

The Learners
Development and
Environment
SUGGESTED RUBRICS FOR ACTIVITY SHEETS

Criteria Ratings
● Observations contains best details, are well selected and
very substantial 93-100
● Submitted ahead of or on schedule
● Observations contains better details, are well selected and
very substantial 85-92
● Submitted on schedule or a day before the schedule
● Observations contains acceptable details, some are well
selected and very substantial 77-84

● Submitted two (2) days after schedule

● Observations contains few and minimal substance
● Submitted three (3) days after the schedule 69-76
● Some observations contains acceptable details,
are limitedly selected and substantial 61-68
● Submitted five (5) days after the schedule
● Observations contains few details, are not well-selected
and have very minimal substance 60
● Submitted six (6) or more days after the schedule

Activity Sheet No. Ratings Comments

1.a 90
1.b 97
2 98
3 90
4 93
5 80
6 96
7 95
8 90
9 97
10 96
11 95
12 97
Average
Activity Sheet No. 1.a
SCHOOL AS A LEARNING ENVIRONMENT
Target Competency
At the end of this activity, you should be able to identify and describe an
environment that provides social, psychological, and physical environment support
to learning.
Specific Tasks
1. Visit a school
2. Look into its facilities and areas that support learning.
Visit a school and look into its facilities and areas that support learning.
Familiarize yourself with the different facilities of the school. Check
whether each one is available or not. Give a brief description of those
that are available.

Not
Facilities Available Available Description

Library – Learning 
Resource Center

Canteen  proper canteen complete with food

such as healthy food juice and junk
food but quite small and just right for
an elementary student
Clinic 

Guidance Office 

Playground 

Pavilion / Stage
 They have a proper sized stage with a
heat protection cover if there is an
event like teachers day awarding or
flag ceremony
Principal’s Office
 The principal’s office at Dakila
Elementary is clean and well-
arranged.

TLE / EPP Room 

Comfort Rooms
 The cr has female and male where the
students are more comfortable and
there are also teachers where it is neat
and clean
Computer Room
 there are only a few computers and it
doesn't have its own room because it's
just next to the principal’s office

Classrooms  Their room is clean and tidy, they

have a small cr and are surrounded by
instructional materials

Laboratory 

Audio Visual 
Room

Stock Room / 
Supply Room

Guard House 

PRINCE CYRINE M. GARCIA

Signature over printed name
Activity Sheet No. 1
SCHOOL AS A LEARNING ENVIRONMENT
Target Competency
At the end of this activity, you should be able to identify and describe an
environment that provides social, psychological, and physical environment support
to learning.
Specific Tasks
Describe the school environment.
Using the checklist for conducting learning environment below, mark ✔if the
performance indicator is evident.
Strands of
Desired Teaching Performance Indicator Evident
Performance
Creates an
environment that
1. Maintain a learning environment of courtesy and
respect for different learners. (e.g. ability, culture, 
promotes fairness gender)

2. Provides gender-fair for opportunities for learning



3. Recognizes that every learner has strengths



Makes the
classroom
4. Maintains a safe, clean, and orderly classroom free
from distractions 
environment safe
& conductive to
learning 5. Arranges challenging activities given the physical
environment.
6. Uses individual and cooperative learning activities
to improve capabilities of learners for learning 

Communicates
higher learning
7. Encourages learners to ask questions

expectation to
each learner

8. Provides learners with a variety of learning

experiences 

9. Provides varied enrichment activities to nurture the

desire for further learning 

10. Communicates and maintains high standards of

learning performance 

Establishes and
maintains
11. Handles behavior problems quickly and with due
respects to children’s rights 
consistent
12. Gives timely feedback to reinforce appropriate
standards of
learner behavior
learner’s behavior
13. Communicates and enforces school policies and 
procedures for appropriate learner behavior

Creates a healthy
psychological
14. Encourages free expression of ideas from students
15. Creates stress-free environment

climate for
learning 16. Takes measures to minimize anxiety and fear
of the teacher and/ or subject

Describe the school environment

On social environment
- The school offers interactive lectures using audio and video. The
instructor facilitates both learning and enjoyment for the students.
The area is equipped with all the necessary tools, including laptop, a
projector, and a tv screen.

On psychological environment
- willingness in students to ask questions, participate and take risks
- students understand the purpose of their work and why it’s important for
them to learn.
- students receive encouraging and honest feedback on their work and feel a
sense of accomplishment and success.

On physical environment
- Based on my observation in Dakila elementary school, teachers
display Children's artwork helps them feel proud of it and takes
control of the space. Additionally, doing this provides possibilities for
language development: Teachers can take use of these occasions to
help students improve their language abilities when they discuss their
own or other students' work.

PRINCE CYRINE M. GARCIA

Signature over printed name

Activity Sheet No. 2

LEARNER’S CHARACTERISTIC AND NEEDS
Target Competency
At the end of this activity, you are expected to differentiate learners varied
learning characteristics and needs.
Specific Tasks
1.Observe four (4) learners, each from different grade / year levels, i.e.,
preschool, elementary, and secondary.
2. Describe the characteristics of each learner in term of their interests and
needs
3. Compare the learners in terms of their interest and needs.
4. Validate your observations’ by interviewing each of the learners.
Write the learning characteristics, needs, and interests of the learners you
observe in class.
Learning
Levels characteristics Interest Need

G1 (Diane) Active process Drawing Need attention

G2 (Rey Allen) Learning is Good in problem Trust to her self

intelligent solving

Have a short Playing

G3 (Ato) Need a long
attention
patience

Advance reading Need more

G4(Allane)
Self Learning their lesson textbook and
instructor

Write a reflection based on your observations from the interview.

The requirements and traits of a student can be seen in many different ways.
Observing diverse types of children, I can say that learners are not all the same.
There were students that were talkative, quiet, mischievous, energetic, loner,
joyful, and a variety of other traits. That God created humans in a very unique way
is better understood by looking at it from several angles. Everybody is an
individual due to their own special traits. Each child has their own demands, which
also vary. Kids with fewer skills than the others do exist. There are students who
learn quickly and slowly, just as there are students who are farsighted and
nearsighted. students who are and are not academically capable. Given that
students are the foundation of education, these are the few issues that the
curriculum designer ought to address. The educator must uphold the students'
rights by taking into account their interests and meeting their educational needs.
PRINCE CYRINE M. GARCIA
Signature over printed name

Activity Sheet No. 3

CLASSROOM MANAGEMENT AND LEARNING
Target Competency
At the end of this activity, you should be able to acquire a better
understanding of time, space, and material resources management in providing an
environment conductive to learning.
Specific Tasks
1. Observe a class.
2. Using checklist, find out if the important components of classroom
management are evident.
3. Describe the general behavior of the learners in the class during the
learning activities.
4. Relate the data in your checklist to the learner’s behavior.
5. Reflect on how classroom management affects learning.

