FS 6

UNIVERSITY OF SOUTHEASTERN PHILIPPINES
Bislig Campus
Maharlika, Bislig City
COLLEGE OF EDUCATION
A PROFESSIONAL STUDENT TEACHING PORTFOLIO

Of the Experience and Activities Off-Campus Training
Mangagoy National High School
Mangagoy, Bislig City
In partial fulfillment of the

Course Requirement for the Subject
Field Study 6
(On Becoming A Teacher)
Presented to:
PROF. LOVELLA C. DE RAMOS
FS 6 Supervisor
Prepared by:
NOEL B. BANDA
BSED-IV
October 2016
Field Study 6
PRE-SERVICE TEACHER TRAINING UNIT
Extended School Experience
FIELD STUDY 6 MANUAL

Becoming a Teacher
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
Bislig Campus
Acknowledgement
The success of this portfolio will not be possible without the aid of:
First and foremost, the Almighty and Heavenly Father, Jesus Christ for giving the
researchers knowledge, wisdom and understanding as well as good health while making the
research;
To the respected professors of University of Southeastern Philippines-Bislig Campus,
Madam Lourdes L. Bauya, the FS 5 Supervisor and Madam Lovella C. De Ramos, the FS 6
Supervisor, thank you so much for sharing your knowledge, ideas and dedication in making
our Filed Study 5 into a success;
To the most approachable principal of Mangagoy National High School Madam
Marlynda Q. Dela Pena, the deepest appreciation of PST in supporting the FS 5 of USeP-
Bislig Campus Education students;
To the accommodating Cooperating Teacher, Madam Sr. Nathan Diaz who exerted
full support for the enhancement of the Pre-Service Teacher assigned to her especially during
demonstrations and feedbacking
To the PSTs buddy, Shiela Mae B. Yangan, for her support and partnership that lead
to the success of the FS 5;
To the friends and classmates who accompanied in all the trials and achievements
encountered along the entire process;
With heartfelt gratitude, I acknowledge all the efforts, big or small, extended for the
realization of this folio.
Field Study 6
Bislig Campus
DEDICATION
I warmly dedicate this achievement of mine to my beloved parents and relatives who
inspired and supported me in making this portfolio, Field Study 5 (Assessment for Students
Learning).
Most of all, want to thank our Almighty Father for giving me knowledge, wisdom,
strength, and endurance to make this a successful one.
Field Study 6
FS 6 PORTFOLIO CONTENT
Title Page..............................................................................................................
Acknowledgement................................................................................................
Table of Contents..................................................................................................
Introduction.....................................................................................................
Links to NCBTS....................................................................................................
Course Description................................................................................................
Grading System.
Schedule of Activities.....................................................................................
Cooperating School Profile...................................................................................
Pre-Service Profile.................................................................................................
Cooperating Teacher Profile..................................................................................
Vision and Mission................................................................................................
Class Profile
Class list..................................................................................................
Class schedule.
Class seat plan.........................................................................................
Teachers classroom management skills...............................................................
Lesson plan guide making.....................................................................................
Guidelines..............................................................................................................
Micro teaching.......................................................................................................
Participation and Actual Teaching Transition.......................................................
Co-Curricular and Extra.........................................................................................
Appendices
a. Appendix A
Journal Writing...........................................................................
b. Appendix B
Classroom Management of Learning Environment....................
c. Appendix C
Rubric Form................................................................................
d. Appendix D
Lesson Plan Rubric.....................................................................
e. Appendix E
Rubric for Micro Teaching Plan.................................................
f. Appendix F
PST Teaching Performance Rating Sheet...................................
g. Appendix G
Rubric for Pre-Service FS Portfolio..........................................
Glossary of terms....................................................................................................
References..............................................................................................................
Documentation........................................................................................................
o DTR
o Clearance
o Certificates
o Pictures
o Comments of the CT
Field Study 6
PRE-SERVICE TEACHERS PROFILE
PERSONAL INFORMATION
Name: Noel B. Banda

