FS 2 – Participation and Teaching Assistantship

Learning Episode 1 – The Teacher We Remember

Intended Learning Outcomes:

 Cite the personal qualities of an effective teacher

 State the professional competencies expected of a teacher.

For FS 2 Students:

Clarify your Task

Before you embark on your one-semester journey in Observation and Teaching Assistantship, it may be good to be
reminded of the personal and professional qualities which we, teachers, ought to possess. Striving to be the best
teacher, the teacher who will leave an imprint of himself\herself on his\her students, is a never-ending journey. The
journey began three years ago when you started discussing who the professional teacher is in your course on The
Teaching Profession, etc. The journey gets more focused and challenging now as you observe and assist your Field
Study Resource Teacher. You have been prepared for this for three years and you will end up stronger, happier and
wiser.

Participate and Assist

Participate actively by assisting your Resource Teacher in his\her daily task. Take the initiative to offer your
assistance. Don’t wait for your Resource Teacher to ask for it.

Take note of the following:

 Your Resource Teacher comments, facial expressions, gestures and actions in class
 Student’s comments, facial expressions, gestures and behavior in class
 How your Resource proceedings
 The classroom atmosphere-relaxed or threatening

Analyze

1. From the PPSTS, the Southeast Asia Teachers Competency Standards and the TEDs video that you viewed,
what competencies does a great teacher possess?

Answer: The Philippine Professional Standards for Teachers (PPST) outlines a comprehensive framework for
effective teaching, emphasizing the crucial role of teachers in fostering student learning and development. The
domains of the PPST, each encompassing specific standards, provide a roadmap for teachers to excel in their
profession.

The question of what defines a "great teacher" is complicated, encompassing not only pedagogical skills but also a deep
understanding of the purpose and impact of education. Examining the Southeast Asia Teachers Competency Standards,
the Philippine Professional Standards for Teachers (PPSTS), and TED Talks like "Why Schools Should Teach for the Real
World" can provide a compelling picture of the competencies needed to effectively empower students."

These frameworks emphasize that a great teacher is not simply a dispenser of knowledge, but a facilitator of learning
who understands how to make knowledge relevant and engaging for their students. They possess a deep understanding
of their subject matter, but more importantly, they understand how to connect concepts to real-world applications,
fostering critical thinking and problem-solving skills that students can apply beyond the classroom. This aligns perfectly
with the TEDx talk "Why Schools Should Teach for the Real World," which advocates for an education system that
prepares students for the complexities and challenges of the modern world. As articulated in the Domains of PPST,
teachers must, among others, know what to teach and how to teach it, ensuring that their instruction is not only
accurate but also relevant to the students' lives and future aspirations.

Furthermore, a great teacher is a master of classroom management and pedagogy. They create a safe and inclusive
learning environment where students feel comfortable taking risks, asking questions, and engaging in meaningful
dialogue. They utilize a variety of teaching methods, incorporating technology and innovative approaches to cater to
diverse learning styles. This ability to adapt and innovate is crucial in a rapidly changing world, where traditional
methods of teaching may no longer be sufficient. The TEDx talk emphasizes the need for schools to embrace real-world
projects, collaborative learning, and experiential education, encouraging students to develop essential skills like
communication, collaboration, and creativity. This aligns with the PPST's emphasis on maintaining a learning-focused
environment, responding to learner diversity, and planning and designing effective instruction. They have a strong
commitment to ongoing professional development and keep up with the most recent findings and developments in the
field of education. Beyond the curriculum, they go above and beyond to encourage and mentor their students because
they genuinely care about their success and well-being. Great teachers, who work to enable their pupils to become
active, involved, and responsible citizens of the world, are known for their commitment to the growth and development
of their students.

