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field study 1 episode 1-5

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this is helpful to student teachers

this is helpful to student teachers

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  • 1. _____________________________________________________________________________________ Name of FS Student __________ARJEL A. DIONGSON__________________________________ Course ________BSEd_______ Year and Section ______II-A_____________________________ Resource Teacher _______Ruby B. Jonota____________________________________________ Cooperating School _______SNHS-Old Sagay Extension_________________________________ At the end of this activity, I will be competent in determining a school environment that provides social, psychological, and physical environment supportive of learning. TARGET TOOLS
  • 2. Facilities Available Not available Description Office of the Principal The office of the principal is small but clean and well- organized. Library The library is found inside the principal’s office where in the books are well- arranged. Counseling Room Counseling Room is in every classroom of the school campus excluding laboratory rooms. Canteen/ Cafeteria The canteen is small and is located beside the principal’s office. Native CLASSROOM FACILITIES CHECKLIST
  • 3. foods as well as biscuits and soft drinks are sold inside the canteen. Medical Clinic Audio Visual/Media Center Reading Center Speech Laboratory Science Laboratory The science laboratory is newly build and is located beside IV-Righteousness Room. The laboratory
  • 4. apparatuses are arranged inside a cabinet. Some devices such as spectrometers can be found above the cabinets. Gymnasium Auditorium Home Economics Room Industrial Workshop Area
  • 5. PTA Office The PTA Office is also the school’s SSG Office. It is under-renovation and is located beside IV- Respect Room. Comfort Room for Boys Comfort Room for Girls Some comfort rooms are clean and some faucets and toilet bowls are functioning. Computer laboratory The Computer Laboratory is located inside the Principal’s Office. There has 6 units of computer inside it are functioning.
  • 6. Name of the School Observed ________SNHS- Old Sagay Extension________ School Address ____________________Old Sagay, Sagay City_____________ Date if Visit _______________________July 31, 2012___________________ The school is near to “Bahay-Kalinga” wherein hundreds of families are residing and in Vasquez’s Cemetery, the largest cemetery in the Baranggay. The people in the community where the school is found are cooperative in terms of programs presented/organized by the school. It has the color of nature; the wall is yellow, the roof is green, and the ceiling of every classroom is white. The trees around the school campus make the school’s atmosphere airy. Some buildings are newly built and some are not. The offices are small but well-organized. These offices are clean and from the facilities being mentioned in the checklist, the school also has a telescope and microscope which can be used during experiments.
  • 7. Classroom Facilities Description (location, number, arrangement, Condition) Wall Displays There are ecological and educational wall displays and sayings posted on the four walls of the classroom. Teacher’s Table The teacher’s table is located at the back portion of the classroom. It is neatly covered with plastic and several science textbooks are on top. Learner’s Desk There are 46 steel chairs in the classroom. The chairs look rusty but comfortable to sit. And these chairs are arranged in 4 rows with 5 columns. CLASSROOM FACILITIES MATRIX
  • 8. Blackboard The blackboard is wide and clean. It has a rectangular shape and is located in front of the learners’ desks facing the sunset. Learning Materials/ Visual Aids The visual aids are arranged above the cabinet. There are also educational pictures posted in the bulletin board at the back portion of the classroom. Trash Cans The classroom has 3 small trash cans which are located near the back door of the classroom. 1. How do the school campus and the classroom in particular impact on the learning of the students going to school? What are your conclusions? The school campus and the classroom in particular impact on the students learning going to school by its conducive learning environment, facilities and also the availability of resources. Therefore I conclude that a school having sustainable educational resources and facilities motivates the students to go there even if it is far from them. ANALYSIS
  • 9. 2. How does this relate to your knowledge of child and adolescent development? How does this relate to your knowledge of facilitating learning? This relate to my knowledge of facilitating learning that in order to facilitate learning, we must consider the learning environment where teaching and learning takes place. 1. Would you like to teach in the school environment you just observed? Why? Why not? No, because the school lacks some educational resources and facilities that could better help the students to be motivated to learn inside the classroom. Also because the school is far and the road going there is sometimes muddy and it looks not safe. 2. What kind of school campus is conducive to learning? A school campus that is free from noise. A school campus that has the availability of sustainable resources and facilities that could provide and motivate the students to learn. And a school campus that promotes a physical environment supportive of learning. 3. What kind of classroom is conducive to learning? A classroom that is well-lighted and well-ventilated. A classroom that is not overcrowded. A classroom that has facilities which could motivate the students to learn. A classroom that has available resources needed for every discussion/lesson. REFLECTIONS
  • 10. 4. In the future, how can you accomplish your answer in number 3? By providing facilities that could enhance the skills of my learners. By also posting educational pictures on the walls that will help them better understand the subject matter. 5. Write your additional learnings and insights here. I learned that a conducive learning environment greatly motivates the students to learn. I also learned that a school environment which provides socially, psychologically and physically positive image facilitates better learning.
