F2F), virtual (on-line) or a combination (Hybrid)

FIELD STUDY 2
Activity/Observe
Using the pictures and videos posted in your Facebook Group. Answer the following
questions:
Learning Environment 1
• What have you noticed of the display in the class bulletin board? What message or theme
dies it convey?
• What makes it attractive to the learners?
• Does it help in the learning process? How?
Learning Environment 2
• If the environment is using a distance delivery of learning through the modules, where is
most likely the learning space of students?
• Can you describe?
• How can you as a teacher help to make such environment conducive for learning?
Analyze
The examples above, describe two contrasting situations. The first shows that the learners
are in the same room or space while in the second, the learners maybe in different learning spaces
like homes, study hubs or in extreme cases parks or under the trees.
As a teacher, in which of the two situations would you prefer to manage for learning?
Choose between Learning Environment 1 or Learning Environment 2.
Explain your choice: Why?

FIELD STUDY 2
Reflect
Based on my noticing and analysis, I realized that
Work on My Artifacts
In not less than 300 words, write an essay on the topic: “My Conducive Learning
Environment”
References
LESSON 1

FIELD STUDY 2
Firm Up
Enhancing a Face-to-Face or In-Person Classroom Environment for Learning
In a face-to-face classroom, students and the teacher are physically present. They meet
at a time set in the classroom. The teacher prepares activities, provides instruction and evaluates
students' learning. Equipment and instructional materials are made available in the classroom
where teaching and learning take place most of the time.
Some of the advantages of a face-to-face learning environment for the students are:
• less distraction and more concentration than when studying at home or elsewhere;
• greater understanding and real world examples from teachers and classmates;
• greater chance of completing course work by doing it in the classroom space;
• learn more easily and more comfortably in familiar, traditional classroom situation;
• access more relevant information from teachers and classmates interactions and
• greater opportunity to connect and socialize, network and solve problems together
with classmates and teacher
Here are some characteristics of the face-to-face or in-person learning environment.
• Learning space is physical. Both the teacher and learner see and hear each other from the
same contained safe place called the classroom
• Lessons are delivered with the teacher physically facilitating. Reading assignments
• are from textbooks and other resources provided or referred.
• Class meetings occur regularly on a specific time or schedule.
• Teacher leads the conversation, within a limited amount of time.
• Assessment is done face-to-face and usually during the class meeting.
REVISIT THE INFOGRAPHICS

FIELD STUDY 2
Notice the physical arrangement found in two classroom spaces. Spot the similarities and
the differences
https://www.baronnews.com/2017/02/17/what-seating-arrangements-reveal-about-classroom-teaching/
https://www.pinterest.ph/pin/261279215854700173/

FIELD STUDY 2
Activity/Observe
Having been exposed to the traditional classrooms in your basic education, it seems that
everything is familiar. However, as teaching-learning theories evolve over time there are changes
that are taking place.
What changes have you noticed in the face-to-face classroom spaces?
Classroom Environment Before Classroom Environment Now
Analyze
1. What do you think brought the changes in the face-to-face learning environment now?
2. From the changes that you identified, choose one that you can do. How will you do it?
References

FIELD STUDY 2
LESSON 2
Firm Up
Safe and Conducive On-line or Virtual Learning Environment (VLE)
Education has dramatically shifted in recent years. Schools aligned physical spaces to
flexible spaces that integrate technology to support the 21* century learning opportunities. The
modern learning environment incorporates the three elements: (1) connected devices such as
notebooks, tablets, smart phones; (2) audio visual tools including projectors and touch screen
displays and (3) purposeful furniture such as standing desks, collaborative work stations and
connected seating that allow students to learn in different ways at different times.
The on-line learning environment requires a constant access to connectivity which allows
learning to take place anytime, anyplace and anywhere. On-line or virtual learning can be delivered
synchronously or asynchronously, so the teacher's role is a moderator between the technology and
the students.
Unlike face-to-face, on-line or virtual learning does not happen in one contained physical
space but learners are in different imaginary spaces made possible by technology such as
computer network. Virtual classrooms refer to digital learning environment that allows teachers
and students to connect on line in real time.
Let us now consider an on-line or virtual classroom or learning environment. What are some
safety reminders to remember?
1. Encourage parents and carers involvement. Keep parents/carers informed of how you and
the children will be using the on-line platform.