Write your observations on how your resource teacher demonstrated the four
components of classroom management.

1. Setting up rules
- My resource teacher set up rules in order to improve student learning, classroom
rules are established to teach students how to behave in a proper and safe manner.
In school, every second counts. Everything will be in disarray if the kids don't obey
the regulations.
2. Devising consequences for when rules are violated
- According to my CT If the student will not follow the rules they have a penalty
like additional activity.

3. Catching them being good

- Maam rita have a nice technique to catching them to being a good student maam
rita give plus on their activity if they have a good behavior.

4. Being consistent
- Based on my observation maam rita being a consistent she give a reward to
student if they are behaving so that the student follow always the rules to their
classroom.

Describe the general behavior of the learners in the class

-According to my observations, many educators struggle with classroom

management in the twenty-first century, and it is extremely difficult for
teachers to teach a lesson where students are not motivated or engaged.
Because their needs are not being met when students are not motivated or
engaged in the lesson, they misbehave and interrupt instruction.
Why is classroom management an integral part of the teaching and learning
process?

Making sure that students learn in an equitable manner is one of the most
crucial aspects of teaching. Due to the diversity present in the classroom,
most people learn equally. This gap is filled by effective teachers, who
also assist struggling students. Some pupils, for instance, learn more
quickly than others. When it comes to supporting children that require
assistance, teachers can use good classroom management. Some
students also have disorders. To learn effectively in the classroom, these
students require the assistance of their teachers. As a result, you as a
teacher must be accessible to them. You can accomplish that with the aid
of classroom management.

PRINCE CYRINE. GARCIA

Signature over printed name
Activity Sheet No. 4
LEARNER’S CHARACTERICTIC AND
LEARNING ACTIVITIES
Target Competency
At the end of this activity, you should be able to acknowledge the diversity
of learners when providing learning opportunities.

Specific Tasks
1. Observe a class on a regular recitation day.
2. Describe the characteristic of the learners in the class.
3. Enumerate and describe the activities that took place.

Describe the general characteristic of the learners in class

- According to my observations, many educators struggle with classroom

management in the twenty-first century, and it is extremely difficult for
teachers to teach a lesson where students are not motivated or engaged.
Because their needs are not being met when students are not motivated or
engaged in the lesson, they misbehave and interrupt instruction.

List down activities on how your resource teacher facilitated the learning
process to diverse learners.

The following are some of the most effective teaching strategies that you can use
to accommodate diverse learners in your classroom:

1) Create adaptable seating configurations.

- Diverse learners come from a variety of backgrounds and experience different

needs when sitting in a classroom.
- It cuts down on the time spent transferring kids between classrooms during
breaks or when classes are switching times.

2) Encourage student collaboration.

- In order to establish a more inclusive classroom atmosphere, teachers should

promote student collaboration.
- In order to accommodate varied learners, collaboration is essential. Students
who collaborate with one another are better able to comprehend and value the
opinions of others.
- Students can interact with others and share their thoughts and experiences
through collaborative learning possibilities. Knowledge of the subject matter and
the concepts involved may improve as a result of this exchange.

3) Modify assignments as needed.

- Learning occurs in a variety of methods for various students. Because of this, it's
crucial to provide room in your classroom for a variety of students.
- Modifying assignments as needed will allow all students to be successful and
participate in the class content.

4) Create a positive classroom environment.

- This can lead to difficulty engaging in class discussions, and a feeling that one’s
educational experience is not valued.
- By fostering an atmosphere where everyone feels valued and respected, a
positive learning environment supports the inclusion of students from diverse
backgrounds.
What strategies were adopted by your resource teacher to address the needs
of differently - able students

- Maam rita have a simple strategy without adding more structure, my CT

organizing the classroom and removing distractions can help kids feel more
engaged. Teachers can design mechanisms to assist students in keeping their
notebooks organized while also providing areas for them to rest if they
become overburdened.

- Sir pakleta have a unique strategy to get the attention of student he play
musical instrument which is ukulele while discussing the multiplication
together with the class.

- And for the G5 and G6 teachers have a same strategy which is discussing
with the digital tools etc.

PRINCE CYRINE M. GARCIA

Field Study Student
Signature over printed name

Activity Sheet No. 5

LEARNER’S CHARACTERICTIC AND
LEARNING ACTIVITIES
Target Competency
At the end of this activity, you should be able to determine various teaching
approaches and techniques appropriate to diverse learners.
Specific Tasks
1. Observe a class on a regular recitation day.
2. Tell how the activities facilitated learning considering the learner’s varied
characteristic.

Write down how the activities facilitated learning considering the learner’s
varied characteristic.

Activity Sheet No. 6

INDIVIDUAL DIFFERENCES AND THE
LEARNING PROCESS
Target Competency
At the end of this activity, you should be able to determine, understand, and
accept the learner’s diverse background.
Specific Tasks
1. “Shadow” two learners of different learning abilities but the same grade /
year level (preschool, elementary, or secondary.
2. Interview them to gather their background information.
3. Observe them as they participate in a classroom activity.
4. Write a narrative report.
Based on your observation and interview, write a profile of two learners of
different abilities but of the same grade or year level.

Rey allen is a grade 3 student he likes math subject and her worst subject is
English according to allen he is having a small problem to keeping up with that
lesson because English is a hard subject. But he try her best to understand the
lesson.

Allane is also grade 3 student like allen she likes English subject and her worst
subject is mathematics, she also good in drawing. But she said mathematics is a
hard subject to her and she is not good in solving problem. So I said to her to study
harder and get more practice answering activity in math.

Field Study Student

Signature over printed name
Activity Sheet No. 7
INDIVIDUAL DIFFERENCES AND THE
LEARNING PROCESS
Target Competency
At the end of this activity, you are expected to relate the learner’s
background to their performance in the classroom.
Specific Tasks
1.Iinterview two student to gather their background Information.
2. Observe them as they participate in a classroom activity.
3. Write a narrative report

Write a narrative report on how the two learner’s background affects their
performance in the classroom

- Based on what I witnessed, the two students are good in their favorite
subjects but there is one subject that they did not pay much attention to
because they did not understand much, So i told them to study the lessons
carefully so that they will understand in the future they do it and they don't
get caught up in their discussion. and I gave them motivation to improve
their studies because everyone who works hard has a bright future
PRINCE CYRINE M. GARCIA
Field Study Student
Signature over printed name

Activity Sheet No. 8

INDIVIDUAL DIFFERENCES AND THE

LEARNING PROCESS

Target Competency

At the end of this activity, you are expected to relate the learners’ background
to their performance in the classroom.