Age: 19 years old
Contact Number: 09488847942
Address: P-3 Alvar Street, Poblacion, Bislig City
Birthdate: July 22, 1997
Birthplace: Poblacion, Bislig City
Height: 5 5
Weight: 45 kls.
Fathers Name: Victor A. Banda
Mothers Name: Roberta B. Banda
EDUCATIONAL BACKGROUND
Elementary: Bislig Central Elementary School
Secondary: Bislig City National High School
College: University of Southeastern Philippines (Bislig Campus)
Teaching comes always with a price and that price depends on how you extend effort to your
students.
- Anonymous
Field Study 6
Bislig Campus
Field Study 6: Becoming a Teacher
INTRODUCTION
FS 6 is a field study course that brings together the PSTs experiences from Field Studies one
to five. It aims to immerse students in taking on the role of the teacher.
This course focuses on exposing the learners to a range of experiences in becoming a teacher,
and the acquisition and application of the teaching theories, strategies, skills, values and
attitudes necessary in becoming a professional teacher. It will include lesson transition and
involve PSTs in making links with the community.
Links to DepEds National Competency-Based Teacher Standards (NCBTS):
Domain 1- Social Regard for Learning
-The teacher acts as a positive role model for students.
Domain 2- Learning Environment
-Promotes fairness, fair and conducive to learning
Domain 3- Diversity of Learners
-The domain of diversity of learning process in diverse learner, concerned with
the holistic development of the learner.
Domain 4- Curriculum
- Demonstrates mastery of the subject matter and the learning process
-Selects teaching methods, learning activities and instructional materials
appropriate to the learners ability and learning styles.
Domain 5- Planning, Assessing and Reporting
-Planning, Assessing, and reporting (feed backing)
-The teacher develops and uses variety appropriate assessment strategies to
motivate and evaluate learning.
Domain 6- Community Linkages
-It focuses on the establishment of learning environment that respond to the
experiences and aspirations of the community thus, make learning relevant and
meaningful.
Domain 7- Personal and Professional Development
-It takes pride in the nobility of teaching as a profession which builds professional
links with colleagues to enrich teaching practice and reflects the extent of the
attainment of professional development goals.
Field Study 6
Bislig Campus
ROLES AND RESPONSIBILITIES OF STAKEHOLDERS IN FIELD STUDY 6
Stakeholders
1. Teacher Education Institution (TEI)
2. Dean of the College of Education
3. TEI Practicum Manager
4. TEI Practicum Supervisor for Field Study 6
5. Schools Division Superintendents (SDS)
6. DepEd Cooperating Principal
7. Site Coordinator
8. Cooperating Teachers for Field Study 6
9. Pre-Service Teachers of Field Study 6
I. The Teacher Education Institution (TEI)
A. The Dean of College of Education shall:

1. Designate a Practicum Manager to oversee/coordinate the practicum program.
2. Assign Practicum Supervisor with 25-30 Pre-service Teachers (PSTs).
3. Allocate a modest incentive to personnel in the DepEd involved in student teaching as
stipulated in the MOA.
4. Initiate conferences with the SDSs in selecting public and private schools in the
province/city.
5. Assign a space for Practicum office and appoints an office staff.
B. The Practicum Manager shall:

1. Monitor the teachers handling Field Study.
2. Supervise Practicum office staff.
3. Formulate policies and systems for the practicum.
4. Manage administrative matters such as preparation and signing of MOA.
5. Communicate with stakeholders and handle paper work with regard to practicum
program.
C. The TEI Practicum Supervisor shall:

1. Orient the pre-service teachers of their in-campus/off-campus work with regards to
their expected attitudes, proper dress code, things to be done when they are in school,
and the expectations of their cooperating teachers;
Field Study 6
2. Coordinate with the Cooperating School Principal/Head regarding the selection of the
exemplary Cooperating Teachers to handle Pre-service Teachers;
3. Assign the Pre-service Teachers to the Cooperating Teachers designated by the
School Principal/Head;
4. Coordinate with the Professional Education faculty regarding the needs of the Pre-
service Teachers in their field studies;
5. Visit the pre-service teacher and observe the classroom teaching and will hold
conferences with the cooperating teacher when deemed necessary;
6. Coordinate regularly with cooperating school principal/head teacher and cooperating
teacher regarding performance of the pre-service teachers;
7. Conduct weekly conferences for the Pre-service Teachers to:
Monitor their performance/progress in the field
Special sessions on innovations in teaching-learning process