FIELD STUDY 2
• Assist them on how to set up appropriate home learning spaces, if students will
be learning from home.
• Provide contact times and classroom schedules.
• Provide procedures to follow and consequence if they failed.
• Share information about protection from cyberbullying and image abuse.
•
2. Make lesson plans as interactive as possible to keep attention of students. Be flexible with
class length and topics.
• Make assignments as guided as possible. Teachers may need to source research
sites to ensure on-line safety.
• Provide students with resources. Share with your students websites and videos
so as not to take them to inappropriate materials such as ads from You Tube and
other sites.
3. Encourage public chatting. Avoid texting students one-on-one, instead send a group text,
or group chat. When using technology like zoom, google.meet, MOOCS allow public
chatting or group instead of chatting privately so that you can be part of their conversation.
4. Use of password, log in and log out.
• All students should have individual password. This should not be disclosed.
• No one should log in as another person.
• All users should log off when they. have finished working.
There are more reminders to follow in the use of the digital platform for virtual or on-line
learning environment but for the meantime let us have a few.. As technology advances, so do
policies and guidelines.
Activity/Observe
Here are some reminders you should share to
your remote learners on a synchronous platform like
google.meet, zoom, MOOCS or any other platforms
you are familiar with and are using.

FIELD STUDY 2
Reflect
As a future teacher, I feel that online learning environment can be safe if
I think that teaching in a virtual learning environment is
Writing Action Research Prompts

OBSERVE
Identify the problems brought by the on-line learning environment.
REFLECT
How would you solve this problem?
PLAN
What initial plan do you intend to do to solve the problem?
References

FIELD STUDY 2
LESSON 3
Firm Up
Establishing My Own Classroom Routines and Procedures
(Face-to-Face or Remote Learning)
Routines are the backbone of daily classroom life. They facilitate teaching and learning.
Routines don't just make the life of the teacher easier. They save valuable classroom time. Efficient
routines make it easier for students to learn and achieve more.
Establishing routines early in the school year enables you to run your daily activities run
smoothly; ensures that you manage time effectively; helps you maintain order in the classroom;
makes you more focused in teaching because you spend less time in giving directions/instructions;
and enables you to explain to the learners what are expected of them.
Classroom routines set the foundation for a meaningful school year with teachers and
students whether in the classroom or remotely. To teach classroom routines remotely, it is best to
record videos and to post these in the learning management system so students may watch them
over and over again for better retention and for families to view them so they can assist their
children when needed.
Students can take an active role in establishing classroom routines. They can brainstorm on
ideas which they will most likely do and follow. Routines are important especially when done in
remote learning so that there will be less distractions both for synchronous and asynchronous
participation.

FIELD STUDY 2
Activity/Observe
To ensure that I can carry out/perform my tasks efficiently and effectively in participating
and assisting my cooperating teacher in establishing routines and procedures, in the classroom or
in remote learning, I must be guided by the following questions:
1. How will I gain student attention in the classroom /remote learning?

2. What are the routines and procedures that I need to establish before, during and after my
classes whether on a face-to-face or remote learning?
3. What verbal and nonverbal communication will I use to signal that students need
help/attention in the classroom / remote learning?
4. How must students get/secure the needed work materials and books and others in the
classroom / remote learning?
5. How will students transition to group work and other cooperative activities in the
6. What procedures must be followed by students who need to attend to personal
necessities in the classroom/online classes?
7. What rules must be set for students who finish task early/ and for those who cannot
complete work on time?
8. What procedures must be observed for tardiness / early dismissals?
9. What procedures must be done when submitting homework / performance tasks in the
10. What procedures must be employed in movements into and out of the classroom/remote
learning?
Analyze
1. What factors/conditions prompted you to establish those classroom routines and
procedures?
2. Can teaching-learning process improve when imploying classroom routines? Justify your
answer.