  • 11. My Personal Illustration of an Effective School Environment
  • 12. _____________________________________________________________________________________ Name of FS Student __________ARJEL A. DIONGSON__________________________________ Course ________BSEd_______ Year and Section ______II-A_____________________________ Resource Teacher _______Ruby B. Jonota____________________________________________ Cooperating School _______SNHS-Old Sagay Extension_________________________________ At the end of this activity, I will gain competence in differentiating the characteristics and needs of learners from different developmental levels. TARGET TOOLS
  • 13. Development Domain Preschooler Indicate age range of children observed: 5-6 years old Elementary Indicate age range of children observed: 8 – 10 years old High school Indicate age range of children observed: 12-16 years old Physical Gross-motor skills Fine-motor skills Self-help skills They learn how to button their uniforms and tie their shoes. They are restless; they always walk around inside the classroom. They can complete simple puzzles. They can hold the pencil but they cannot write well. If they know already about something, they insist to do it on their own. They need supervision from their parents. They could perform simple dance steps. They could lift their chairs from one place to another. They can draw simple lines, boxes and shapes. They can take water from a jug without spilling. They can go to the CR independently. And they can eat their lunch alone using utensils. They can lift the teacher’s table and the chairs. They can also drag cabinets from one place to another. They can get water from the faucet using containers and sprinklers and then pour it to the plants. They can construct a sketch and an artistic drawing. They can also write letters with artistic designs. They can make their own reports. They can play and surf on the computer. LEARNERS’ DEVELOPMENTAL MATRIX
  • 14. Social Interaction with Teachers Interaction with Classmates/Friends Interests They always swallow what their teacher is teaching to them. They are dependent from their teacher. Their mood is changeable. They quarrel for a while but they become friends again. They are interested in colorful objects. They always want to do something that they could enjoy such as games, singing and dancing activities. Whenever the teacher asks questions, they raise their right arms before answering but sometimes they answer directly in chorus. They like to compete with their classmates. They always want to know the scores of their friends. They are interested in an oral discussion and in games that makes the class laugh. They sometimes answer in chorus but they share their own ideas about something which is related to the topic. They always go with their friends. They consult something in their classmate before answering to teacher’s question. They are interested to learn new concepts and ideas by means of a group activity or discussions that are related to them. Emotional Moods and temperament, express of feelings They express what they feel. If you look like a good and friendly person to them, they will really make a move that make them close to you. They hide their feelings to their peers. They easily bore if the topic is not interesting. They are sometimes expressive. If they love the person, they let some students know about their feelings.