Finally, a great teacher is a lifelong learner and a passionate advocate for their students. They are committed to
continuous professional development, staying abreast of the latest research and trends in education. They are also
deeply invested in their students' well-being and success, going beyond the curriculum to provide support and guidance.
This dedication to student growth and development is a hallmark of great teachers, who strive to empower their
students to become active, engaged, and responsible citizens of the world. The TEDx talk echoes this sentiment, calling
for an education system that fosters not only academic achievement but also personal growth, social responsibility, and
a sense of purpose in the face of global challenges. This resonates with the PPST's emphasis on using a variety of
assessment tools to inform and enhance the teaching and learning process, establishing community relationships,
upholding professional ethics, engaging in professional reflection, and assuming responsibility for personal professional
learning.

2. Are these competencies limited only to professional competencies?

Answer: No, the competencies that a teacher must possess extend beyond just professional skills. While these
frameworks emphasize the importance of teaching techniques, classroom management, and curriculum design, teacher
must also possess personal qualities. These personal qualities, such as empathy, patience, communication skills, and the
ability to inspire and motivate students, are crucial for building strong relationships with learners, creating a positive
learning environment, and facilitating their overall growth.

These skills are not exclusive to professional settings; they are essential for successful interactions in all aspects of life.
Furthermore, the PPST emphasizes continuous professional development and reflection, encouraging teachers to
constantly learn and improve. This commitment to personal growth is not just about acquiring new professional skills;
it's about developing a lifelong learning mindset that benefits both personal and professional life. The ability to learn,
adapt, and grow is a valuable asset in any field and contributes to a fulfilling life beyond the confines of a professional
role.

3. For a teacher to be great. Is it enough to possess the professional competencies to plan a lesson,
execute a lesson plan, manage a class, assess learning, compute and report grades?

Answer: No, possessing only the professional competencies to plan, execute, and assess lessons is not enough
for a teacher to be considered great. While these skills are essential, they are merely the foundation upon
which a truly exceptional teacher builds. As the renowned educator and author, John Dewey, stated,
"Education is not preparation for life; education is life itself." Dewey emphasized that education is not merely
about acquiring knowledge and skills but about developing the whole person. A great teacher understands this
and goes beyond the technical aspects of teaching to create a nurturing and supportive environment where
students can thrive.

A great teacher recognizes that students are individuals with unique needs, strengths, and challenges. They
create a safe and inclusive learning environment where all students feel valued, regardless of their differences.
They foster open communication and encourage students to learn from their mistakes. They act as mentors,
guides, and sources of encouragement, adapting their approach to meet individual needs.
Ultimately, a great teacher is more than a skilled educator; they are a compassionate and dedicated individual
who inspires and empowers their students to reach their full potential.

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

Answer: To be a truly great teacher, it's not enough to just possess professional skills; you need personal qualities as
well. These two aspects work together to create an exceptional learning experience.

Personal qualities like passion, empathy, and patience are the foundation for effective teaching. A passionate teacher
inspires students with their enthusiasm and dedication, making learning engaging. Empathy allows teachers to connect
with their students on a deeper level, understanding their individual needs and strengths. Patience creates a safe space
for students to take risks and learn from their mistakes.

Professional competencies complement these personal qualities by providing teachers with the knowledge and skills to
deliver effective instruction. Through ongoing professional development, teachers gain a deep understanding of
educational theories, instructional strategies, and assessment techniques. This knowledge allows them to design
engaging lessons that meet the diverse needs of their students.

By combining personal qualities and professional competencies, teachers create an optimal learning environment that
nurtures students' academic, social, and emotional growth. This synergy allows teachers to inspire, support, and
empower their students, fostering a love for learning and creating a foundation for lifelong success

5. Who are the teachers that we remember most?

Answer: We remember teachers who made a big difference in our lives, not just because of what they taught us, but
because of how they made us feel. We remember teachers who cared about us as people, not just students. They were
there for us, even outside of class, to help and encourage us. We remember teachers who were excited about what they
taught, making learning fun and interesting. They might have been funny, kind, or smart, but they made us think in new
ways. We also remember teachers who pushed us to do our best, even when it was hard. They might have been strict,
but they helped us reach our full potential. The teachers we remember most are the ones who were more than just
teachers; they were like friends, mentors, and role models who helped us become the people we are today.