FIELD STUDY 2
Reflect
What insights have you gained while doing this learning episode?
References

FIELD STUDY 2
UNIT IV
CLASSROOM MANAGEMENT
UNIT OBJECTIVES
1. Written a classroom plan, identified its components and explained its

importance in class.
2. Participated in the establishment of a classroom routines and procedures in a
classroom and in remote learning.
3. Listed down some possible topics for action research on classrooms routines
and procedures
4. Used reflections and learning to improve practice in classroom management
Firm Up
Creating My Classroom/Remote Learning Management Plan
A classroom management plan is a plan that a teacher designs that sets the expectations for every
student. The purpose of a classroom management plan is to make the students accountable for
their actions. Effective classroom management increases students’ success enhances students'
academic skills and competencies and promotes social and emotional development.
The teaching-learning process may be implemented in various modalities. Teachers must
bear in mind that alternatives and other options may be considered in designing the classroom/
remote management plan.
A good learning environment produces highly engaged students who learn more, do more
and work more. Teachers likewise become more creative and productive in their work.

FIELD STUDY 2
Key Elements for Effective Classroom Management:

1. Classroom Design: This refers to seating arrangement, bulletin boards, display, storage
area, equipment, supplies etc.
2. Rules: These are the expectations set at the beginning of the class to foster love, care.
respect and sense of community in the class,
3. Discipline: Classroom rules must define the consequences of every action/misdemeanor in
class. This will ensure fairness and consistency in dealing with the students. This also
includes the rewards given for good behavior.
4. Scheduling: This includes time allotment given for each period and activity in class. This will
make the students to stay on time and on task.
5. Organization. This refers to the systematic arrangement of files and records and keeping
them organized always and ready for use.
6. Instructional Techniques: These are ways by which you implement your learning content.
Tailoring your techniques to the subject, grade levels and nature of the learner is really
important.
7. Communication: Consistent open lines of communication to all the stakeholders of the
school community will lead to better teacher-student teacher relationship.
Source: https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1735-seven-key-elements- for-effective-

classroom-management
In order to implement these clements effectively, a classroom management plan must be

designed. Each teacher has its own unique style of management to meet class needs, although the
same elements are found consistently. In order for a classroom management plan to be successful,
the students must have a complete understanding of each of the guidelines. At the same time,
teachers must follow their plan to ensure that the learning environment is safe, friendly, secured,
and non-threatening whether in the classroom or in remote learning.

FIELD STUDY 2
Components of Classroom/Routine Guide Questions

Learning Management Plan
Philosophical Statement What is your set of ideals, values, beliefs, and goals on
classroom/remote learning management?
What set of criteria and/or standards will you set to

judge the quality of your classroom/remote learning
environment
Classroom Rules and Procedures What classroom rules and procedures will you
formulate to ensure discipline and order in your class?
Teacher-Student Relationships How will you treat every student in your class?
How will you interact with them?
How will you ensure good interaction between and
among students and superiors?
Schedules and Timeframes How will you organize your class schedule?
How will you keep your students to stay focused on
task?
Classroom Structure, Design and How will you design your classroom to create an
Arrangement appropriate learning environment?
Classroom Safety Rules and How will you ensure the safety and security of your
Procedures students?
What rules will you formulate to safeguard their
protection?
Strategies for Rewards and What strategies will you employ for rewards and
Consequences consequences?
These are the steps in creating your Classroom/Remote Learning Management Plan:

FIELD STUDY 2
Activity/Observe
After realizing the different elements and steps of a classroom/remote management plan,
you are now ready to make your own plan which you can implement in your classroom/remote
learning. You may request a copy of the Classroom/Remote Learning Management Plan of your
Resource Teacher or you may surf the internet for more samples/ exemplars to guide you in
creating your plan.
Be guided with the guide questions for each of the elements. Follow these reminders in
writing your plan:
• State your plan positively.
• Use simple specific terms.
• Use measurable and observable behaviors.
• Convey expected behaviors
My Classroom Management Plan
Philosophical Statement
Classroom Rules and Procedures
Teacher-Student Relationships
Schedules and Timeframes
Classroom Structure, Design and Arrangements

FIELD STUDY 2
Classroom Safety Rules and Procedures
Strategies for Rewards and Consequences
Analyze
Analyze each question and write your answers in your e-portfolio.
1. What elements in your classroom/remote learning management plan were mostly
followed/complied with?
2. What elements in your plan were the most difficult to implement? Why?
Reflect
What were your realizations after creating and implementing your
classroom/remote learning management plan?
References
Lucas, M.R. D., Borabo, M. L., Bilbao, P. P., Corpuz, B B.(2020). Field Study 2.
Participation and Teaching Assistantship. Quezon City, Philippines: Lorimar Publishing, Inc.