  • 15. Emotional Independence They cannot control their emotions. If their mother goes somewhere, they easily cry without considering others inside the classroom. Some can control their emotions. Some frankly tell what they feel for someone. They can easily control their emotions; they can hide it. Cognitive Communication Skills Thinking Skills Problem-Solving They cannot clearly express their idea of something unless guided by their teacher. They listen to a story told by their teacher. They have the idea on the story but they cannot retell it to the class. They could count numbers from 1-20 in their vernacular language. They always think that teachers are correct. They can easily understand the topic if you show them pictures that they can relate. They can do simple problems like adding simple numbers and completing simple They always respond to their teacher. Some are active participant and some talk less in the class during the discussion. They could add, subtract, multiply and divide simple numbers. They think of something that makes us laugh. They can solve problems independently if it is easy but they ask help They could retell stories and answer the teacher’s question. They could understand complex topics if elaborately discussed by their teacher. They think something related to their topic. And they could distinguish the cause and effect relationship of something. They can solve problems which are related to their lessons. They can also
  • 16. puzzles. from their classmates if they don’t know it. identify a substance if it is an acid or a base. Level Salient Characteristics Observed Implications to the Teaching- Learning Process Pre-school Age range of learners Observed: 5-6 years old Preschoolers have short span of attention and they cannot control their emotions. Therefore, as teachers we should engage these learners in activities that they can participate and enjoy such as games, role playing, singing and dancing activities. Elementary Age range of learners Observed: 8-10 years old Elementary students easily bored if the topic is not of their interests. They answer in chorus from teacher’s questions. Therefore, as teachers we should have a sense of humor in discussing our lessons. We should also lead our learners to have the best student-teacher interaction during the teaching-learning process. Highschool Age range of learners Observed: 12-16 years old Highschool students like to share ideas from their own experiences and learnings. Therefore, as teachers we should guide these students to explore their knowledge. ANALYSIS
  • 17. 1. While you were observing the learners, did you recall your own experiences when you were their age? What similarities or differences to you have with the learners you observed? When I was in elementary, I was so different from my classmates. Instead of listening to the teacher, I used to watch the window looking outside and thinking in depth. On that time, I was weird because I don’t care about something inside the classroom different from the learners I had observed. 2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help or not help you with your needs (physical, emotional, social, cognitive)? How did it affect you? Ma’am Jackielee Anacleto is the teacher that I cannot forget because of some positive reasons. First, she always implements a zero-cheating management. This means that if the student will be caught cheating, he/she will be marked zero for that day. Second, she gives a reward if someone could perfect her exam. And third, she always discussed every lesson where we can relate as students. Due to these reasons, she inspired me to study more. In fact, she is one of the reasons why I took education as my profession due to that because of her, I started to love the teaching profession. REFLECTIONS
  • 18. 3. Which is your favorite theory of development? How can this guide you as a future teacher? The psychoanalytic theory which focuses on the psychosexual stages of personality. As a future teacher, this theory will guide me on how sexuality starts from a very young age and develop through various fixations. This theory will also help me to know the personality of a child from a oral stage until puberty and then going onward. 4. Share you other insights here. The teacher should relate lessons that are relevant to the needs, problems and interests of the learners to explore their ideas by engaging them in oral discussions or group activities where they can participate and will be motivated to learn.
  • 19. _____________________________________________________________________________________ Name of FS Student __________ARJEL A. DIONGSON__________________________________ Course ________BSEd_______ Year and Section ______II-A_____________________________ Resource Teacher _______Ruby B. Jonota____________________________________________ Cooperating School _______SNHS-Old Sagay Extension_________________________________ At the end of this activity, I will gain competence in managing time, space and resources to provide an environment which is appropriate to the learners and conducive to learning. TARGET
  • 20. Name of the School Observed: ________SNHS-Old Sagay Extension___________ Location of the School : __________Old Sagay, Sagay City___________________ Date of Visit: __________ August 28, 2012__________________________ There are learners that are silent type and there are also learners that are talkative but these learners cooperate actively in the teaching-learning process. There are 29 boys and 22 girls in the class. Their age ranges from 12-16. Some students can manage their own behavior but there are few who really need to be guided by their teacher. Most of them can work independently but sometimes it depends upon the complexity of the test/activity provided by their teacher. They can focus for a long period of time but their listening skills and ability to concentrate depend upon on their interest about the topic being presented by the teacher. TOOLS
