EPISODE 3 & 4...ROMERO SARAH B. BSED 4A (FS 6-Episode 2) Republic of the Philippines CAMARINES NORTE STATE COLLEGE COLLEGE OF EDUCATION ABAÑO CAMPUS Daet, Camarines Norte FIELD STUDY

ROMERO SARAH B. BSED 4A (FS 6-Episode 2)

Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

COLLEGE OF EDUCATION

ABAÑO CAMPUS

Daet, Camarines Norte

FIELD STUDY 6

EPISODE 3 & 4

Submitted by:

Sarah B. Romero

BSED 4-A

VISION

CNSC as a Premier Higher Education Institution in the Bicol Region.

MISSION

The Camarines Norte State College shall provide higher and advanced studies in the fields of education, arts and sciences, economics, health, engineering, management, finance, accounting, business and public administration fisheries, agriculture, natural resources development and management and ladderized courses. It shall also respond to research, extension and production services adherent to progressive leadership towards sustainable development.

Sarah B. Romero BSED-4A

Outcome Based

Learning Experience

The Teacher in a School Setting

You are about to enter a very demanding profession. In the school

setting, you are a professional and a special person who are empowered to

change the life of learners. An important part of your teaching responsibility is

developing management skills. You will be expected to manage instruction,

time, relationship, behavior, physical environment and routines. Most often

you will be challenged by classroom situations that will require you to

demonstrate simultaneously expected competencies in several areas of

classroom management. Your management competencies will really matter.

How effective will you be as a classroom manager?

Learning experience 3 will focus specifically on the typical teachers’

concerns as they manage learning in the classroom setting. You will be

guided through the experiential organizer as follows:

Your Intended Learning Outcomes

Infer from observation the different teachers’ management concerns and

action in a school setting.

Your Experiential Tasks Your Reflection Triggers

3.1 Exposure

Data exploration: The teaching

competencies

3.2 Participation

Data gathering from actual

classroom observation

3.3 Identification

Sharing observation experience

3.4 Internalization

• Why is teaching a very

demanding profession?

• How can I build my repertoire of

teaching competencies?

3


My own wish list of teaching

competencies

3.5 Dissemination

Peer- sharing and beginning new

experience

3.1 EXPOSURE

Data exploration: The teaching competencies

Competent teachers are managers. They manage instruction, time,

relationship, behavior, and discipline, physical environment and routines. Review the

following list of teaching competencies. Some are based on sound theoretical

knowledge and practices while others supported by classroom research. This list will

enable you to conduct and record your observation accurately.

TEACHER’S LIST OF MANAGEMENT COMPETENCIES

A. Management of Instruction

• Provide well-planned, focused and logical organization of lesson

• Select varied teaching styles to suit diverse learners

• Exercise flexibility to fit teaching styles to student’s abilities

• Provide opportunities for productive learning engagement/involvement

• Sustain student’s interest and focus meaningful discussion

B. Management of Time

• Maximize allotted learning time by starting and ending classes as

scheduled

• Manage prompt and appropriate behavior and discipline during

instructional activity

• Conduct instructional activity at a brisk pace, avoiding unnecessary

slowdown

• Maintain clear, firm and reasonable work standards and due dates

C. Management of Relationship

• Model care and consideration for students’ capability and shortcomings

• Establish positive, polite and respectful interactions

• Foster honest, wholesome and constructive conversation

• Exhibit warm and cheerful disposition

D. Management of Behavior and Discipline

• Provide a clear, established set of rules and provisions

• Manage serious behavior problems through behavior analysis

• Employ peer- mediation to resolve conflict

• Give generous affirmation and praises


3.2 PARTICIPATION

Data gathering from actual classroom observation

CLASSROOM OBSEVATION GUIDE

Observe two (2) teachers, one from the lower grade and another from the

lower grade and another from the upper grade. Use this Teacher Concerns Checklist

from the actual classroom observation you made. Check whether you have observed

or not the following concerns of every teacher:

Legends: O–Observed;

NO- No Opportunity to Observe;

NA-Not Applicable

TEACHERS’CONCERNS LOWER GRADE UPPER GRADE

A. INSTRUCTIONAL

CONCERNS

O NO NA O NO NA

The teacher avoids jumping

from topic to topic.