FIELD STUDY 2
UNIT V
THE INSTRUCTIONAL PLAN AND
ASSESSMENT PROTOCOL
Unit Objectives
1. Identified and explained the instructional cycle practiced in the field as reflected in the
daily lesson plan.
2. Written lesson plans using specified competencies, strategies, reflections and
communication skills.
3. Revised lesson plans based on the feedback given by resource teachers.
4. Cited some problems encountered in writing lesson plans.
5. Demonstrated the ability to teach a subject using appropriate teaching competencies
and multiple teaching strategies.
6. Identified problems in the conduct of assessment that can be addressed by AR
7. Used reflections and insights gained to improve practice in the teaching learning
process and student engagement.
Firm Up
LESSON 1
Lesson Plan / Learning Plan - This refers to the blueprint of the daily teaching and learning
activities. It is a step-by-step guide which helps teachers in maintaining the quality of instruction.

FIELD STUDY 2
Lesson plans consist of essential components such as learning outcomes, learning content,
resources, and procedures. An effective lesson plan has a great impact on the teaching-learning
process. It is a must that teachers plan their lessons effectively to ensure a successful instructional
experience. There are three types of lesson plans: detailed, semi detailed and brief. Some schools
design their own lesson plan template which includes their vision, mission, goals and core values.
The Department of Education has provided templates for Detailed Lesson Plan (DLP) and
Daily Lesson Log (DLL). This was done to institutionalize instructional planning which is vital to
the teaching- learning process. Guidelines were formulated to assist teachers in planning,
organizing and managing their lessons to meet the needs of the diverse learners.
Teachers must also keep in mind that in stating the learning outcomes, the three domains
must be considered (Cognitive, Affective and Psychomotor). Outcomes must be stated in terms
that are specific, measurable, attainable, realistic and time-bound (SMART). The cognitive domain
includes remembering, understanding, applying, analyzing, evaluating and creating.
When writing lesson plans, the learning outcomes, activities and assessment must be
constructively aligned. The instructional strategies used must help in the attainment of them
learning outcomes. The modes of assessment must determine if the outcomes were attained at
the end of the lesson.

FIELD STUDY 2
The Department of Education has issued Department Order 42s 2016, Policies Guidelines
on Daily Lesson Preparation for the K to 12 Basic Education Program. These are the templates for
the Detailed lesson Plan (DLP) and Daily Lesson Log (DLL).
Instructional Planning
(The process of systematically planning, developing, evaluating, and managing the instructional process by using
principles of teaching and learning – D.O. 42, s. 2016)
School Grade Level

Teacher Learning Area
Time & Date Quarter
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
(Write the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher`s Guide pages
2. Learner`s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing the new concepts
and practicing new skills #1
E. Discussing new concepts and
practicing new skill #2
F. Developing mastery (Leads to
Formative Assessment)
G. Finding practical application of
concepts and skills in daily living
H. Making generalization and
abstractions about the lesson
I. Evaluate learning

FIELD STUDY 2
DAILY LESSON LOG (DLL)

School Grade Level
Teacher Learning Area
Teaching Dates Quarter
Teaching Time Section
Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
(Write the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher`s Guide pages
2. Learner`s Materials pages
3. Textbook pages
4. Additional Materials from Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
a. Reviewing previous lesson or presenting the new
lesson
b. Establishing a purpose for the lesson
c. Presenting examples/instances of the new lesson
d. Discussing the new concepts and practicing new skills
#1
e. Discussing new concepts and practicing new skill #2
f. Developing mastery (Leads to Formative Assessment)
g. Finding practical application of concepts and skills in
daily living
h. Making generalization and abstractions about the
lesson
i. Evaluate learning
j. Additional activities for application or remediation
V. REMARKS
VI. REFLECTION
a. No. of learners who earned 70% on the formative
assessment
b. No. of learners who require additional activities for
remediation
c. Did the remedial lesson work? No. of learners who
have caught up with the lesson
d. No. of learners who continue to require remediation
e. Which of my teaching strategies worked well? Why
did this work?
f. What difficulties did I encounter which my principal or
supervisor can help me solve?
g. What innovation or localized materials did I
use/discover which I wish to share with other
teachers.