Submission of the Tasks assigned to them like lesson plans, self-made test,
instructional materials and their Reflective Journals for checking
Discuss their problems if there are any
8. Coordinate with the school Principal/Department Head regarding the participation and
involvement of the PSTs in at least one institutional co-curricular and one
extracurricular activity.
9. Assist the Pre-service Teachers in checking their lesson plans for team teaching and in
preparing their learning materials;
10. Submit written reports to the College Dean, copy furnished to the school principal
and the SDS, at least twice a month regarding the:
9.1 progress/performance of pre-service teachers
9.2 problems/difficulties met by the pre-service teachers
9.3 solutions/actions taken to solve the problems
11. Call the Pre-service Teachers for debriefing at the end of Field Study 6.
D. The Pre-Service Teachers shall:

1. Conduct actual classes in transition.
2. Conduct micro teaching classes for enhancement, remedial and tutorial purposes.
3. Participate actively in all school and community related activities, as appropriate.
4. Consider/be open to constructive criticisms.
5. Have regular discussions/de-briefing with the cooperating teacher/practicum
supervisor.
6. Respect the dignity and rights of the learners.
7. Check papers and tests for the purpose of diagnosis and evaluation.
Field Study 6
8. Prepare and check lesson plans with cooperating teacher/practicum supervisor before
teaching and evaluates effectiveness of plans of teaching (after teaching the class).
9. Observe lesson plan policies established by the cooperating teacher/practicum
supervisor.
10. Accept decisions of the cooperating teacher/practicum supervisor concerning material
to be covered and methods of presentation.
11. Submit to the TEI Practicum Supervisor the duly accomplishment forms on time.
12. Return all borrowed books and materials to the cooperating school before the term
ends; accomplish clearance from the cooperating schools.
13. Project a good image as a teacher at all times by observing
13.1 The Code of Ethics
13.2 Proper dress code
13.3 Punctuality in all activities of the Field Study
II. The Department of Education (DepEd)
A. The School Division Superintendent (SDS) shall:
1. Review and subsequently approve request for cooperating schools;

2. Conduct orientation on student teaching with the TEIs inclusive of the Dean,
Practicum Manager, Practicum Supervisors, and the School Principals/Head
Teachers.
3. Be the approving authority for Memorandum of Agreements between TEIs and
DepEd.
B. The Cooperating Principal shall:

1. Identify exemplary Cooperating Teachers to handle Pre-service Teachers actual
teaching;
2. Conduct orientation for cooperating teachers on:
a. policies and regulations on Field Study
b. mentors roles and responsibilities
c. expected activities and outcomes of Field Study 6
3. Conduct orientation for the Pre-service teachers on:
a. policies and regulations of the school
b. roles and responsibilities of the Pre-service teachers
c. assignment of areas of responsibility where they should go
d. expected activities and outcomes of Field Study 6 .
4. Monitor and provide feedback on pre-service teachers performance on the actual
teaching;
Field Study 6
5. Meet with the Cooperating Teachers, the Pre-service Teachers and the Practicum
Supervisor for debriefing at the end of Field Study 6.
6. Prepare required reports to the TEIs, copy furnish the Schools Division
Superintendent
C. The Site Coordinator shall:

1. Assist the Principal in assigning the Cooperating Teachers;
2. Conduct regular conference with cooperating teachers as regards the performance and
behaviour of student teachers
3. Serve as a link among Pre-service Teachers, Principals and the TEI Practicum
Supervisors.
4. Coordinate with TEIs Practicum Supervisor concerning the Pre-service Teachers
class assignment and problems
5. Ensure that student teachers are not allowed to substitute for teachers who are absent
or on leave.
D. The Cooperating Teacher shall:

1. Provide an appropriate environment and establish a positive working relationship
between Pre-service Teachers and Cooperating Teachers;
2. Provide support to pre-service teachers as mentors by:
a) lesson planning
b) actual teaching
c) classroom management
d) preparation of instructional materials
e) preparation of examinations/various assessment modes
3. Provide the student teacher participation in co-curricular and school/community
activities
4. Expect pre-service teachers, lesson to assume planned micro teaching responsibilities
either for enhancement, remedial or tutorial.
5. Evaluate the pre-service teachers lesson plan in advance in order to check the
appropriateness of the instructional materials and the strategies that will be used in the
teaching-learning process;
6. Give regular appropriate praises, positive feedback, advice, support and
encouragement to the students practicing to be teachers;
7. Observe coach/mentor Pre-service Teachers in their participation in their cooperating
teachers, classes in transition.
8. Complete the form of summative evaluation report for each student teacher.
Field Study 6
Bislig Campus
COURSE DESCRIPTION
Field Study 6 is a one-unit course which is anchored on the professional subject, The
Teaching Profession. The course includes individual half day teaching, the transition from
one lesson to another and involvement in co and extracurricular activities.
Manage the whole class, make a smooth transition from one lesson to another, conduct a
micro-teaching lesson and participate actively in at least one co/extracurricular activity.
At the end of the course, the pre-service teachers are expected to have experiences in:
1. Managing the whole class, focusing on classroom discipline and routines.
2. Preparing lesson guides for all required classes.
3. Transition teaching of one lesson to another
4. Conducting micro teaching with either enhancement, remedial or tutorial focus
5. Assisting in at least one co and one extracurricular activity such as; Science Fair,
Speech or Communication Arts Fest, LinggongWika etc. (co-curricular activities),
Scouting, Clean and Green Drive, Nutrition Month etc. (extracurricular activities)
Course Requirements
1. Attendance at the Field Study 6 Orientation
2. Participation in the Cooperating Teachers classes during lesson transition; actualize 2
classes as assigned by the CTs.
3. Facilitate 1 micro teaching activity in either enhancement, remedial or tutorial
teaching
4. Preparation of 4 lesson guides as:
3 lesson guides for regular classes
1 lesson guide for 1 micro teaching class
5. Involvement in 1 co- curricular and 1 extracurricular activity
6. Interview a CT about his/her role in the community as professional teacher.
7. Complete a Reflection Journal on Becoming a teacher, including reflections about
co-curricular and extracurricular involvement.
Field Study 6
Bislig Campus
GRADING SYSTEM
Criteria/Components Weight Rater
10% Supervising Professor &

Attendance
Cooperating Teacher
Actual Teaching 30% Cooperating Teacher
Community Involvement 20% Cooperating Teacher
Journal Entries/ Reflection 20% Supervising Professor
Lesson Guides 20% Cooperating Teacher
Total 100%
Assessment Tools
1. Actual Teaching Checklist
2. Interview Checklist for Community Involvement
3. Rubric for Micro-Teaching
4. Rubric for Lesson Guide
5. Rubric for Reflection /Journal Entries
Field Study 6
Bislig Campus
HISTORICAL BACKGROUND OF THE SCHOOL
Mangagoy National High School (formerly Mangagoy Public High School) was
opened on June 1999 as the sole public high school in the thickly populated Barangay
Mangagoy. This was initiated by the Barangay Officials of Mangagoy to answer the demand
of times and to hopefully decongest Tabon Maximino Estrella National High School and
later to be transformed into an effective school with an efficient delivery of educational
services. It is situated in Cauntuan, Panaghiusa District, Mangagoy, Bislig City.
The school is presently utilizing a one (1) hectare lot donated by the late Lucio G.
Requina under the Deed of Donation signed by and between the former Barangay Captain
Honorable Kag. Anita A. Banalo and the Department of Education, Culture and Sports thru
the Schools Division Superintendent on 31st day of July 1996.
Initially, the school operates with just one (1) year level which was composed of 91
students. It was divided into two (2) sections handled by the pioneering teachers namely: Mr.
Jay S. Ayap, Mrs.Cecilia A. Superio and Mrs. Arlene Abuga. They were supervised by Mrs.
Josita B. Carmen as per Special Division Order. Classes were temporarily held at Barangay
Mangagoy gymnasium while the school construction at the present school site in Cauntuan,
Panaghiusa District was still on-going. On its third year of operation, SY 2001-2002, classes
were formally held at the main school building situated at the donated school site with seven
(7) classrooms yet to be completed. Though the resources were limited and the teaching
process seemed difficult because it was still at its budding stage, the dream to create the
second, third and fourth year levels was realized in the succeeding school year i.e,
School Year 2002-2003.
Field Study 6
Bislig Campus
VISION
Mangagoy National High School is envisioned as a progressive and full-fledged learning

institution in the City of Bislig and in the Caraga Region where talents of students are
developed and harnessed to the fullest in a caring, child-friendly environment with the
strong-community relationship.
MISSION
Mangagoy National High School is committed to serve as a vital structure of the