Specific Tasks

1. Interview two students to gather their background information.

2. Observe them as they participate in a classroom activity.
3. Write a narrative report.

Write a narrative report on how the two learners’ background affects their
performance in the classroom.

- Based on what I witnessed, the two students are good in their favorite
subjects but there is one subject that they did not pay much attention to
because they did not understand much, So i told them to study the lessons
carefully so that they will understand in the future they do it and they don't
get caught up in their discussion. and I gave them motivation to improve
their studies because everyone who works hard has a bright future

Field Study Student

Signature over printed name

Activity Sheet No. 9

HOME-SCHOOL LINK

Target Competency
At end of the activity, are you expected to reflect on the impact of home and
family life to learning.

Specific Tasks

1. Select a learner from the class that you have observed.

2. Conduct a home visit to your selected learner.
3. Describe the family and home environment of the learner.
4. Interview the parents / guardians / relatives / peers on the learner’s activities
and behavior while at home.

Describe the family and home environment of the learner including his/her
activities and behavior while at home.

- john prince is a grade 4 student when after class his mother picks him up
from school and while they are on the way to their home his mother told
him to rest first and after he should finish his homework and according to
him his brothers teach him to read and After he finishes reading, his mother
allowed him play and watch TV. his mother always said that she prioritized
learning their lessons so that he would learn and not be left behind in their
lessons. so he is said to be working hard in his studies because he imprinted
his mother's reminders

Write a reflection on how home and family life impacts on learning.

- The home learning environment is the sum of everything you and your
family do as well as the spaces your child has access to that influences his
or her development and learning. This includes opportunities for your child
to interact with books, objects, and everyday experiences to help them make
sense of their surroundings. The most important aspect, however, is their
interactions with people who provide love, security, encouragement,
conversation, and positive role models to help your child thrive. A good
home learning environment encourages children and young people to have
positive attitudes toward learning, to be curious, and to believe in
themselves.

Suggest classroom activities that are meaningfully linked to the experiences

and aspirations of the learners in their homes.

- Give students choices whenever you can. Some students prefer to tackle
difficult tasks first, while others may prefer to start simple and then
progress to more difficult tasks. Allow students to choose which activities
they will complete first. Giving them some control over their schedule
demonstrates that you value each student's uniqueness, strengths, and needs.
- hone the talents that families appreciate. Which abilities does the family of
your student want to strengthen. Find out the abilities parents and other
family members value and would like you to promote through practice in
the classroom by speaking with them.
- Make modifications. As you teach your child new talents, think about how
you may change some of the procedures to make it simpler for them to pick
up and keep the new skills. For instance, color-coding the kitchen tools can
assist a child learning to cook in choosing the right ones for each stage.

PRINCE CYRINE M. GARCIA

Field Study Student
Signature over printed name

Activity Sheet No. 10

PERCEIVED ROLES OF A TEACHER

Target Competency
At the end of this activity, you should have acquired a better understanding
of the learning processes and the role of the teacher in facilitating these processes
in their classes.
Specific Task
Interview the resource teacher who handled the class that you have
observed.

- The role of the teacher also evolves in this rapidly changing world, along
with the skills, knowledge, and needs of pupils. Since kids spend the
majority of their time with their teachers, they are frequently viewed as
friends, mentors, advisers, guides, and role models. In addition to being a
subject matter specialist, a teacher must have admirable traits and traits.
Students were required to learn these attributes, which may be seen in his
thought, speech, and behavior. When pupils are having personal issues, a
teacher can also share his own experiences with them and offer support,
counsel, and solutions. The most important job of a teacher is to make a
student into an autonomous, self-directed, and lifelong learner in addition to
establishing close, caring ties with them. Teaching knowledge and creating
curricula/syllabi are the two roles that teachers play most frequently. By
giving lectures and handing out notes, teachers act as knowledge providers
and impart knowledge to their charges. In my view, teachers should focus
on the students when they are teaching. Students are given the necessary
resources by the teacher, who also fosters an environment that supports
independent learning. Instead of giving out answers, a teacher should
become an adept questioner. Instead of just repeating and memorizing facts,
students need to have learned problem-solving skills and intellectual
literacy. To effectively gather, comprehend, and synthesize knowledge,
teachers must actively involve and guide their pupils. Because they facilitate
the learning process, teachers are frequently referred to as facilitators. As a
result, in order to effectively teach a subject, a teacher needs to be equipped
with a variety of pedagogical techniques and methodologies.
PRINCE CYRINE M. GARCIA
Field Study Student
Signature over printed name

Activity Sheet No. 11

PERCEIVED ROLES OF A TEACHER

Target Competencies
At the end of this activity, you should be able to identify and enumerate the
roles of the teacher in the learning process.
Specific Tasks
Interview the resource teacher who handled the class that you have
observed.
Based on the interview with your resource teacher, list down the teaching
activities she/he performed to facilitate learning. Classify these teaching
activities according to the major role she/he plays in the learning process.
- Based on the teachers I interviewed, they have different strategies when it
comes to learning process, these are the examples they gave:
 The teacher provides a subject or topic during think-pair-share. For a
specified amount of time typically one to three minutes students are required
to privately reflect on the subject. The question is then discussed in couples,
giving each student the chance to express their ideas more clearly. The
opportunity for each team to present their findings to the class follows that.
 Group conversations teach pupils how to express their perspectives and
engage with opposing viewpoints. Group talks can be held with the entire
class or just a few students. Student groups of two to six work well. Students
who participate in group conversations learn how to think critically and
solve problems effectively.
 Speaking groups are helpful when there are no clear-cut right or wrong
answers to a question or when people need to express their emotions. Not
coming to a resolution or an agreement is the goal of talking circles. Instead,
the goal is to foster a secure atmosphere where kids can express their
opinions. As a result of this process, pupils can they were classmates. They
start to feel as though their words will be heard and accepted without
comment. They could develop a sympathetic understanding of opposing
viewpoints.

‘
Activity Sheet No. 12
PERCEIVED ROLES OF A TEACHER
Target Competency
At the end of this activity, you are expected to accept personal accountability
for your learner’s achievement and performance.

Specific Task
Interview the resource teacher who handled the class that you have
observed.

Based on the interview with your resource teacher, how do learner’s

achievement and performance impact on his/her professional and personal
life?