The teacher ensures that all

students stay involved in

the lesson.

SOMETHING TO PONDER

What are the challenges of a teacher as a classroom manager?

Classroom management is probably the most challenging part of teaching because as

what we always hear from our instructors, suppose we have 40 students in one class, we will

be dealing with 40 different characters and personalities. That alone would cause stress on

the part of the teacher. But, what is most tiring is the fact that students always resort on

doing off-task behaviors instead of paying attention and participating in class discussion.

Another challenge is when the students vary in terms of learning. There are fast learners and

there are slow learners as well. Diverse class is difficult to manage. Environmental factors are

also challenge like classroom physical set-up and lack of resources. That is why being

resourceful is needed in teaching. And the most challenging part is the question about how

will a teacher build the trust of students toward him? So, we always remind ourselves in this

college that we don’t beg for students’ respect, we earn it by applying the principle in

teaching that “Common sense is the ability to say and do the right thing, at the right time,

and in the right way.”


The teacher maintains

group focus.

The teacher keeps students

engaged, busy and

productive.

The teacher adjusts

teaching styles to students’

abilities.

B. TIME MANAGEMENT

CONCERNS

O NO NA O NO NA

The teacher begins and

ends classes on time.

The teacher avoids

unnecessary class

interruptions.

The teacher minimizes time

for class interruptions.

The teacher starts lesson

on time.

C. RELATION CONCERNS O NO NA O NO NA

The teacher respects

students and values what

they can do.

The teacher shows more

concern on larger than

smaller issues.

The teacher establishes

emotionally wholesome

climate.

The teacher encourages

wholesome and

constructive

conversations.

D. BEHAVIOR AND

DISCIPLINE

O NO NA O NO NA

The teacher provides clear

classroom rules and

regulations.

The teacher works

harmoniously with the

whole class

The teacher creates an

atmosphere of mutual

respect between and

among students.


The teacher keeps students

busy on meaningful tasks.

The teacher uses simple

non- verbal cues.

The teacher gives

affirmation and praise.

The teacher manages

serious behavior analysis.

The teacher uses peer

mediation to resolve

conflict.

E. PHYSICAL

ENVIRONMENT

CONCERNS

O NO NA

O NO NA

The teacher organizes the

use of supplies and

materials in accessible

place.

The teacher maintains rules

that go with territories.

The teacher arranges

furniture that will facilitate

overall monitoring.

The teacher arranges

physical setting that

maximizes visibility

and accessibility

F. ROUTINE CONCERNS

O NO NA

O NO NA

The teacher establishes

reasonable routines.

The teacher provides

purposeful

guidelines to set

direction.

The teacher provides

announcements for

students’ guidance.

3.3 IDENTIFICATION

Sharing observation experience

Write your observation experiences and share with your Field Study teacher

and classmates. Focus on the following questions:


A. How did the teachers manage the instructional time?

A1. Lower Grade

In grade 8, the teacher manage the instruction time through discussing the

topic then, after that the teacher let the students solve some equation in the

blackboard and explain it to their classmates and ask them also to solve in their

paper.

A2. Upper Grade

In grade 10, the teacher asked one student to write the information about the

topics in the board and let the students copy the writings on the board and after that

the teacher discussed the information that was written in the board and asked the

students to give opinions and ideas about it.

B. How did the teachers manage the students’ behavior?

B1. Lower Grade

The teacher manage the students' behavior in a way that she tell the students

about their attitude, praise student's work and gave them some task to solve so that

she can capture students interest and reduce those students who are off-task.