Department of Education in equipping the youth of Mangagoy requisite knowledge, skills
and desirable values that will contribute to their total development as productive and
responsible citizens of the country and as member of the global community.
GOAL
To empower the youth of Bislig with functional knowledge, operational skills and
ideal attitudes set in a holistic approach of learning and nature loving paradigm ready to
respond to the challenge of time.
Field Study 6
Bislig Campus
SCHEDULE OF ACTIVITIES FOR FIELD STUDY 6
Sessions Activities Site Time Frame

Orientation for Pre-service TEI Number of hours
Teachers should not be
counted
1st Sessions Orientation for Cooperating Cooperating School Number of hours
Principals, Site Coordinators should not be
and Cooperating Teachers counted
Assigning of CTs and
subjects to be participated in
by the PSTs in the second
visit
Participation in CTs lesson Cooperating School 3 hrs
Assigning of PSTs subject to
be taught in the second visit.
2nd Session PSTs lesson in transition Cooperating School 3 hrs
Assigning of PSTs subject to
be taught in the 3rd
Visit
3rd Session PSTs individual classes Cooperating School 3 hrs
Assigning of PSTs tasks in
micro teaching for the next
visit
4th Session Micro-teaching Cooperating School 1 hr
5th Session Community involvement and, Cooperating School 4 hrs

Co- curricular activity
involvement
6th Session Completion of teaching TEI 4 hrs

learning related requirements
7th Session Debriefing/ Evaluation Exit Conference Number of hours
(Cooperating School) should not be
counted
Total 17 hrs
Field Study 6
Bislig Campus
COURSE CONTENT
To become professional, the Pre-service Teachers, need to be equipped with the holistic
experience of becoming a teacher. In this context, the Pre-service Teachers will bring
together their experiences from Field Studies one to five.
A. Teachers Classroom Management Skills

The Pre-service Teachers will again observe the Cooperating Teachers Classroom
Management Skills, facilitating the class an effective teaching and learning environment.
These management skills include:
a. Routine activities to ensure classroom discipline, particularly on:
Checking the attendance
Seating arrangement
Handling materials and devices
Classroom courtesies
b. Monitoring of the Learners behavior and the teachers response to such behaviors.
In this observation on Teachers classroom management skills the Pre-service Teachers will:
1. Record 2 observations for each item in a and b.
2. Relate the observations and describe how he/she would manage these activities/
situation in his/her own classroom.
B. Lesson Guide Making

The Pre-service teachers will prepare lesson guides according to the subject matter that the
cooperating teacher assigns to them. These lesson guides include the setting up of
objectives/materials selection of appropriate teaching strategies and activities based on the
learners needs, and the employment of authentic assessment tools for the learners.
NOTE: The Lesson Guide prepared by the Pre-service teachers will be assessed by both Pre-
service Teachers and Cooperating Teachers using the following Lesson Guide
checklist.
Field Study 6
Bislig Campus
GUIDELINES IN PREPARING A LESSON
DIRECTION: Make an evaluation of the prepared lesson guides against this checklist.
Answer with Yes or No by checking it. Then give a reflective answer on the
question given below.
YES NO
1. Do your lesson guides have the basic component parts like?
a. objectives
b. Subject Matter/ Topics
c. Materials/ References
d. Teaching strategies/ activities
e. Assessment tools for Authentic Assessment and Evaluation
2. Are your objectives stated in behavioral terms which include the three
learning domains?
3. Are your objectives learner-centered and interactive?
4. Are the materials needed written down and appropriate to the lesson
objectives?
5. Is the procedure presented in orderly manner?
6. Does the procedure begin with goal setting?
7. Does the development of the lesson connect the broader aspects of the topic
and other subjects?
8. Is there values integration?
9. Does the lesson end with a synthesis?
10. Is there an opportunity for a learning outcome evaluation?
11. Does it include a relevant workable assignment?
For Pre-service Teacher Only