- My Resource teacher said. Student learning can be positively impacted by the

encouragement of teachers to their students. Academic performance and
accomplishments of pupils are influenced by the teacher's ideas, expectations, and
influence. Students start to believe in themselves when professors believe in them. As
part of who they are and what they are capable of, students accept the expectations that
their professors have of them.
SUGGESTED RUBRICS FOR ACTIVITY SHEETS
Criteria Rating

● Observations contains best detail, are well- selected

● Submitted ahead of or on schedule 93- 100

● Observations contain better details, are well- selected

and substantial 85- 92
● Submitted on schedule or a day after the schedule

● Observations contain acceptable details, some are

well- selected and substantial 77- 84

● Submitted two (2) days after the schedule

● Observations contain few and minimal substance
69- 76
● Submitted three (3) days after the schedule
● Some observations contain acceptable details, some
are limitedly selected and substantial 61- 68
● Submitted five (5) days after the schedule

● Observations contain few details, are not well- selected

and have very minimal substance 60

● Submitted six (6) or more days after the schedule

Activity Sheet No. Rating Comments

1 80
2 86
3 89
4 90
5 90
6 92
7 98
8 87
9 86
10 80
11 90
12 90
Average
Activity Sheet No. 1
MEANINGFUL LEARNING EXPERIENCES

Target Competency
At the end of this activity, you should have identified varied method and
strategies used in the learning environment.
Specific Tasks
1. Observe a class
2. List down on the table below the teaching methodologies and
strategies used by the teacher.

List down various teaching methods and strategies employed by your resource
teacher.
TEACHING METHODS AND STRATEGIES

Methods Appropriate Not Appropriate

Suggestions
And Subject Subject for
Learners Learners Improvement
Strategies Matter Matter
Field Study Student
Signature over printed name
Activity Sheet No. 2
MEANINGFUL LEARNING EXPERIENCES

Target Competency
At the end of this activity, you should be able to identify the instructional
materials used in the learning environment.
Specific Tasks
1. Observe a class.
2. List down on the table below the instructional materials used by the
teacher.

Enumerate the instructional materials utilized by your resource teacher that are
appropriate to the learner and to the instructional objective.
INSTRUCTIONAL MATERIALS
Instructional/ Learning Objectives Materials Utilized
● Print Materials: Readings, ● Print materials are primarily paper-
Syllabus, Lesson/Assignment Files, based materials that reach intended
Rubrics, Handouts audiences through written words or
illustrations.
● Digital Media/Recorded Lectures ● Computers, TV
(Audio or Video): Movies/TV
Clips/ YouTube

● Visualizations: Illustrative Pictures  Flashcards, Image, Books, Chart &

Tarpapel

PRINCE CYRINE M. GARCIA

Field Study Student
Signature over printed name
Activity Sheet No. 3
MEANINGFUL LEARNING EXPERIENCES

Target Competency
At the end of this activity, you should be able to identify the assessment tolls
used in the learning environment.
Specific Tasks
1. Observe a class
2. List down on the table below the assessment tools used by the teacher.

Based on your teaching observation, identify the assessment tools used

in relation to learning/ instructional objectives.

ASSESSMENT TOOLS
Instructional/ Learning Objectives Assessment Tools

- Fill in the blanks

 Recall - Multiple choice items with
 Recognize questions stems such as ( what
 Identify is a or which of the )
- Labeling diagrams
PRINCE CYRINE M. GARCIA
Field Study Student
Signature over printed name
Activity Sheet No. 4

MEANINGFUL LEARNING EXPERIENCES

Target Competency

At the end of this activity, you should be able to identify the varied methods and
strategies, instructional materials, and assessment tools used in the learning
environment.

Specific Strategies

1. Observe a class.
2. List down on the table below the varied methods and strategies, instructional
materials, and assessment tools used by the teacher.

TEACHING INSTRUCTIONAL ASSESSMENT

METHODS AND MATERIALS TOOLS
STRATEGIES

 Student-  Picture, chart, &  Rubrics

Centered books

 Project-Based  Illustrations,  Think critically

Learning maps, movies
and games.

 Inquiry-Based  Graphic
Learning organizer  Pre Assessment
PRINCE CYRINE M. GARCIA
Field Study Student
Signature over printed name
Activity Sheet No. 5

MEANINGFUL LEARNING EXPERIENCES

Target Competencies

At the end of this activity, you should be able to:

1. distinguish, general learning processes as well as unique processes of
individual learners.
2. explain the importance of using varied learning experiences;
3. state the significance of using instructional materials that provide
meaningful learning, and
4. describe the significance of using varied assessment tools in diverse
situations.

Specific Tasks

1. Observe a class.
2. List down on the table on the next page the varied methods and strategies,
instructional materials, and assessment tools used by the teachers.
3. Reflect on how the items on the list, as well as the varied resources of
learning, facilitate cognitive, meta-cognitive, and positive motivational
processes.

Identify learning behavior of students you observed in class and classify them
according to processes.

1. Modeling - Teacher as a model

- Teacher modeling is achieved
through demonstrations and
narrations. The teacher may
specifically show the student how
to complete an activity or narrate
their actions to provide insights
into the type of thought processes
that go into completing different
tasks and activities.

2. Guided practice - a teacher would write a sentence

on the board, then read it aloud
several times
- the teacher has the students take
turns pronouncing the words of
the sentence and discussing them.

3. Consolidation . - An introduction to the subject is

frequently given by teachers before a
consolidation exercise.

4. Independent practice - students work by themselves

without guidance from their
teacher.

5. Application - is a method of education whereby

students are taught by the active
application of knowledge,
concepts, and models.

6. Review - The teacher by reviewing their

lessons, teachers know who the
children learned in their lessons
LEARNING BEHAVIOR/ LEARNING
EXPERIENCE PROCESSES
 Demonstrates Interpersonal - Demonstrates respect for elders
Skills and peers
 Demonstrates Responsibility - Obeys the rules set forth in the
classroom and across the school
 Demonstrates Perseverance - Asks inquiries and looks for
information

Cite any unique learning processes you observed from the students.

- Students are active individuals who must be filled with knowledge. Their
personal frames of reference accompany them to class. It is important to
take into account how their particular life experiences and expertise
impact them as learners. Teachers should therefore incorporate as much
student input as they can into each practice. Assignments should be
supported with justification, and teachers should welcome ideas from
students and give them plenty of opportunity to do so. Students'
development should be evaluated by teachers with the help of test results,
written reports, and lesson plans. Students can understand how they learn
and why particular abilities are advantageous to them by designing and
improvising opportunities to include them in the learning process.
Students are motivated as a result, and they are more likely to use those
abilities when working alone. In other words, a student who is included
develops into an invested, enthusiastic learner.
List down concrete teaching behavior, as well as the varied resources of
learning you observed from your resource teacher that facilitate cognitive,
meta-cognitive and positive motivation and processes.