B2. Upper Grade

Grade 10 students are well behave therefore it is easy for their subject teacher

to manage their behavior. The teacher show respect to all her students therefore her

students also respect her. She make sure that all her students are paying attention

to the discussion and should share their ideas and opinions to the class. She also

provide different rules and regulations that the students need to follow during her

class.

C. How did the teachers relate with the whole class?

C1. Lower Grade

The subject teacher that I had observed show relation with the whole class in

the way that she accepted all opinion of the students. She ask students concern and

does not show favoritism or bias to her students. She also give value to all the effort of

her students and respect their individual differences. When the students are doing offtask

or does not want to participate and cooperate in the class she think a way on how she can

capture all those off task students attention without offending them.


C2. Upper Grade

Like the teacher in the grade 8 students, the teacher in grade 10 also show

care and concern to all her students. She make sure that after her students go out in

the four corner of the room they have learn something that they can apply in their

daily lives. I observed that there is a respect between the students and teacher. The

teacher explain and discuss the topic to her students in a calm way.

D. How did the teachers maintain the environment to be conducive to

learning?

D1. Lower Grade

In grade 8, the teacher maintain a conducive environment in a way that

before she begin her class she make sure first that all her students are in their own

sit. The arrangement of the chairs are separated to avoid students talking with each

other. She removes anything that can distracts students from learning. She promote

invovement and cohesiveness in a way that she engaged her students in learning

and let them share ideas and opinions to create one decisions.

D2. Upper Grade

The teacher uses different strategies in maintaining the environment conducive

in learning. She assure that the classroom is clean and all the students have their

instructional materials.

E. How did the teachers establish routine?

E1. Lower Grade

Before the class started the teacher will let the students lead the prayer then

after that she will ask them to get their books and ask someone to recapitulate the

last discussion and tell what will be the next topic. During formal discussion the

teacher give student's activities wherein the students ask to solve problem or answer

a questions in the blackboard or in their books or notebooks. After the discussion

she will give students assignment or things to search in the internet. Then before he

leave the class she will remind students about the things that they need to do and

accomplish in her subject.

E2. Upper Grade

After the prayer and greetings the teacher give motivational activities to

students that are related to the topic before she procede to the discussion. During

discussion the teacher use the inquiry method or let the students write down notes

and discuss it after. After the disscussion and summarization of the topic the teacher

give an evaluation to students to identify whether they learned something.


F. How did the teachers manage a successful teaching- learning process?

F1. Lower Grade

The teacher manage a successfull teaching-learning process in a way that she

utilize teaching instruction that can cater students interest. She make sure that she

already mastered the lesson before she deliver it to the students. She let students to

demonstrate some performance task that will develop and enhance their skills,

abilities and values.

F2. Upper Grade

The teacher in upper grade manage by applying rules for students to follow.

Assuring to achieve the objectives that she set and maintain a harmonous

relationship with the students.

3.4 INTERNALIZATION

My own wish list of teaching competencies

MY WISH LIST OF TEACHING COMPETENCIES FOR MAXIMUM LEARNING

A. Make your own list of teaching competencies.

B. List down management strategies you plan to use in your own

classroom in the future.

My Wish List of Teaching Competencies

• Mastery of the Subject

• Problem-solving

• Professionalism

• Communication skills

• Techno-savy

• Good interpersonal skills

• Creativity

List of management strategies I plan to use in my own

classroom in the future:

• Be a good role model

• Remain consistent and firm in imposing rules

• Maximize teaching time and minimize discipline time

• Establish good relationship with my students but

maintain professional distance with them

• Inculcate good values in students

• Teach with all my heart

• Help the less performing students

• Use creativity in instruction

• Help students to build trust and respect with one

another


3.5 DISSEMINATION

Peer- sharing and beginning new experience

Make your own plan of action to realize your wish list. When you become a

teacher, keep on revisiting your wish list competencies for maximum learning. Share

your plan of action to realize your wish list.

PLAN OF ACTION: BUILDING MY REPERTOIRE OF TEACHING

COMPETENCIES


In my four years in college, I have learned so many things about the

field I have chosen but still I could not say that there’s nothing more to learn.