FIELD STUDY 2
Activity/Observe
1. What difficulties did you meet in writing your lesson or learning plans?
2. What were the best feature for improvement of your lesson learning plans?
Analyze
Analyze the various components of your lesson plans by answering the given matrix. Take
note that you must have provisions to do this lesson on a face-to-face, modular or through online
learning.
Questions Answers
1. How did you arouse students’ interest? What motivational

techniques did you indicate in your plan?
2. How did you respond to the diverse types of learners?

2.1. Gender, needs, strengths, interest, and experiences
2.2. Linguistics, cultural, socio-economic, and religious
backgrounds
2.3. With disabilities, giftedness and talents
2.4. From indigenous people
3. What instructional strategies will you employ in face to

face or in a remote learning delivery for this lesson?
Explain
4. Was the language used appropriate to the level of the
students? Explain your answer briefly.

FIELD STUDY 2
5. What types and levels of questions did you formulate?

Are they of the higher order thinking skills (HOTS)? Write
two (2) examples.
6. What instructional resources will you use? Why? Cite the
possible online resources that you can utilize whether
done in the classroom or in remote learning?
7. Are your modes of assessment aligned with your learning

outcomes and activities? Cite a specific example.
8. Will your performance tasks ensure the mastery of the

learning competencies? Explain briefly.
9. In a scale of 1-10, How will you rate your learning

plan(s)? Justify your answer.
10. If this lesson is not implemented face-to face, how are

you going to do it remotely?
Reflect
Why is lesson planning an integral part of the instructional cycle?
References

FIELD STUDY 2
Firm Up
LESSON 2
Instructional delivery refers to the interaction among the students, the teacher and the
content for students to learn the knowledge/skills/dispositions that they will need for further
learning and for collaborating with others in a diverse society and a rapidly changing world. The
process of instructional delivery involves applying a repertoire of instructional strategies to
communicate and interact with students around academic content and to support student
engagement. (Innovation Lab Network State Framework for College, Career, and Citizenship
Readiness, and Implications for State Policy.
The process of instructional delivery involves applying a repertoire of instructional

strategies to communicate and interact with students around academic content and to support
student engagement (Council of Chief State School Officers, 2013). The mode of delivery is an
important consideration when designing learning activities that will support students to develop
the skills, knowledge and understandings required to achieve the intended learning outcomes
(ILOs), which will be assessed. The delivery of instruction must also be responsive and relevant to
the needs of the times.
These are the various Learning Delivery Modalities from the Department of Education:
Distance Learning
This refers to a learning delivery modality where learning takes place between the teacher
and the learners who are geographically remote from each other during instruction.
Modular Distance
Learning is in the form of individualized instruction that allows learners to use self- learning
modules (SLMs) in print or digital format/electronic copy, whichever is applicable in the context of
the learner and other learning resources like Learner's Materials, textbooks, activity sheets, study
guides and other study materials.

FIELD STUDY 2
Online Distance Learning
It features the teacher facilitating learning and engaging learners' active participation using
various technologies accessed through the internet while they are geographically remote from
each other during instruction.
Home Schooling
It is an alternative delivery mode (ADM) that aims to provide learners with equal access to
quality basic education through a home-based environment to be facilitated by qualified parents,
guardians or tutors who have undergone relevant training.
Blended Learning
This refers to a learning modality that allows for a combination of face-to-face and online
distance learning (ODE), face-to-face and modular distance learning (MDL), face-to-face and
TV/Radio-based Instruction (RBI), and face-to-face learning and a combination with two or more
types of distance learning.
Traditional Face-to-Face Learning
This refers to a learning delivery modality where the students and the teacher are both
physically present in the classroom and there are opportunities for active engagement, immediate
feedback, and socio-emotional development of learners.
Alternative Delivery Modes (ADM)
Alternative Delivery Modes (ADM) are tried and tested alternative modalities of education
delivery within the confines of the formal system that allow schools to deliver quality education to
marginalized students and those at risk of dropping out in order to help them overcome personal,
social and economic constraints in their schooling.
LEARNING MODALITIES
On Campus
Teaching learning happens when all students are in the same physical space
On-Line
Teaching-learning activities that are managed in an online environment.
Situated
Teaching-learning activities done in field work, practicum or off site.