Teachers collaborate with students to create learning opportunities that

allow them to exercise real agency in their own learning when:

- help students take responsibility of their learning by determining the

tactics that will help them achieve their learning objectives.
- help pupils gradually become more self-directed and develop confidence
in their capacity to perform learning tasks

Metacognitive strategies into everyday teaching:

 Explicit teaching - with an emphasis on reinforcing earlier learning,
introducing new information and skills, demonstrating how to apply
knowledge and skills, and offering plenty of time for independent
practice and reflection.
 Supporting students to plan, monitor, and evaluate their
work/learning - Students will have the chance to gradually internalize
these approaches and use them to take charge of their own learning if
these skills are explicitly taught and work is organized around these
phases.
 Questioning - Both in terms of appreciating student questions as a source
of feedback and a chance for clarification/extension of learning, as well
as in terms of using questions to engage students, assess their progress,
and stimulate their thinking.

Facilitate Cognitive:
 requesting reflection from students about their experience
 assisting pupils in finding fresh approaches to problems
 promoting conversations regarding the lessons being presented
 asking pupils to defend and clarify their reasoning
 Using visuals to increase pupils' comprehension and memory

Positive motivation and processes.

Grow a community of learners in your classroom.
- Students require a safe learning atmosphere where they are prepared to
take risks and struggle. The teacher and students must collaborate to
reach shared objectives in order to accomplish this purpose. Students
must be willing to collaborate with and support their classmates in the
classroom. The struggle that comes with learning should be welcomed
and encouraged. Teachers typically lecture while students take notes,
then the students complete independent work to assess their
understanding. True community can be created by updating this
antiquated approach to spend more time with students conversing with
other students. The activity following the lecture by the teacher and
before the individual work should be collaborative group work. Students
can process the information and raise questions in groups at this time.
Students contribute fresh ideas to what can be called the "problem
solving" phase of their growth, and collectively, they arrive at new
learnings. As a result, the students become active participants in their
own learning rather than passive recipients of the instructor's knowledge.
This gradual transfer of responsibility from teacher to student promotes
deeper understanding of the lesson rather than rote memory. The
classroom should be filled with proud displays of student work. Students
will have the impression that they are contributing to the creation of
knowledge in the classroom if this is done. There are other sources of
knowledge than the teacher. Additionally, rather than referring to a
classroom full of separate students, teachers might employ language that
supports the community of learners as a whole. The classroom
environment and the way in which students collaborate as interdependent
learners are significantly impacted by the use of the pronouns "we" and
"our" rather than "I" and "you."

Activity Sheet No. 6

MEANINGFUL LEARNING EXPERIENCES

Target Competencies

At the end of the activity, you should be able to:

1. distinguish general learning processes as well as unique processes of
individual learners.
2. explain the importance of using varied learning experiences;
3. state the significance of using instructional materials that provide
meaningful learning and
4. describe the significance of using varied assessment tools in diverse
situations.

Specific Tasks

1. Observe a class.
2. List down on the table on the next page the varied methods and strategies,
instructional materials, and assessment tools used by the teacher.
3. Reflect on how the items on the list, as well as the varied resources of
learning, facilitate cognitive, meta-cognitive, and positive motivational
processes.

Write down below the importance of using varied methods and

strategies, instructional materials, and assessment tools in teaching.

Importance of Varied Teaching Strategies

- Using a variety of teaching strategies can be useful to connect to

students who learn differently either visually, auditory, and/or
kinesthetically. With detailed planning and preparation, a teacher can
find ways to make learning engaging, interesting, and productive.
Importance of Varied Instructional Materials

- Materials for instruction are crucial because they aid the teacher and
students in avoiding an overemphasis on memorization and rote
learning, which may quickly take over a lesson. Resource materials
give students the opportunity to engage in hands-on learning that aids
in the development of concepts and skills as well as a variety of
learning styles.

Importance of Varied Assessment Tools

- Assessment tools can be used to encourage peer-to-peer learning,

team-building exercises, and active learning. They can be used to
monitor student learning in real time and offer alternate assessment
techniques.

PRINCE CYRINE M. GARCIA

Field Study Student

Signature over printed name

Activity Sheet No. 7

ENRICHING LEARNING-GRADES I AND II/FIRST
YEAR

Target Competencies

At the end of this activity, you are expected to:

1. obtain information on the learning styles, multiple intelligences, and needs
of learners; and
2. Propose strategies to address the needs of differently abled students.

Specific Tasks
1. Observe a class.
2. Focus on the lesson proper.

Accomplish the matrix below.

Your Own
Describe Theories Suggested Activity Reasons
Teacher’s
That Would
The Learning Of Learning For your Chosen
Activity Promote Better
Behaviors Applied Learning Activity
Of the Learners by the Teacher
Describe Theories Your Own Reasons
The Learning Of Learning Suggested Activity For your Chosen
Teacher’s
Behaviors Applied That Would Activity
Activity
Of the Learners By the Teacher Promote Better
Learning
Field Study Student
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Activity Sheet No. 8

ENRICHING LEARNING-GRADES III AND

IV/SECOND YEAR

Target Competencies

At the end of this activity, you are expected to:

1. obtain information on the learning styles, multiple intelligences, and needs
of learners; and
2. propose strategies to address the needs of differently-abled students.

Specific Tasks

1. Observe a class.
2. Focus on the lesson proper.

Accomplish the matrix below.

Your Own
Describe Theories Suggested Activity Reasons
Teacher’s
That Would
The Learning Of Learning For your Chosen
Activity Promote Better
Behaviors Applied Learning Activity
Of the Learners by the Teacher
Field Study Student
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Activity Sheet No. 9

ENRICHING LEARNING-GRADES III AND

IV/SECOND YEAR

Target Competencies

At the end of this activity, you are expected to:

3. obtain information on the learning styles, multiple intelligences, and needs
of learners; and
4. propose strategies to address the needs of differently-abled students.

Specific Tasks

3. Observe a class.
4. Focus on the lesson proper.

Accomplish the matrix below.

Describe Theories Your Own Reasons

The Learning Of Learning Suggested Activity For your Chosen
Teacher’s
Behaviors Applied That Would Activity
Activity
Of the Learners By the Teacher Promote Better
Learning

1. Role-playing With this The theory of I recommend a Students will be

activity, the Maslow that task that able to evaluate
students are promotes encourages their leanings,
very engaged, personal pupils to reflect on them,
focused, growth and consider their and become more
deliberate in development thinking. similar responsible as a
their actions, is the one that to allowing result of these
and energetic. the student pupils to produce activities.
teacher is an essay that
putting into expands their
practice. ideas providing
them with a task
to complete

The Thorndike
2. Asking The pupils Especially if the The pupils can
theory was put
student several used a trial- questions being readily grasp and
to use by the
questions and-error prepared are advance their
teacher. The
methodology complex. intellectual
Multiple
and were Furthermore, it’s abilities by
Response and
thoughtful, better to have a utilizing the
Response by
passive word recognition provided activity
Analogy are
learners who game and a materials and
two learning
were adaptive. gallery walks as assessment tools.
theories that
a teaching
the teacher has
activity.
used.