  • 21. Aspect of Classroom Management Description Effect on the Learners (to be filled up after answer the analysis questions) Specific Areas in the Classroom There is a comfort room but it is not functional. Some students become busy going outside and the tendency is their concentration to the lesson will be affected. Classroom Rules Late students are considered as absent. The room must be always clean. The students go to school early in order for them not to be late. They become responsible in cleaning the room. Classroom Procedures Daily Routines Seating Arrangement There’s no such seating arrangement implemented inside the classroom. Every student has the choice to choose in what chair he/she wants to sit. The tendency is some students feel comfortable and some are not. That will become a disadvantage to some students if taller students want to sit in the front seats and if students CLASSROOM MANAGEMENT MATRIX
  • 22. with poor eyesight will have no choice but to sit at the back portion of the classroom due to that most of their classmates wants to sit in front. Handling misbehavior/off- task behavior The teacher guides her students to modify their misbehaviors by decreasing points on their attitude and by saying “It is not a good manner to do it.” Some students do not anymore misbehave because they don’t want that their points would be deducted. Reinforcement of Positive Behavior The teacher gives plus points to students who participate actively in every class discussion. The students are motivated to participate in the discussion in order to get plus points (reward) from their teacher. 1. How did the classroom organization and routines affect the learners’ behavior? If the classroom organization and routines are implemented well among students, it will help them lessen their misbehaviors. It will also create a positive outcome in the teaching-learning process especially on the student-teacher relationship inside the classroom. And it can motivate the students especially if the classroom is well- organized. 2. What should the teacher have in mind when she/he designs the classroom organizations and routines? What theories and principles should you have in mind? ANALYSIS
  • 23. The teacher must consider routines that are best suited to the level of learners he had. He must also consider a classroom organization that could help build his learners motivation to learn. Therefore I should have the third guiding principle in the Selection of Teaching Strategies which states that “A non-threatening atmosphere enhances learning”. This principle focuses on the psychological and physical climate of the classroom that is supportive for learning. This principle will guide me in setting an ideal classroom management in the future. 3. Which behavior strategies were effective in managing the behavior of the learners? In motivating students? Why were they effective? Behavior strategies like giving rewards to students such as adding plus points on their quizzes, or a treat for snack. These behavior strategies are effective because the students will not only be motivated to learn but they will also minimize their misbehaviors inside the classroom. 1. Imagine yourself organizing your classroom in the future. In what grade/year level do you see yourself? What routines and procedures would you consider for this level? Why? In the future, I see myself teaching in the highschool level specifically in first year. In this level, I must consider routines and procedures such as assigning them to clean the room before and after class, motivating them to study by giving rewards and by assigning them roles inside the classroom so that they will develop a sense of self-responsibility. I REFLECTIONS
  • 24. will start the class with a prayer followed by an action song so that they will be energized and motivated in learning the new lesson. 2. Make a list of the rules you are likely to implement in this level. Why would you choose these rules? The room must be clean before the class starts. Students must wear complete uniform. Cellphones must be turn off during the discussion. A student will be given a reward if he/she could perfect the exam. Every student must be responsible in beautifying the classroom and in minimizing their voice during discussion. I choose these rules because I want to develop their sense of self-responsibility having a good character and discipline inside and outside the classroom. 3. Should learners be involved in making the class rules? Why? Yes, because class rules must be agreed by the learners. So if you don’t involve them in making the class rules, there will be having a bias. Remember, what is good for you might not be good to others. One way of understanding our learners is to involve them in making the class rules so that there will be unity among them.
  • 25. _____________________________________________________________________________________ Name of FS Student __________ARJEL A. DIONGSON__________________________________ Course ________BSEd_______ Year and Section ______II-A_____________________________ Resource Teacher _______Ruby B. Jonota____________________________________________ Cooperating School _______SNHS-Old Sagay Extension_________________________________ At the end of this activity, I will gain competence in determining teaching approaches and techniques considering the individual differences of the learners. TARGET