FIELD STUDY 2
Activity/Observe
Complete the given matrix by using Gange`s Nine Events of Instruction, based on the
lesson plan you have made.
Segments of Learning Events of Instruction Strategies and Activities Learning Resource

Used Materials
Preparation 1. Gaining Attention

2. Inform Learning Objectives
3. Stimulate Recall of Prior Learning
Instruction and Practice 4. Present the Content
5. Provide Learning Guides
6. Elicit Performance
7. Provide Feedback
Assessment and Transfer 8. Assessment Performance
9. Enhance Retention
Create
Make a lesson plan using the format issued by Department Order 42s 2016, then record
yourself demonstrating the lesson plan you have made.
References
UNIT VI
GRADING AND REPORTING
FIELD STUDY 2
UNIT OBJECTIVES

1. Assisted resource teacher in interpreting scores, computing grades based on
DepEd policy and encoding it in the grade sheets and form 137 and 138
Firm Up
Introduction
It is said that students should not study only for scores nor grades. Students should study
most of all for learning. It is possible for students to obtain high scores and good grades but did
not really learn that much. What is ideal is for students to get high scores and good grades because
they really learned a lot.
Our world of employment, scholarship grants, etc. still look at grades as criteria for hiring
and screening for scholarships. So grades have pragmatic value. Therefore, it is best that students
work for good grades that genuinely reflect level of mastery.
Norm and Criterion-referenced Assessment
Criterion-referenced assessment. In criterion-referenced assessment we compare
A student's performance against a criterion of success which is the predetermined standard. The
predetermined standard, without considering how other students performed in the assessment.
Criterion-referenced assessment often use "cut scores" to place students into categories
such as "basic," "proficient," and "advanced." Here is an example: The teacher's intended learning
outcome is "to solve at least eight out of ten problems on fractions correctly". Student A is able to

FIELD STUDY 2
solve ten (10) out of ten correctly, Student B, eight (8) problems and Student C, five words (5). It
is obvious that only Students A and B were able to realize the predetermined standard as stated
in the intended learning outcome, "solve at least 8 out of 10 words correctly." The performance
(score) of each student is compared against a standard of success set by the teacher. It is not
compared against the performance of the other students.
Norm-referenced assessment. In norm-referenced assessment we compare a student's

performance with the performance of other students, the norm group, not against a predetermined
standard. The composition of the norm group depends on the assessment. An example is
comparing the performance of Grade 6 pupils in Reading in a particular school system to the
performance of nation-wide group of Grade six pupils in Reading.
The meaning of a norm-referenced score is derived from a comparison of students' scores

against other students' scores (as stated in the scores of the norm group) while the meaning of a
criterion-referenced score is derived from comparing students' scores with established criterion of
success. The norm-referenced score will not tell you whether a student met, exceeded, or fell short
of the standard of proficiency. It is the criterion-referenced score that will tell you whether or not
a student met the established standard of success or proficiency.
The DepEd Grading System
Review the Policy guidelines on Classroom Assessment for the K to 12 Basic Education
Program in DO 8 s. 2015 and the Interim Guidelines for Assessment and Grading in Light of the
Basic Education Learning Continuity Plan in DepEd Order 31 s. 2020. The grading system of the
DepEd is contained in the said DepEd Orders.
Reporting Students' Progress and Grades to Parents
Students' progress and grades are reported to parents through Report Card, Parents-
Teachers conference and written conferences. They are explained below.
Report Card (SF9). The Report Card is a standard method of reporting students' progress
and grades to parents. See sample report card for junior and senior high school from the
Department of Education.

FIELD STUDY 2
For a more meaningful reporting of students' progress, the meaning of grades is given. The
DepEd gives the following grade interpretation:

FIELD STUDY 2
Report cards convey letter grades like A, B, C, D and F sometimes with + or - so a student
may get an A+ or A-, B+ or B-, etc. Some report cards convey numerical grades such as 85 in Math,
93 in English and 88 in Biology. Still other report cards simply have Pass or Fail. The DeEd Student
Report Card include affective characteristics such as Maka-Diyos, Maka-tao, Maka-bansa and
Maka-kalikasan.
Written Progress Reports. These can be weekly, bi-weekly or monthly reports of the
student's progress and achievement (McMillan, 2007). These written reports may include the
student's performance on tests and quizzes, projects, oral reports... They also can include
information about the student's motivation, cooperation and behavior, as well as suggestions for
how parents can help the student improve his/her performance.
Parent-Teacher Conferences. Durham (2006) asserts that "parent-teacher conferences are