PRINCE CYRINE M. GARCIA

Field Study Student
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Activity Sheet No. 10

ASSISTING THE TEACHER-GRADES I AND II/

FIRST OR SECOND YEAR

Target Competencies

At the end of this activity, you should be able to:

1. determine, understand, and accept the learners’ diverse background
and experiences; and
2. identify analyze and factors to be considered in the selection of learning
experiences, instructional materials, and assessment tools.

Specific Tasks

1. Observe a class.
2. Identify the lesson objectives, learning activities, learning activities,
instructional materials, and assessment tools employed by the teacher.

Accomplish the matrix below.

Subject Lesson Learning Assessment

Matter Objectives Activities Tools

1. English Use the various Oral Recitation Oral Recitation

sentence
connectors to
properly construct
sentences.
Mathematics recognize Pairs Activity Critical Thinking
connections
between different
branches of
mathematics.

Subject Lesson Learning Assessment

Matter Objectives Activities Tools

Interview your resource teacher to find out the reason behind the use of the
observed learning activities and instructional materials. Write your reflections on
the interview.
- After interviewing my resource teacher said that In order to assist students
learn and enhance their thinking skills, we need involve them in various
teaching philosophies and methods. As aspiring teachers, we should be
aware of the seven teaching principles that act as a reminder and a guide for
us.

PRINCE CYRINE M. GARCIA

Field Study Student

Signature over printed

Activity Sheet No. 11

ASSISTING THE TEACHER-GRADE III

AND IV / THIRD YEAR
Target Competencies

At the end of this activity, you should have:

1. determined, understood, and accepted the learners’ diverse background
and experiences; and
2. identified and analyzed the factors to be considered in the selection of
learning
experiences, instructional materials, and assessment tools.

Specific Tasks

1. Observe a class.
In order to assist students learn and enhance their thinking skills, we need involve
them in various teaching philosophies and methods. As aspiring teachers, we
should be aware of the seven teaching principles that act as a reminder and a guide
for us.
Accomplish the matrix below.
Subject Lesson Learning Assessment
Matter Objectives Activities Tools

Request your resource teacher to recommend a learner who needs help or

assistance in a specific concept or skill. Develop alternative instructional planning
for the learner.
Build in practice time.

 Make sure to provide your child with numerous opportunities throughout

the day and in various contexts to practice new skills. This will enable him
or her to acquire such talents more rapidly and apply them as necessary.

Teach students self-management.

 Giving students the tools they require to control their own performance is an
effective method to keep them on track and engaged in their studies. When
guiding pupils to take control of their own behavior and learning, you may
need to employ a variety of communication techniques. For instance, a
student who cannot speak or read could learn self-management skills by
using pictorial cues. Others might find it more convenient to carry a written
list in their wallets or backpacks. You might also think about implementing
a point-based incentive system for pupils who make progress toward greater
independence. Self-management techniques should be flexible and
creatively adapted to your students' requirements and preferred modes of
communication.
PRINCE CYRINE M. GARCIA

Field Study Student

Signature over printed name

Activity Sheet No. 12

ASSISTING THE TEACHER-GRADES V

AND VI / FOURTH YEAR
Target Competencies
At the end of this activity, you are expected to:
1. determine, understand, and accept the learners’ diverse background
and experiences; and
2. identify and analyze the factors to be considered in the selection of learning
experiences, instructional materials, and assessment tools.

Specific Tasks

1. Observe a class.
2. Identify the lesson objectives, learning activities, instructional materials,
And assessment tools employed by the teacher.

Accomplish the matrix below.

Subject Lesson Learning Assessment

Matter Objectives Activities Tools
Based on the alternative instructional planning for a specific learner, develop an
appropriate assessment strategies to monitor and evaluate his/her learning.
Field Study Student
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SUGGESTED RUBRICS FOR ACTIVITY SHEETS
Criteria Rating
● Observations contain best details, are well-selected
and very substantial
93-100
● Submitted ahead of or on schedule
● Observations contain better details,
are well-selected and substantial
85-92
● Submitted on schedule or a day after the schedule
● Observations contain acceptable details,
some are well-selected and substantial
77-84
● Submitted two (2) days after the schedule
● Observations contain few and minimal substance 69-76
● Submitted three (3) day after the schedule

● Some observations contain acceptable details, are

limitedly selected and substantial
61-68
● Submitted five (5) days after the schedule
● Observations contain few details, are not well-selected
and have very minimal substance
60
● Submitted (6) or more days after the schedule

Activity Sheet No. Rating Comments

1 90

2 98
3 87

4 97

5 90

6 93

7 95

8 94

9 90

10 98

11 97

12 90

Average
Activity Sheet No. 1

THE TEACHER AS A PERSON

Target Competency

At the end of this activity, you should be able to identify personal qualities of
good teachers through interview.
Specific Task

Visit a school and interview some of the students, teachers, and its school principal
about their ideal personal qualities of a teacher.

Based on your interview among the students, the teachers, and the school
principal, list down the personal qualities of a good teacher.

One of the most fulfilling careers out there is frequently thought to be teaching.
However, given the specific skills required for success in this field, teaching
may not be for everyone.
The top 3 qualities of an excellent teacher have been compiled from general
teachers.
Disciplined and professional.
- All of a teacher's actions, both within and outside the classroom, should
be centered on professionalism. A successful work-life balance requires
gaining the respect and appreciation of both pupils and coworkers.
Professionalism also entails maintaining composure in the face of
difficult choices and understanding when to set boundaries with regard
to student-teacher interactions.
Strong knowledge and a solid education.
- Gaining respect also entails being an expert on the subject you teach.
The fact that you are more than capable of serving as a teacher will
reassure colleagues and parents that their children are in good care.
Patient and approachable.
- Being patient is also necessary while managing a large classroom. It
could be slightly more challenging to manage a younger group of
students, so the best strategy is to be patient and friendly.

Among the identified personal qualities of a good teacher, what are your
insights towards his/her performance in school?

Field Study Student

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Activity Sheet No. 2

THE TEACHER AS A PERSON

Target Competencies

At the end of this activity, you should be able to:

1. identify personal qualities of good teachers through survey;
2. use non-traditional assessment techniques; and
3. create a healthy and free expression of ideas.