Everyday, there are new opportunities to learn and I want to be as trainable

as I can be. I will study hard in the last remaining semesters, learn everything

that I need to learn, try new things even if they are out of my comfort zones

because I know, I can use all those learning in the future work field that I’ll be

working at.

I will treat every single day to acquire new experiences and equip

myself with the skills, right attitude and competencies that will help me to

become a good teacher in the future. I will promise to read even more, to aim

to be one step ahead of my future students and develop positive work

attitude towards my classmates because in the future, I will delve in an

environment wherein I have colleagues like the co-teachers, the principal and

the school administrators. I will also try to maintain my passion for teaching

even if pressure and exhausting tasks are already existing even in my present

studies.


0utcome Based

Learning Experience

The Global Teacher

The 21st century teacher is both a citizen and a teacher of the world. As a

future teacher, it is important that you develop the qualities and competence of a

teacher according to national and international standards. The connectedness of the

nations of the world demands a global 21st century Filipino teacher who is not

familiar with emerging global events and challenges but also competent to teach

individuals representing diverse culture.

As a future 21st century teacher, how can you meet the challenges of a

Filipino teacher of the world? In this learning experience, you will be guided through

the experiential organizer as follows:

Your Intended Learning Outcomes Evolve a needs-based plan of action to meet the challenges of a 21st century global teacher.

Your Experiential Tasks Your Reflection Triggers

4.1 Exposure Entering learning zones 4.2 Participation Peer to peer learning 4.3 Identification Understanding your capabilities and boundaries 4.4 Internalization Navigating challenges and opportunities 4.5 Dissemination Personal disclosures of future actions

• What are the challenges of the 21st century global teacher?

• How can I be a globally competitive Filipino teacher

4.1 Exposure

4


ENTERING LEARNING ZONES

Learning Zone 1: Interview two (2) appointed teachers, preferably one from a public

and another from a private school, on qualities required for entering the teaching

profession. Record your data below:

INTERVIEW SHEET

QUALITIES REQUIRED FOR ENTERING THE TEACHING PROFESSION

PUBLIC SCHOOL TEACHER PRIVATE SCHOOL TEACHER

LET Passer

Demo Teaching

Ranking

General Average (Grades from 1st-4th year)

Skills Verification (NCII)

Actual Performance (e.g. Computer Programming)

Learning Zone 2: Conduct an online research and record the principal qualities

required for entering the teaching profession in selected countries. Feel free to surf

online sites and sources. You may also explore the following links:

Center on International Benchmarking:

http://www.ncee.org/programs-affiliates/center-on-international-education-

benchmarking/

Educational Quality Monitoring Global Needs for 2015:

http://www.uis.unesco.org/Library/Pages/default.aspx

QUALITIES REQUIRED FOR ENTERING THE TEACHING PROFESSION

COUNTRY OF INTEREST

PRINCIPAL QUALITIES

SINGAPORE

Singapore recruits its teachers from the top third of

high school graduates. Each year, Singapore

calculates the number of teachers it will need, and

opens only that many spots in the training

programs. On average, only one out of eight

applicants for admission to their teacher education

programs is accepted, and that only after a

grueling application process. Those who are

accepted have typically not only taken

Singapore’s A-level exams (the most challenging of

all the exams available to Singapore students) but

will have scored at least in the middle of the score

range, a very high level of accomplishment. The

http://www.ncee.org/programs-affiliates/center-on-international-education-benchmarking/

http://www.ncee.org/programs-affiliates/center-on-international-education-benchmarking/

http://www.uis.unesco.org/Library/Pages/default.aspx


many other steps in the application process

include tough panel interviews that focus on the

personal qualities that make for a good teacher, as

well as intensive reviews of their academic record

and their contributions to their school and

community.