What learning insights have you gained in evaluating your self-made lesson plan?
After making and evaluating my self-made lesson plan, I realize that it is very much
important to align our instructional resources, as well as our assessment and instructional
strategies with our learning objectives.
In addition, as planners, we must choose activities that would relate to our topic and would
also require less time for the students to maximize learning. Moreover, it is not enough to solely
rely ourselves with our LPs but as teachers we must be flexible and a master of our own craft
because that things that weve planned might change in the real setting.
Field Study 6
Bislig Campus
Micro-teaching Observation Guide for Cooperating Teachers and PSTs
A. Observe the micro-teaching demonstration of the pre-service teacher and evaluate

him/her by answering the following questions.
1. Cite strong points of the micro-teaching demonstration.
2. Give recommendations to improve/ enhance the micro-teaching process of the
demonstration.
3. Is the time consumed in teaching sufficient? Give suggestions if needed.
4. Did the pre-service teacher attain his/her objectives in teaching his/ her part?
5. Was he/she able to teach his/her part justly?
B. PST Self Evaluation of Micro-Teaching.
1. Cite strong, weak points and recommendations for improvement.
A. Strong points
I was able to make use of creative instructional and assessment strategies.
All of the objectives being presented were being attained by my students.
I was able to make discussion interactive yet full of learning.
B. Needs improvement
Classroom management
Authoritative voice
C. Recommendation for improvement
I should be stricter sometimes, and I should make a voice a little bit hard for me
to have more authority during class discussions.
2. Cite evidence that you have attained the objectives of the lesson.
The students were able to perform the task correctly.
At least 90% of the class have passed the 10-item quiz, an indication that they
have really understood the topic.
3. Which of your micro-teaching conducted is most effective? Why?
The most effective part of Micro-Teaching is the Enhancement part, because
this phase of microteaching will tell how far the students have developed during
the previous tutorial and remedial demonstrations. Based on my demonstration,
I could say that enhancement is the most effective for almost all of the students
have passed the summative exam.
Field Study 6
Bislig Campus
Participation Teaching in Transition Self-Appraisal Form for PS

1. After you observed the Cooperating Teachers lesson transition, what were your
realizations?
After observing my Cooperating Teacher, Sr. Nathan Diaz, I realized that it is not
easy teach students that are of different sections, attitudes and levels. It really
requires much of your effort and skill especially in creating big shift when it comes
to lessons or subjects, activities as well as the medium of instruction. And that I
realized that for an effective teacher to properly have this transition he or she must
be flexible and a master of his/her own craft.
2. What strategies do you think worked well in changing (transitioning) the lesson?
Give details.
I think all of the strategies that my CT have used worked and went well, from the
activities, lesson delivery up to instructional and assessment I could say that he was
able to deliver the lesson very well.
3. What would you like to improve in your transitioning from one lesson to another?
The things that I would like to improve in transitioning from one lesson to
another isthe act of being flexible and adaptive to the different kinds of setting that
I would be probably experiencing. I should be creative and innovative enough to
make use of appropriate instructional and assessment strategies. In addition, I
should also focus myself in harnessing my communication skills especially that the
subject that I am handling demands the constant use of the Filipino language.
Cooperating Teachers Feedback:

Area(s) of Strength:
Area(s) of Improvement:
Name & Signature of Cooperating

Teacher:
Date:
Field Study 6
Bislig Campus
Co-curricular and Extra-Curricular

Involvement Form
A. List some of the co-curricular and extracurricular activities that take place in your
cooperating school.
1. SCI-MATH FAIR
2. Career Guidance
3. Bloodletting Activity
4. Coastal Clean-up
B. Reflective Questions:
1. Which particular activity were you involved in? Describe the activity?
The activity that I was involved in was the SCI-MATH FAIR held on
September 21, 2016 at MNHS. This activity aims to promote the value of
Science and Mathematics in everyday life.
2. How did the activity promote learning towards:
a. Students
- The students were exposed to the different Math and Science related trivias
and activities which will enable them to explore and understand more the beauty
and the benefits brought by Science and Mathematics.
b. PSTs
- The Pre-Service Teachers were given the opportunity to enhance skills in terms
of management of students in various activities. By the help of these events, there was
a greater camaraderie between the students and PSTs.
3. How did you mobilize resources (human & material) to support the activity?
In order to support these activities, the students were managed well before and
during the activities in order to have an organized event. In terms of resources, we
PSTs were summoned to participate the preparation before the activities by having
us decorate and utilize various materials for the events.
4. How were the results of the activity shared and publicized in the school?
During and after the events, documentations were done to have official records to
be publicized and for the success of the events be known to all.
Field Study 6
Bislig Campus
Journal Writing 1
On Micro-teaching
A. After conducting your micro-teaching activity what have you learned?
Based on my Microteaching demonstration, I realized that to be an effective teacher