  • 26. Name of the School ________Observed SNHS-Old Sagay Extension__________ School Address Old _________Sagay, Sagay City_________________________ Date of Visit _______________August 30, 2012__________________________ The students are noisy due to that they answer in chorus during the discussion of the lesson. The students who sit at the front part of the room are mush attentive and responsive than the students sitting at the back portion of the room. They do not compete against each other. Instead, they cooperate with the teacher to really understand every lesson. And as I observed, most of the boys participate actively every class discussion. I also noticed that there are students who still need guidance from their teacher. These are students who usually sit at the back portion of the classroom. And when a student cannot answer the teacher’s question, some of his/her classmates try to help him but there also some students specifically boys who really raise their hands so that their teacher will call them. Based on what I have observed, students group themselves according to gender, OBSERVATION REPORT TOOLS
  • 27. hobbies and interests. Girls prefer to play with some other girls (ex. In playing Chinese garter) and boys prefer to play with some other boys (ex. In playing soccer). There are times that they agree with their classmates if they are interested with the subject/topic. They sometimes talk about their love life, projects, assignments, school works and memorable experiences that happened in their lives such as fieldtrips and family reunions. 1. Identify the persons who play key roles in the relationships and interactions in the classrooms. What roles do they play? Is there somebody who appears to be the leader, a mascot/joker, an attention seeker, a little teacher, a doubter/pessimist? As I observed, the boys play key roles in the relationships and interactions in the classroom. These boys usually appear as a leader due to that they always lead their classmates during the discussion. They also act as a little teacher. They always remind their classmates about their mistakes and on how to handle their behaviors in a good manner. 2. Are the students coming from the minority group accepted or rejected by the others? How is this shown? There’s no such minority group in this section. 3. How does the teacher influence the class interaction considering the individual differences of the students? ANALYSIS
  • 28. By providing group activities, combine low achievers to high achievers in order that these low achievers may encourage to participate and learn the lesson. And by also allowing her students to voice out and share their opinions and knowledge in the teaching-learning process. 4. What factors influence the grouping of learners outside the classroom? As I observed, I noticed that gender is one of the factor which may influence the grouping of students outside the classroom. Boys and girls differ in terms of their hobbies and interests. Unlike girls, boys like to play soccer. However, girls like to play Chinese garter but boys do not. 1. How did you feel being in that classroom? Did you feel a sense of oneness or unity among the learners and between the teacher and the learners? I feel accepted being on that classroom. The students don’t bother to mingle us and the teacher sometimes asks if we were still okay. As I observed, there is really unity among the students. They are aiming only one thing and that is “to learn”. And also between the students and the teacher, the teacher is fair in terms of how she usually treats her students inside and outside the classroom. 2. In the future, how would you want the learners in your classroom to interact? How will you make this happen? REFLECTIONS
  • 29. I want my learners to participate actively in the teaching-learning process. I also want them to show respect with their teacher as well as to their classmates. To let this happen, I will allow my learners to share their own ideas and knowledge during class discussion. I will guide them on how to become a good person with good character. 3. How will you encourage all learners, regardless of religious, ethnic or racial background, to interact and participate? By giving them the opportunity to speak out, participate and interact during discussion. By not just respecting but also accepting their beliefs, views and opinions in every lesson. And by treating them fairly in terms of student-teacher relationship.
  • 30. _____________________________________________________________________________________ Name of FS Student __________ARJEL A. DIONGSON__________________________________ Course ________BSEd_______ Year and Section ______II-A_____________________________ Resource Teacher _______Ruby B. Jonota____________________________________________ Cooperating School _______SNHS-Old Sagay Extension_________________________________ At the end of this activity, I will gain competence in determining, understanding and accepting the learners’ diverse backgrounds; and in relating the learners’ background to their performance in the classroom. TARGET
  • 31. Name of the School Observed ______ SNHS-Old Sagay Extension________ School Address ______________Old Sagay, Sagay City ___________ Date of Visit __________________________________________________ As I observed the class of Mrs. Rubi B. Jonota, I noticed that the learners differ in terms of their abilities. There are learners that seem to be performing well during the teaching-learning process. These are the high-achieving learners usually the boys who always actively respond and participate in the discussion. There are also learners that seem to be behind. These are the low-achieving learners who usually sit at the back portion of the classroom. I asked the teacher about the background of her learners and I found out that most of her learners came from poor families with low income. I had also found out that most of the low- achieving learners came from poor families. High-achieving learners always lead their classmates in the student-teacher interaction even during the teaching-learning process. They usually accomplish tasks easily/quickly. They TOOLS OBSERVATION REPORT