CHINA

Teachers must meet the following requirements to

teach in China:

• A Bachelor’s degree

• Two years of post-graduate work experience

• A TEFL certification (120+ hours). Some

schools will still accept a 100-hour certificate,

but 1st-tier cities like Beijing and Shanghai

require at least 120-hours of TEFL training.

• A clear national Criminal Background Check

• A clean bill of health from your doctor in your

home country. You’re also required to do a

second health check in China

SOUTH KOREA

During the process of applying and interviewing for

English teaching positions, and getting a visa

processed at the consulate after signing a

contract, prospective teachers should expect to be

able to produce the following documents:

• Bachelor’s and/or Master’s degree/diploma

• Sealed college or university transcript

• Original national level criminal background

check(FBI in the U.S.)

• Passport photos

• Original contract (to be provided by your

employer for visa processing at consulate)

• Original passport that is valid for at least one

year

For some positions, particularly those in public

schools and universities, English teachers in Korea

may be required to provide the following:

• Proof of full-time teaching experience

• Copy of TEFL certificate (at least 100 hours of

class time, either Online TEFL Class or In-

Person TEFL Classes)

• Copy of teaching license or certificate


THAILAND

• Bachelor’s Degree Diploma or Higher. A

bachelor’s degree or higher is one of the

most important requirements to teach in

Thailand.

• Teaching English as a Foreign Language

(TEFL) Certification. A TEFL certification is not

an actual legal requirement to teach in

Thailand, but many schools treat it as a

qualifier.

• Non-Immigrant Business “B” Visa. Among the

requirements to teach in Thailand possesses

a Non Immigrant Business “B” Visa (or B Visa

for short). It’s possible to obtain a B Visa

before arriving in Thailand if you are

sponsored by a hiring agency or school prior

to going to Thailand.

• A Good Picture and a Good Attitude. An

attractive picture goes a long way in

Thailand. Unfortunately, this also means that

some people are denied a teaching position

simply because of the way they look.

Workforce discrimination is commonplace in

Thailand, and it is not uncommon for a

school to discriminate against you based on

age, race, or sex.

CANADA

Currently in most jurisdictions in Canada, the basic

requirement to enter the teaching profession is the

successful completion of Grade 12 and four

additional years of post-secondary education that

includes at least one year of professional studies in

teacher education. Since there are variations to

this basic requirement, candidates should directly

contact the relevant certification agency in the

province where they wish to teach.

In addition to the academic requirements, often

candidates for teacher education programs are

interviewed to assess their suitability for a career in

teaching. Essential qualities include a good

command of English or French, emotional stability,

enthusiasm and a sincere interest in young people.

Teachers are also expected to have qualities to

enable them to relate well to their students and to

establish an environment that is conducive to

learning. In addition to advancing literacy skills and

preparing students for further academic or

vocational studies, teachers should be qualified to

promote critical thinking and problem-solving skills


in their students, as well as sensitivity to diversity and

personal autonomy, and a solid sense of civic

responsibility.

UNITED STATES

Earn a bachelor’s degree. An undergraduate

degree is the minimum education that a K-12

teacher must possess with many states

implementing various stipulations according to the

grade and subject being taught.

Complete a teacher education program. The

majority of school teachers must complete an

education program while attending

undergraduate school, and take classes

specifically geared towards education.

Fulfil student teaching requirements. Upon

completion of core teaching courses, future

educators are expected to gain experience in the

field by participating in a student

teaching/practicum program (also referred to as

an internship).

Satisfy state requirements to get teaching

credentials. Before a teacher can accept a

position at a public school, he or she must have a

license and state certification, whereas educators

hired to work in most private school facilities are

not always required to obtain certification because

private institutions are free to hire whomever they

wish.

Earn a master’s degree in Education. Teachers with

aspirations to further their education and qualify for

higher-paying jobs with more responsibility often

complete a master’s degree program in either a

specific field of education (such as educational

technology or curriculum development) or in an

individual discipline, such as mathematics, English,

or social studies.