Reflect

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

Myra M. Asenjo

I possess a wonderful set of qualities that will make me a great teacher. I am understanding,
considerate, approachable, kind, trustworthy, fair, too much caring, and assertive. These traits will help me
build strong relationships with my students and create a positive learning environment. However, I
mention being "too much caring," which can be a double-edged sword. While caring is a positive trait, it's
important to find a balance. I'll learn to set boundaries to protect my well-being and maintain a professional
relationship. Always remind myself to focus on providing my students with the knowledge and skills they
need to succeed, while also offering support and encouragement. I want to develop some traits such as
confidence and resilience. Practice mindfulness techniques to help me stay calm and centered, even in
 challenging situations. By focusing on developing these traits, I will become an even more effective and
inspiring teacher.

2. Which professional competencies am I strongly capable of demonstrating.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_________________ .
3. In which competencies do I need to develop more?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
___________________
4. Who are the teachers that we remember most?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
___________________ .

END!

Advance Information about Action Research

Learning Episode 2. Embedding Action Research for Reflective Teaching

To have a meaningful and successful accomplishment in this FS episode, be sure to read through the
whole episode before participating and assisting in your FS 2 Resource Teacher’s class.

Intended Learning Outcomes:

1. Be familiar about Action Research as a reflective teacher

2. Underscore the importance of doing action research.

Clarify your Task

Doing Action Research: An Overview

Every teacher is an action researcher. Everyone can do it. Teachers and students can do it together.

The episode focuses on doing action research as one of the roles of the teacher. Every teacher should take
interest to know how students learn, wants to make innovations in the curriculum and desires to improve
teaching practice. In order to achieve these, a teacher has to do action research on the everyday practical
problems. These problematic situations and observed discrepancies emerge between what is intended and
what actually occurs in the classroom.
There is a general agreement among action research community that action research is about ACTION:
taking action to improve practice and RESEARCH: finding things out and coming to a new understanding that
create new knowledge.

Action research is not new. It dates back to the time of John Dewey in 1920 when he introduced the idea of
inquiry. This was followed by Collier, 1945, Lewin 1949; Corey, 1951 and many others who came later.
Schon introduced the notion of action research as a habit of continuing inquiry. Inquiry begins with
situations that are problematic, confusing, uncertain and conflicting, and so does Action Research.

It was Stephen Corey (1953) who defined Action Research as the process through which practitioners like
teachers, study their own practice to solve their personal or Professional practical problems. Further on,
John Illiot in 1993 clarified that action research is concerned with everyday practical problems experienced
by the teachers, rather than the theoretical problems defined by pure researchers.

Action research is grounded on the reality of the school, classroom, teachers and students. Sometimes it is
labeled as Teacher Action (TAR) but is popularly known simply as Action Research (AR).

Action Research is a process that allows teachers to study their own classrooms, schools and educational
setting in order to understand them better and to improve their quality and effectiveness. The processes of

observation, reflection and inquiry lead to action that makes a difference in teaching and learning. It bridges
doing (practice) and learning (study) and reflection (inquiry)

Participate and Assist

You must have experienced in your past subjects, doing some activities or accomplishing tasks
similar to an action research. These are activities that required you to do. Reflection and Make Action or the
other way around. Schon (1987) distinguishes Reflection in Action or Reflection on Action as two different
thing

Make a list of completed Action Research Titles by Teachers in the Field.

1. Make a library or on –line search of the different Completed Action Research Titles Conducted by
Teachers

2. Enter the list in the matrix similar to the one below.

3. Submit you list of five (5) Titles of Completed Action Research studies to your mentor as reference.

Inventory of Sample Action Research Conducted by Teachers

List of Completed Action Research Titles Author\s

Ex. Differentiated Instruction in Teaching English Mary Joy Olicia
for Grade Four Classes
1.)
2.)
3.)
4.)
5.)

Congratulations! You have a good job. By doing so, you have assisted your mentor and together you will
journey towards becoming an action researcher.

Prepared by:

BENNY O. CERVERA, MAIE

Instructor