  • 32. can also answer complex problems independently. However, low-achieving learners can’t easily answer complex problems unless guided by their teacher. They are hesitated to answer the questions because they don’t want to be laughed by their classmates if they cannot derive the correct answer. As I observed, the teacher uses different methods in addressing the learning needs of her learners. Methods as using visual aids like laptop and manila paper; giving/conducting group activities; Q and A method to ensure the learning of the learners. 1. Did your observation match the information given by the teacher? Were you able to correctly identify who among the students performed well and who did not? What behavior helped you identify them? (volunteering to answer, responding to teacher’s directions, etc.) Yes, I was able to identify the well-performing students and the less-performing students. Students who performed well usually volunteer to answer and always respond to their teacher during the teaching-learning process. They are very attentive during the discussion. Whereas students who did not performed well were always shy to share their ideas because they are afraid that their classmates will laugh at them if they can’t answer correctly. ANALYSIS
  • 33. 2. Describe the differences in ability levels of the students in the class. Is there a wide gap between the students who are performing well and those that are not? In terms of the differences in ability levels of the students in the class, there is really a wide gap between the students that are performing well than those that do not. The students who perform well are those who are taken cared by their parents in terms of physiological needs. As I observed, students who are less-performing in the classroom are those students came from poor families. Some students come to school without breakfast. This really affects the student’s willingness to perform inside the classroom. 3. Describe the methods used by the teacher in handling the students’ differences in abilities. How did the students respond to the teacher? The teacher uses methods and learning styles in handling the student’s differences in abilities such as Q and A method, discussing the lesson with concrete objects and conducting experimentation by means of individual or group activities. Due to these methods, some students are motivated and they respond actively to their teacher. 1. Recall the time when you were in the elementary or high school. Recall the high and low achievers in your class. How did your teacher deal with differences in abilities? Was your teacher effective? REFLECTIONS
  • 34. When I was in Elementary, I can still recall how my teacher in math help both the high and low achievers in our class. Every student was forced to memorize the multiplication table because one of his policies was that “A student cannot enter the classroom if he/she could not memorize the multiplication table from 1 to 10”. He used concrete objects like geometrical shapes made up of blocks and fruits such as apple and melon in presenting the topic. He used these fruits in his discussion of fractions wherein he let us sliced the fruit in front of the class. I think his strategy was effective because he let us involved in the teaching-learning process and of giving us responsibility by means of memorizing the lesson. 2. With the principle of individual differences in mind, what methods and strategies will you remember in the future to ensure that you will be able to meet the needs of both the high and low achievers in your class? As a future teacher, I will treat my students fairly. I will not compare each one of them. Instead, I will guide them to build a classroom that could be considered as a market place of ideas where every student has the freedom to participate and share their own knowledge and opinions with respect to their abilities, social backgrounds and levels of intelligence. I will provide group activities with simple/basic to complex problems engaging low achievers to high achievers to ensure the needs of the students with individual differences.
  • 35. Name Diongson, Arjel A. Course BSEd Year & Section II-A Direction: Check (/) the appropriate column that best describes your current level of mastery of each listed competency. I cannot do this yet I am learning how to do this I can do this but I need to learn more and improve I can do this very well 1. Determines an environment that provides social, psychological and physical environment supportive of learning. 2. Differentiates learners of varied learning characteristics and needs. 3. Manages time, space and resources to provide an environment conducive to learning. 4. Recognizes multi-cultural background of learners when providing learning opportunities. 5. Determines teaching approaches and techniques appropriate to the learners.
  • 36. 6. Determines, understands and accepts the learners’ diverse background. 7. Relate the learners’ background to their performance in the classroom. 8. Reflects on the impact of home and family life to learning. 9. Expounds on one’s understanding of the learning processes and the role of the teacher in facilitating these processes in their students. 10. Accepts personal accountability to learners’ achievement and performance. ( ) Pre-Assessment Date Accomplished: Rater’s Signature ( ) Post-Assessment
  • 37. Name Diongson, Arjel A. Course BSEd Year & Section II-A Direction: Check (/) the appropriate column that best describes your current level of mastery of each listed competency. I cannot do this yet I am learning how to do this I can do this but I need to learn more and improve I can do this very well 1. Determines an environment that provides social, psychological and physical environment supportive of learning. 2. Differentiates learners of varied learning characteristics and needs. 3. Manages time, space and resources to provide an environment conducive to learning. 4. Recognizes multi-cultural background of learners when providing learning opportunities. 5. Determines teaching approaches and techniques appropriate to the learners.