we must be firm with our decision and we should be prepared at all times. Moreover, I
realized that we must learn to conquer our nervousness for it will greatly affect our
performance.
In addition, we teachers must also possess the skill in classroom management and art
of questioning.
B. After being aware of your students needs in the micro-teaching, cite two improvements
that you will apply to micro-teaching 2.
After being aware of my needs in the first microteaching, I realized that for an effective
teacher to transfer effective learning he or she must first become an entertainer before he or
she teaches the lesson. He or she must learn to take everything slow and learn to enjoy the
rest of the discussion in order for the students to be motivated to learn and participate
actively.
C. What needs to be improved in your micro-teaching? How will you address these?
In general, I need to be prepared at all times and have a good time management
before and during my teaching sessions. I also need to improve my classroom management
and art of questioning.
Furthermore, I should also make my phasing a little bit slow for my students to fully
grasp the lesson.
Field Study 6
Bislig Campus
Journal Writing 2: Individual Teaching
1. How have you maintained the pupils enthusiasm while you were teaching? Give 2
examples.
In order for the pupils enthusiasm and interest will never have a downfall, I did the
following things. First, I cracked some jokes that are related to the topic and jokes are
trending to the teens nowadays. Second, I gave them real-life examples that would relate to
them as teenagers and as students. By doing these things, I am assured that they are attentive
and cooperative to my demonstration ad teaching.
2. What practices have you observed and tried out in providing for the varying needs of the
learners and their individual differences? How often have you done it?
I tried having them grouped with their friends, also giving tem activities that would
cater the different abilities and learning styles. Due to the short span of time during demos, I
am pushed to practice these kind of styles only often and not very frequent in order to be
time-conscious.
3. Describe 2 changes you made during the lesson. Why did you make these changes?
In two different demonstrations, I had to make some changes in the flow of my lesson
in order to grasp fully my allotted time. One was during my second demo where instead of
having an evaluation, I had to skip it due to lack of time. Another was during the latest demo
where instead of projecting the edited photo of one of the groups, I had to show the whole
class the picture only from the phone because my laptop did not recognize the phone and I
might take a very long time in waiting for it.
Individual teaching is not quite new to me because I have been experiencing this for
already many times. But, individual teaching will always give me surprises. I will always
find new things whenever I teach individually. This helps me obtain much more knowledge
and to where should I focus my improvements.
Field Study 6
Bislig Campus
Journal 3: Evaluation
A. ON EVALUATION OF THE ASSESSMENTS
1. How did you evaluate the performance of your learners? Do you reflect on their
responses and review their achievements? How?
As for my demonstration, I am using formative mode of assessment which caters