Pursue a doctorate degree, if desired. Teachers

obtain either a Doctorate in Education (EdD) or a

PhD in Education when they wish to become

college professors; or if they have an interest in

educational administration, making organizational

changes, reshaping district policies and school

curriculums, and/or assuming a position of

leadership, such as becoming a dean of students

at a college.

ACADEMIC REQUIREMENTS

For postgraduate teacher training programmes,


ENGLAND

you'll need to hold an undergraduate degree

awarded by a higher education provider in

England or Wales, or a recognised equivalent

qualification. You’ll need to have achieved a

standard equivalent to grade C/4, or above, in the

GCSE examinations in English and mathematics. If

you intend to train to teach pupils aged 3 – 11

(early years and primary), you must also have

achieved a standard equivalent to a grade C/4, or

above, in a GCSE science subject examination.

You'll also need to pass the professional skills tests

in numeracy and literacy before you begin your

teacher training.

NON-ACADEMIC REQUIREMENTS

School experience. If you can spend some time

observing and helping out with lessons in a local

school before you apply, it will help to strengthen

your application. You can use the experience in

your personal statement, showing what you’ve

gained from it and how it’s increased your

motivation to be a teacher.

Medical fitness. When you accept a place on a

training programme, your training provider may

send you a health questionnaire to find out about

your medical fitness.

Declaration of criminal convictions. If you have a

criminal record, it won’t necessarily prevent you

becoming a teacher. You’ll need to disclose any

criminal convictions, cautions, or bind-overs, and

you’ll need to agree to an enhanced criminal

record check.

Disclosure and Barring Service (DBS) in England

and Wales. This is the Government scheme that

replaced the Criminal Records Bureau. This enables

training providers to identify people who are

barred from working with children and vulnerable

adults.

Overseas graduates. If you're a graduate from

outside the European Economic Area (EEA), you

may need to apply for a visa before starting your

teacher training programme.

ACADEMIC REQUIREMENTS

For postgraduate teacher training programmes,

you'll need to hold an undergraduate degree

awarded by a higher education provider in


England or Wales, or a recognised equivalent

qualification. You’ll need to have achieved a

standard equivalent to grade C/4, or above, in the

GCSE examinations in English and mathematics. If

you intend to train to teach pupils aged 3 – 11

(early years and primary), you must also have

achieved a standard equivalent to a grade C/4, or

above, in a GCSE science subject examination.

You'll also need to pass the professional skills tests

in numeracy and literacy before you begin your

teacher training.

AUSTRALIA

Have university level teaching degree. You must

have a 4 year Bachelor of Education degree from

a legitimate university or college. Alternatively, you

may qualify if you have a 3 year undergraduate

degree in Education and a 1 year graduate

diploma or Master’s in Education.

Have at least 1-2 years of teaching experience in

the classroom. Getting hands-on experience in the

classroom teaching students will make you more

attractive to potential employers at schools in

Australia. Spend 1-2 years working as a substitute

teacher or as a teacher's aid to get experience.

4.2 Participation

ENGAGING IN PEER TO PEER LEARNING

Let us expand your inventory of principal qualities required in entering the

teaching profession. Form a group of five classmates and together engage a multi-

loop learning for data sharing. From the information gathered from interview and

online surfing, develop a consolidated inventory of global requirements for entering

the teaching profession.

GLOBAL TEACHERS’ REQUIREMENTS INVENTORY GRID

Global Requirements for entering the Teaching Profession

Knowledge Requirements Skill and Competencies Requirements


Critical Thinker Pragmatic

Good communicator Expert in his field Problem Solver Creative Thinker

Information Literacy

Effective Communication Skill Learning and innovation skills

Information and Technology Skills Life and Career Skill

4.3 Identification

UNDERSTANDING YOUR CAPABILITIES AND BOUNDARIES

Using the information Gathered from your interviews and searches, develop

an inventory of at least five (5) specific knowledge, competencies and skills under

each attribute of a global 21st century teacher.