Specific Tasks
1. Develop a survey questionnaire designed to be used with preschool/
elementary / secondary students to find out what personal qualities make a
good teacher.
2. Administer the survey instrument to the principal, teachers, and selected
students.
3. Consolidate and interpret the survey results.

This time you will conduct a survey using questionnaire to validate findings in
your previous interview. You may adopt the questionnaire below to find out
the personal qualities of a good teacher.

N/A

Classify the responses given by the students, the teachers and the principal.
Write answers on the matrix.

PERSONAL QUALITIES OF A GOOD TEACHER

Cited by the Student Cited by the Teacher Cited by the Principal
Herself / Himself

Show a caring attitude Organization Love of their subject.

Compassionate
Passion for teaching Understanding a role of
Love for kids a school in a child’s life
Prepared
Show Empathy Willingness to work
Active
Positive collaboratively.
Creative
Fair

PRINCE CYRINE M. GARCIA

Field Study Student
Signature over printed name
\
Activity Sheet No. 3

THE TEACHER AS A PROFESSIONAL

Target Competencies

At the end of this activity, you should be able to:

1. enumerate the qualities of an effective teacher; and
2. define the scope of his / her accountability as an effective teacher.

Specific Task
Interview a teacher to find out the qualities of an effective teacher.

Based from the interview, enumerate below the qualities of an effective

teacher.

Prepared
- Avoid wasting time in the classroom. Time flies in their classes since they
begin on time and remain in the classroom the entire time.

Positive
- Inform the pupils about your progress.

Creative
- Use technology effectively in classroom
Fair
- Give every student the same advantages and opportunity.

Compassionate
- Recognize when a learner is struggling and respond appropriately.

Respect Students
- Always steer clear of circumstances that would otherwise embarrass students.

What are the some accountabilities of the teacher among the following?

- For me, all of the above are accountabilities of a teacher because being a
teacher has a big role in the community, The curriculum becomes
impartial, non-discriminatory, and inclusive. Every student should be
evaluated by a teacher based solely on their skills, not on their culture,
gender, customs, or preferences. Being held responsible for the
curriculum they design gives a teacher more freedom. A teacher can also
make adjustments in favor of the students in this way.
PRINCE CYRINE M. GARCIA
Field Study Student
Signature over printed name

Activity Sheet No. 4

THE TEACHER AS A PROFFESSIONAL
Target Competencies

At the end of this activity, you are expected to:

1. define what professionalism is; and
2. give the details of the dimensions of professionalism and a portrait of a
professional teacher.

Specific Tasks

1. Interview your resource teacher.

2. Conduct research on professionalism.

Based on your interview and research activities, define professionalism below:

N/A

Write the concepts of the five (5) Dimensions of Professionalism (5S).

a. Specialized knowledge - A wide variety of factual, theoretical, and applied information,

as well as competences and skills specific to a field or profession, are all included in
specialized knowledge. Teachers made use of their specialized knowledge to comprehend
the field, its connections, and its boundaries.

b. Skills - Skills are inborn talent that can support your professional success. A habit,
personality trait, or talent that enhances your productivity at work is referred to as a
professional skill. People in almost all employment roles, industries, and work
environments can benefit from having these talents.
.
c. Standards - Whatever your position or profession, professionalism entails continuously
meeting high standards, both openly and not. There are certain "rules" of professionalism
for certain industries, workplaces, or jobs. These could be plainly stated, like a social
media usage policy or a set dress code.
.
d. Spirit- The spirit elevates the soul and spiritualizes both the body and the mind. Duchon
et al. (2006) claim that feelings of wellbeing characterize spirit at the individual level. It
entails putting the value of labor in the context of community, believing that one's job
contributes meaningfully, and having a sense of how it connects one to something more
than oneself.

e. Supportive Environment - Employees who work in a positive atmosphere are more

likely to be healthy, content, and productive every day. We should make every effort to
improve the environment and workplace culture for the benefit of everyone involved. It is
how we will continue to draw in and retain the top talent. People choose the jobs for
which they may feel proud to work in addition to the ones with the highest income. They
want to enjoy going to work each day, feel good about it, make friends there, and believe
that they are progressing in their lives.

Write your insights on the Portrait of a Professional Teacher.

A teacher who:
a. believes and values “Pagsasarili”

- Self worth, Freedom, and Responsibility, Dignity of work

b. knows and practices “pPakikipagkapwa Tao”

- Respect rights and dignity, worth of others, works well with others.

c. is “Makabayan”

- Social awareness, empathy and a firm commitment to our common goals as

nation.

d. is “Makasandaigdig”

- Asian identity, interdependence of nation, world peace, ecological balance

e. has “Pananampalataya”

- Believes in a Special Being, Integration of spiritual and moral values in

daily life.

PRINCE CYRINE M. GARCIA

Field Study Student

Signature over printed name
Activity Sheet No. 5

THE TEACHER AS A PROFESSIONAL

Target Competency

At the end of this activity, you are expected to provide timely to provide timely
and accurate feedback to learners for them to reflect on.

Specific Tasks

1. Interview a teacher to find out who or what contributed to his / her

professional growth.
2. Make a professional growth timeline based on the interview.

Based on the interview, who or what factors contributed to the interviewee’s

professional growth?

N/A
Prepare a professional growth timeline based on your interview.

N/A
What are your insights in this activity?

Field Study Student

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Activity Sheet No. 6

THE TEACHER AS A PROFESSIONAL

Target Competency

At the end of this activity, you are expected to manifest the values reflected in
the Code of Conduct for Professional Teachers.

Specific Tasks

1. Interview a teacher to find out values reflected in the Code of Conduct for
Professional Teachers.
2. Read the Code of Conduct for Professional Teachers?

Based on your interview and research activities, what are the values stipulated
in the Code of Conduct for Professional Teachers?

- Integrity, diligence, responsibility, cooperation, and loyalty are required

under the ethics code of conduct for professional instructors. A teacher must
exhibit integrity and respect for the law, human life, others, and oneself. A
teacher must also refrain from disclosing student information unless
specifically required to do so by the law.
Are they difficult to follow? Why? Why not?

- NO. As a role model, teachers must follow a professional code of ethics.

This ensures that students receive a fair, honest and uncompromising
education.

PRINCE CYRINE M. GARCIA

Field Study Student

Signature over printed name
Activity Sheet No. 7

THE TEACHER IN THE SCHOOL SETTING

Target Competency

At the end of this activity, you are expected to discuss the learning processes of
the teacher in the school setting.
Specific Tasks

1. Interview a teacher on his / her learning processes in the school setting.

2. Reflect on the teacher’s sharing.

What are the learning processes employed by the resource teacher?