  • 38. 6. Determines, understands and accepts the learners’ diverse background. 7. Relate the learners’ background to their performance in the classroom. 8. Reflects on the impact of home and family life to learning. 9. Expounds on one’s understanding of the learning processes and the role of the teacher in facilitating these processes in their students. 10. Accepts personal accountability to learners’ achievement and performance. ( ) Pre-Assessment Date Accomplished: Rater’s Signature ( ) Post-Assessment
  • 39. 100 95 90 85 80 1. Content of the Portfolio has 100% of the needed content has 95% of the needed content has 90% of the needed content has 85% of the needed content has 80% of the needed content 2. Objectives of the Portfolio Objectives are SMART and cover the whole course Objectives are SMART but cover only a minimum of 80% of the course Objectives are SMART but cover only less than 80%of the course Some objectives are not SMART and do not cover the whole course Most objectives are not SMART and cover only a minimum of the course 3. Quality of Entries Entries are of best quality, well selected and very substantial Entries are of better quality, many are well selected and substantial Entries are of acceptable quality, some are well selected and substantial Some entries are of acceptable quality, limited selection and substantial Few entries are of acceptable quality, not well selected, and very minimal substantial 4. Presentation of Entries Creative, neat and has a very strong impact/appeal. Creative, neat and has strong impact /appeal. Creative, neat and an average impact/appeal. Minimal creativity, neat with minimal impact/appeal. No creativity, in disarrange, no impact/appeal. 5. Promptness in the Submission Submitted ahead of schedule Submitted on schedule Submitted, a week after the schedule Submitted 2 weeks after the schedule Submitted 3 weeks or more after the schedule.
  • 40. LORD, Help me to be a fine teacher, To keep peace in the classroom, Peace between my students and myself, To be kind and gentle to each and every one of my students. Help me to be merciful to my students, To balance mercy and discipline in the right measure for each student, To give genuine praise as much as possible, To give constructive criticism in a manner that is patentable to my students. Help me remain conscientious enough to keep my lessons always interesting, To recognize what motivates each of my students, To accept my student's limitations and not hold it against them. Help me not to judge my students too harshly, To be fair to all, To be a good role model, But most of all Lord, Help me to show your love to all of my students. Amen.
  • 41. By Joanna Fuchs A teacher is like Spring, Who nurtures new green sprouts, Encourages and leads them, Whenever they have doubts. A teacher is like Summer, Whose sunny temperament Makes studying a pleasure, Preventing discontent. A teacher is like Fall, With methods crisp and clear, Lessons of bright colors And a happy atmosphere. A teacher is like Winter, While it's snowing hard outside, Keeping students comfortable, As a warm and helpful guide. Teacher, you do all these things, With a pleasant attitude; You're a teacher for all seasons, And you have my gratitude!
  • 42. I. Student’s Resume ---------------------------------------------- II. Statement of Purpose ----------------------------------------- III. Self-Rating Competency Checklist(Pre-Assessment)---- IV. Organization of Portfolio Entries --------------------------- a. Episode 1 ----------------------------------------------------- b. Episode 2 ----------------------------------------------------- c. Episode 3 ----------------------------------------------------- d. Episode 4 ----------------------------------------------------- e. Episode 5 ----------------------------------------------------- V. Entries of Evidences-------------------------------------------- a. Clippings ------------------------------------------------------ b. DTR ------------------------------------------------------------- VI. Additional Entries------------------------------------------------ a. Teacher’s Prayer----------------------------------------- b. Teaching Philosophy------------------------------------ c. Poem of a Teacher-------------------------------------- VII. Self-Rating Competency Checklist(Post-Assessment)-- VIII. Personal Reflection--------------------------------------------- IX. Comments of the Faculty------------------------------------- X. Rubric for FS Portfolio-----------------------------------------
  • 43. PERSONAL DATA Name: Arjel A. Diongson Address: Taba-ao, Sagay City, Negros Occidental Age: 19 Gender: Male Height: 5’7 ½ Place of Birth: Cabanglasan, Bukidnon Date of Birth: May 17, 1993 Civil Status: Single Nationality: Filipino Religion: Roman Catholic Contact Number: 09469268169 Hobbies: Playing Chess, Singing, Dancing, Texting, etc. EDUCATIONAL BACKGROUND Received Awards Elementary: P. R. Katalbas Elementary School Valedictorian Secondary: NONESCOST Laboratory High School 5th Honorable Mention Tertiary: NONESCOST Certificate of Merit Course: Bachelor of Secondary Education
  • 44. Major: Physical Science _______________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________