ATTRIBUTES OF A 21ST CENTURY GLOBAL TEACHER

Multi-Literate(specific knowledge, skills, competencies)

Globally competent

Information Technology Literacy

Computer Literacy

Multi-grade adaptation literacy

Multi-lingual adaptation literacy

Multi-Specialist (specific knowledge)

Interpersonal skill

Local and global orienteers Media literacy

Multi-Skilled (specific skills)


Multi-lingual

Multi-cultural literacy Multigrade literacy

Visual and information literacy

Self-Directed (specific skills and competencies)

Initiative

Sense of responsibility

Lifelong Learning (specific knowledge and competencies)

Thinking skills

Information literacy

Flexible (specific skills)

Adaptability Responsible Leadership

Creative Problem Solver (specific knowledge, skills and competencies)

Broad understanding of the world and issues

Sufficient experiences and opportunities to grow Reflective skills

Leadership skills

Critical Thinker (specific knowledge, skills, and competencies)

Problem solving

Creativity Decision making

Passionate for Excellent Teaching (specific knowledge, skills, and competencies)


Caring attitude - feel and react, spend time to listen, supportive, share

resources. Enthusiasm, humor and warmth - spontaneous energy, lively, wit and

friendly. Honesty and sincerity - modeling, truth in words and action,

straightforwardness and wholeheartedly, pleasant, satisfying and enrichment.

Emotionally Intelligent (specific skills and competencies)

Emotionally mature

Has good interpersonal skills Reflective on one’s actions and decisions

4.4 Internalization

NAVIGATING CHALLENGES AND OPPORTUNITIES

Plot your perspective of a 21st century global Filipino teacher by identifying the

challenges and corresponding opportunities using a graphic organizer.

MY PERSPECTIVE GRAPHIC OF A 21ST CENTURY GLOBAL FILIPINO

TEACHER

CHALLENGES (NEEDS) OPPORTUNITIES

21st century education calls for a new set of teaching competencies on the

part of the teacher like communication and technology

skills. The challenge is that teachers must be knowledgeable and well-

trained in integrating technology in the teaching-learning process

because 21st century learners are digital learners already. Aside from

attaining mastery in the field of specialization that we have chosen, we must also acquire 21st century

and lifelong learning skills. Those are big challenges that we must face.

The good news is that the solution or

opportunities to meet these challenges can be found in the

technology itself. With the ocean of information that we can find in

various tools of technology, we can easily learn new things everywhere

and with our own self-directed efforts.


4.5 Dissemination

PERSONAL DISCLOSURES OF FUTURE ACTIONS

To be able to program your readiness on becoming a Filipino teacher of the

world, conduct your own self needs assessment and program your actions.

MY NEED-BASED PLAN OF ACTION

MY NEEDS MY ACTION PLANS MY TIME FRAMES

Becoming a techno-savy or technologically-

literate

Explore teaching tools in the Internet

Explore everything which will be useful in

teaching Enroll in a computer

course after I graduate

In the present

After I graduate (computer course)

Attaining mastery in English as my field of

specialization

Study well in the present

Read more Improve my

conversational and communication skills

by using reliable materials and means Do well in my studies and improve myself whenever there is an

opportunity

In the present and pursue life-long

learning

Establishing my own identity in terms of

teaching

Learn from my instructors

Adapt good attributes, values and attitudes

Before I graduate

Improve myself to be a good teacher in the

future

Develop and improve a positive self-image

Have a high self-esteem Trust GOD and His

plans Acquire new skills

Conquer my fears and doubts

Before I graduate and even when I am on the

field


DOCUMENTATIONS FOR EPISODES 3 & 4

Lower Grade (Grade 8)


Upper Grade (Grade 10)

Documents

EPISODE 3 & 4...ROMERO SARAH B. BSED 4A (FS 6-Episode 2) Republic of the Philippines CAMARINES NORTE STATE COLLEGE COLLEGE OF EDUCATION ABAÑO CAMPUS Daet, Camarines Norte FIELD STUDY