Powerpoints

- Powerpoints can be a terrific method to give your lecture some structure

and promote class discussion. They are the ideal approach to teach your
class as a complete.

Test & Assessment

- A less pleasurable but no less significant step in the educational process.
You can create clear learning objectives for your pupils and give them the
support they require by being able to assess their progress throughout the
year.

Textbook
- Image result for role of textbook in teaching learning process. The textbook
determines the components' and method of learning. It controls the contents,
the method and the procedures of learning. Students learn what is presented
in the textbook, in other words the way the textbook presents materials is the
way the students learn it.

Write down your insights on varied learning processes used by the teacher.
When you become a teacher, will you do the same? Why? Why not?

- When I become a teacher, yes I will do the same because Teaching and
learning materials can also add important structure to lesson planning and
the delivery of instruction. Learning materials act as a guide for both the
teacher and the learner. They can provide a valuable routine in the teaching
and learning process. Also instructional materials have concrete elements,
even students can easily understand and be related to the subject, it give a
variety of strategies and approaches to make teaching and learning processes
easier and more comfortable to students.

PRINCE CYRINE M. GARCIA

Field Study Student

Signature over printed name
Activity Sheet No. 8

THE TEACHER IN THE SCHOOL SETTING

Target Competency

At the end of this activity, you are expected to discuss the roles of the teacher
in the school specifically among Students, Staff, and Curriculum Developments.

Specific Tasks

1. Interview a teacher on his / her roles and responsibilities in the school

setting.
2. Reflect on the teacher’s sharing.

What are the roles of teachers in the different Key Result Areas (KRA)
particularly among Students, Staff, and Curriculum Developments? Discuss
the roles of each.

1. Students Development
- A body of research known as "student development theory" aims to
comprehend and explain the processes by which students learn, develop, and
grow in post-secondary settings. The term "collection of theories related to
college students that explain how they grow and develop holistically, with
increased complexity, while enrolled in a postsecondary educational
environment" is used to describe student development theory.
2. Staff Development

- means structured activities for professional learning. The National Staff

Development Council and this rule both refer to "professional development
and staff development" interchangeably.
- meaning ongoing education provided to groups of professionals that
enhances their abilities to accomplish their own goals, as well as the goals of
a school or school district.
3. Curriculum Development

- The multi-step process of designing and enhancing a course that is taught at

a school or university is called curriculum development. The overall
framework consists of steps for investigation, building, implementation, and
assessment, while the precise method will differ from institution to
institution.

PRINCE CYRINE M. GARCIA

Field Study Student

Signature over printed name
Activity Sheet No. 9

THE TEACHER IN THE SCHOOL SETTING

Target Competency

At the end of this activity, you are expected to discuss the roles of the teacher in
the school setting specifically among Research, Physical Facilities, and
Community Extension Services Developments.

Specific Tasks
1. Interview a teacher on his / her roles and responsibilities in the school
setting.
2. Reflect on the teacher’s sharing.

What are the roles of teacher’s in the different Key Result Areas (KRA)
particularly in Research, Physical Facilities, Community Extension Services
Developments? Discuss the roles of each.

1. Research Development

- By offering market insights and creating new services/products or upgrading

existing ones in response, an R&D department's job is to keep a corporation
competitive. The R&D division will play a significant role in how the
company expands in the future.
2. Physical Facilities Development

- establish a comprehensive development plan that covers the building,

classroom, and facility construction, renovation, rehabilitation, demolition,
major repair, restoration, and maintenance;
.

3. Community Extension Services Development

- To provide students with learning opportunities that will ensure that they are
socially conscious and actively involved in the transformation of society. to
improve the quality of people's lives by giving them access to learning
opportunities, particularly in underprivileged places.

PRINCE CYRINE M. GARCIA

Field Study Student

Signature over printed name
Activity Sheet No. 10

THE TEACHER IN THE COMMUNITY

Target Competency

At the end of this activity, you are expected to explain educational processes and
relate these to larger social, cultural, and political processes.

Specific Tasks

1. Interview at least three people in the community (parents, barangay officials,

representative from community organizations) on 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.

On the interview, what are the actual community involvements of the resource
teacher? State the relationship of the stated participation to social, cultural,
and political processes.

N/A
What are the available materials and human resources being utilized by the
resource teacher in order to facilitate in the teaching-learning process?

N/A

Field Study Student

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Activity Sheet No. 11

THE TEACHER IN THE COMMUNITY

Target Competency

At the end of the activity, you are expected to reflect on the relationship among
the teaching processes, skills and the broader social forces in order to improve
teaching skills and practices.

Specific Tasks
1. Make a list of expectations of community people on the teachers’
community involvement.
2. Reflect on the sharing of the community people.

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

the teachers’ community involvement.

N/A

N/A
Write your reflections on the expectations of community people on the
teachers’ community involvement.

N/A

Field Study Student

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Activity Sheet No. 12

THE GLOBAL TEACHER

Target Competency

At the end of this activity, you should have facilitated learning of diverse types
of learners in diverse type of learning.
Specific Tasks

1. Find out through interview what qualifications are necessary to become a

global teacher.
2. Conduct a survey of the number of teachers in the school who have opted to
work abroad.

What are the revelations of the resource teacher on the qualifications in order to
become a global teacher?

- The participant asserts that there are two categories of global teachers. The
first is someone who relocates to another country to teach while acclimating
to the academic environment there. The second type teaches their discipline
with a global perspective yet stays within their own country. By "global
touch," I refer to the fact that the material he teaches adheres to international
norms. I believe that the first type's main qualification is the subject he
would teach, especially with us Filipinos in mind. The need for teachers of
science, math, and English is quite apparent on a global scale, therefore
those who have chosen to specialize have an edge. The teacher for the
second type must be fluent in English because it is still regarded as the
universal language.

What are the possible reasons why some teachers opt to work abroad? Will you
follow them? Why? Why not?

- It's an opportunity to do something fantastic and exciting that will change

your life forever, is the straightforward response. Teaching abroad
encapsulates the essence of global interaction. It involves people from
extremely different cultural backgrounds coming together, sharing
knowledge, and forging enduring bonds. It's a means of traveling, gaining
professional experience, and doing good all at once. This is a fantastic
opportunity to improve lives. Opening doors to new prospects for young
kids means assisting them in learning English. Additionally, assisting adult
learners increases their ability to interact with English-speaking relatives and
boosts their competitiveness in the global economy.
-

PRINCE CYRINE M. GARCIA

Field Study Student

Signature over printed name

MY DTR