both a responsibility and an opportunity." The education of the learner is the primary responsibility
of parents. In this task of educating children, parents are assisted by the school. For the benefit of
children then it is best for teachers and parents to come together to discuss their children's
progress. Parent-Teacher Conferences are a perfect avenue for this purpose.
It has been a practice of schools to set aside a day for Report Card distribution which is at
the same time the opportunity for parents and teachers to confer regarding their child's
performance.
Here are some reminders for schools/teachers to get the most from parent-teacher
conferences:
1. Announce the date for card-giving in advance. Or better still the school calendar which
should be given at the beginning of the school year must already include the dates for card-
giving and parent-teacher conference/s. Parents are busy and can't just be there at the
school's beck and call.
2. Be positive in approach. Start the conference with something positive and maintain the
positive atmosphere. There is always something good in every student. Even if a student
has performed poorly, try to find at least some areas in which the student has performed
well.

FIELD STUDY 2
3. Be objective. While you should be positive, be truthful and honest. Give an accurate picture
of a student's performance in order not to give false hopes to parents.
4. Have a listening ear. Act with empathy. Parents are parents. They will tend to favor their
children.
5. Don't project an "omniscient "image. You don't know all the answers to questions. Refer the
parents to the right person. Example, the Physics teacher if the problem is the child's
performance in Physics.
6. Practice good communication skills. Communicate criteria for grading. Have a dialogue not
a monologue where the only one talking is you (or only the parent).
7. Don't talk about other students. The focus of the parent-teacher conference should only be
the parent's child. Never compare the child with other students.
8. End with an encouraging note in the same way that you began with a positive note. It is not
the end of the world.
Reporting
Schools schedule Card Getting Day and Parents'- Teachers' Conference (PTC) which are
an opportunity for parents and teachers to discuss about students' performance and grades to
make sense of scores and grades. Unfortunately, based on observation, not all parents can
attend PTC and most often it is the parents of students with problematic performance that can't
come for PTC.
https://amses.weebly.com/gpta-general-parents-teachers-association.html

FIELD STUDY 2
https://abra.gov.ph/2019/06/10/deped-pta-work-for-the-improvement-of-education-services/ https://pepsipduldulao.wordpress.com/2010/07/08/hrpta-meeting/
Analyze
Answer the following questions. Write your answers in your e-portfolio.
1. What are the teaching implications of the students` test scores and grades?
2. What is the implication of Parent-Teacher Conference?
Reflect
What personal message do I get from these students’ scores, grades and parents
guardian’s Parent-Teacher Conference attendance and comments?
References
UNIT VI
DEVELOPING A RESEARCH ACTION PLAN
AND FINALIZING
PARTICIPATION E-PORTFOLIO
AND TEACHING ASSISTANSHIP 56
FIELD STUDY 2
Unit Objectives
1. developed and initial Action Research Plan

2. enriched e-portfolio started in FS1
Firm Up
Developing an Initial Action Research Plan
"A good plan is half of the work done" goes a saying.

Planning is an important skill that every teacher should have. Just like lesson planning, doing
research requires a doable plan. It sets a direction where one is going, how to go there, why should
one go there, and above all, what is there to accomplish.
The ultimate goal of doing action research is to improve teacher's practices in order to
improve learning. It requires one to be reflective, observant, inquiring and must be ready to.take
action.
Any research action plan should be placed in writing, just like a lesson plan. This is what we
are going to do.
Let us revisit our Action Research Model. As a beginner, use the Model of Nelso, O (2014)
as your basis for developing an initial plan for action research.

FIELD STUDY 2
https://pt.slideshare.net/richard_nelson/action-research-introduction/6
As you become more skillful in doing research action research, you may like to use
McNiff & Whitehead (2014) or DepEd Order 16 (2017) models.
Analyze

FIELD STUDY 2
We said at the beginning that all teachers could make an Action Research. It is easy to do
it. Let`s try doing it. Today, you shall develop a Plan for our Action Research by following the
simple cycle. You will share your output with your mentor for an opportunity to work together.
Topic:
Action Research Proposal

Name:
Proposed Title:
I. Context and Rationale (Study Background)
II. Action Research Question (AR Questions)

FIELD STUDY 2
III. Proposed Innovation, Intervention and Strategy (Describe Innovation/Intervention/Strategy)
IV. Action Research Methods (Describe Action Research Methods)

a. Participants/ Other sources of Data
b. Data Gathering Methods
c. Data Analysis Plan

FIELD STUDY 2
V. Action Research Work Plan (Summarize Action Research Work Plan)
VI. Cost Estimate (Write cost estimate)
VII. Plan for Dissemination and Utilization (Describe how the results will be shared)

FIELD STUDY 2
VIII. References (Write at least three references
Reflect
Remember: Reflection is a process of making sense of one`s previous experience.
Please take a look what you do in the classroom and think about why you do it. Recall things that
you have done in the previous segment. You may include your thoughts, feelings, reasoning,
relating and reconstructions about it.
What was your experience in writing the action research plan?
What knowledge, attitude, and skills did you have that helped you accomplish it?

FIELD STUDY 2
What do you still need to learn and develop in yourself to be skilled teacher-researcher?
References

Module in Fs2

Uploaded by

Copyright:

Available Formats

Module in Fs2

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Module in Fs2

Uploaded by

Copyright:

Available Formats

FIELD STUDY 2

Regie M. Bangoy, Ph.D.

PARTICIPATION AND TEACHING ASSISTANSHIP 1

UNIT 1: Orientation of what is Expected of a Teacher

PARTICIPATION AND TEACHING ASSISTANSHIP 2

The lesson will then unfold in this sequence:

on specific aspects of teaching and learning tackled in the episode. .

into parts of an in-depth and incisive study of the same

Reflect. The FS students is engaged in a metacognitive process by making judgments, formulating

presentations, icons, etc.

kit with instructions that will guide to the end.

PARTICIPATION AND TEACHING ASSISTANSHIP 3

Notes to the Students 2

UNIT 1: Orientation of What is Expected of a Teacher 5

UNIT 2: Action Research in Education 9

UNIT 3: The Learning Environment 24

UNIT 4: Classroom Management 37

UNIT 5: The Instructional Plan 42

UNIT 6: Grading and Reporting 51

UNIT 7: Developing a Research Action Plan and Finalizing e-Portfolio 57

PARTICIPATION AND TEACHING ASSISTANSHIP 4

1. Cited the personal qualities of an effective teacher

PARTICIPATION AND TEACHING ASSISTANSHIP 5

A detailed presentation of the indicators of quality teachers in 37 strands along 7 domains

The South Asia Teachers Competency Framework is also given below:

PARTICIPATION AND TEACHING ASSISTANSHIP 6

2. Are these competencies limited only to professional competencies?

PARTICIPATION AND TEACHING ASSISTANSHIP 7

3. For a teacher to be great, is it enough to possess the professional competencies to plan a

4. For a teacher to be great, which is more important - personal qualities or professional

5. Who are the teachers that we remember most?

1. Which personal traits do I possess? Not possess? Where do I need

PARTICIPATION AND TEACHING ASSISTANSHIP 8

1. familiarized with what an action research is as trademark of a reflective teacher;

PARTICIPATION AND TEACHING ASSISTANSHIP 9

Inventory of Sample Action Research Conducted by Teachers

PARTICIPATION AND TEACHING ASSISTANSHIP 10

If YES, identify the problems from the title

4. Identified problem to be solve in

5. Identified problem to be solve in

2. What interpretation about action research Title of the Action Research:

PARTICIPATION AND TEACHING ASSISTANSHIP 11

1. What do you think is Choices:

PARTICIPATION AND TEACHING ASSISTANSHIP 12

3. In what ways, can you Choices:

Writing Action Research Prompts

From what teaching principles of theories can this problem be anchored?

PARTICIPATION AND TEACHING ASSISTANSHIP 13

What have I realized? What do I hope to achieve?

If I conduct or implement my plan, what can be its title?

PARTICIPATION AND TEACHING ASSISTANSHIP 14

1. What are the Core Characteristics of AR (Titchen, 2015)?

• Systematic - Like any form of research, it follows a system.

PARTICIPATION AND TEACHING ASSISTANSHIP 15

2. Why is Action Research useful to me as a Teacher Researcher?

• AR can help me to learn how to improve my practice as a teacher in terms of teaching

MODELS and GUIDE in CONDUCTING ACTION RESEARCH

PARTICIPATION AND TEACHING ASSISTANSHIP 16

3. What does literature say about this problem? On what theories or

PARTICIPATION AND TEACHING ASSISTANSHIP 17