wide variety of students abilities based from the standard given by our Cooperating
School. This type of assessment aims to measure the students general understanding
about the lesson being discussed.
After having this type of assessment strategy, I as a teacher reflect and review their
achievements by checking and analyzing their test scores for me to identify their
difficulties and progress thereby modifying and using appropriate instructional and
assessment strategies that would remediate the problem and further enhanced the
students learning.
2. Did you use varied forms of assessment for the lessons? Which of these forms were most
useful? Why?
Yes, I am using varied forms of assessment in conducting my lessons and the type of
assessment that I found to be the most useful is formative mode of assessment for it
measures the totality or the general understanding of the students about a certain topic
being discussed.
3. How have you used formative and summative assessment strategies? Provide an
example of each.
I make used of formative assessment to topics or lessons which are short/brief in
type. Some of the items that I have constructed may have at least 10 (e. g. a 10-item
quiz).
In addition, I make used of summative assessment to topics which are quite big in
coverage. I include all the possible item which is covered with the chapter or unit that
me and my buddy have discussed. Some tests of this type may have 30-50 items
depending upon the coverage of each chapter or unit.
4. How do you use assessment results as a guide in further planning of your lessons?
After checking and analyzing the scores or outputs of my students, as a teacher I
reflect and review their achievements for me to identify their difficulties and progress in
order for me to have a basis to modify and use appropriate instructional and assessment
strategies thus having a further enhancement of their learning.
Field Study 6
Bislig Campus
Journal 3: Evaluation
B. ON PERSONAL EVALUATION
1. How and where do you reflect on your own teaching style and techniques? How often
do you do this? What evidences will show that you gain progress in your teaching
performance? What constraints/ difficulties hinder in my progress?
Every after the conduct of my demonstration and our conference with our CT,I as a
PST reflect my own teaching performance base on the things that Ive shown and the
things also that my CT had mentioned and suggested. Through this, I will become
more aware of my needs and that I will be able to modify and made some adjustments
with my future demonstrations.
2. How often do you ask for specific feedback and advice from your mentors? In what
way will you be able to check on my progress and achievements?
Every after my demonstration, me and my CT, Sr. Nathan Diaz have a one or one
conference or talk with regards to my teaching performance. In this way, I am being
informed about my strengths and weaknesses and that I will become more aware of the
things that I should do and I should not do.
Moreover, the things that our Ct has told me will be my basis for me to modify or
change and further enhance my teaching performance.
3. To what extent do you discuss your teaching performance willingly with others and
respond positively to constructive criticisms? What should you do to successfully
improve your teaching performance?
Aside from having a conference with our respective CTs, we PSTs have our own
discussion with regards to our demonstrations. As part of the said discussion, I
positively and wholeheartedly entertain and receive their thoughts, comments, and
suggestions with regards to my teaching performance. In this way, I will be able to
improve my teaching performance.
Field Study 6
Bislig Campus
Journal 4: Test Preparation
1. What measures have you taken to assure yourself that your test items were clear,
accurate and well focused on the objectives?
The measures that I have taken to assure myself that the test items that I have
constructed are clear, accurate, and well-focused on the learning objectives is by
constructing a specified Table of Specification (TOS) prior to the test construction
in order for me to properly distribute the test items in a written test.
2. What problems have you encountered? How did you respond to them? How could you
avoid them next time?
Constructing or using TOS is quite difficult and challenging because of the fact that it
has a lot of considerations. You are not allowed to just write or construct test items
without considering to the weight of time youve allotted to each learning objective and
the percentage and the number of items youve allotted for each learning domain or
skill you desire to be attained by your students.
These are just few of the things that I found to be problematic, and that as a future
teacher, I should be more aware of this things. I should carefully check the complexity
of each learning objective and properly weigh the time allotment for each. In addition, I
should plan in advance the suitability of the skill to be included and determine the
percentage of each skill whether its standardized or not.
3. Do your test items provide for a wide range of student learning abilities? Describe
how this has been catered for.
Consequently, following the said considerations, the test items that I have given
to my students during my first transition type demonstration was great for it
caters wide variety of student learning abilities. Based on the standard given by
Mangagoy National High School (MNHS) 60 % is for understanding and
comprehension, 30 % is for application and analysis and lastly, 10 % is for creation
and valuing.
Moreover, following the said standard and considerations of making a Table of

Specification (TOS) teachers could now come up a more valid and reliable
assessment tool thus, properly evaluating and assessing the students learning.
Field Study 6
Bislig Campus
Journal Writing 5
On Test Preparation
1. 1. What types of information about pupils/students progress can be obtained by

correcting your student tests?
The information that we can get from correcting our students test are students
level of intelligence, skills, attitude, progress and most importantly, the items or
subjects they are difficult with. In addition, it will also tell our effectiveness in
teaching.
2. If the test result shows that 50% or more of the learners get low marks, what does
this tell you?
If the test result shows, that 50 % or more of the learners get low marks, this
means that there is something wrong with the test items being constructed. It might
that some or majority of the test items is too complex for the students to understand
or the teacher have included items which have not been discussed and most
probably the teacher is not that effective in delivering the lesson which creates a big
impact on the students scores and to their learning respectively.
3. What will you do about this?

As a teacher, if there are a lot of learners who do poorly in one subject area, the first
thing that I would do is to find the reason of their difficulty. After finding the reason of
the said problem the second thing that I would do is to probably change and remediate
the present found situation by incorporating appropriate instructional and assessment
strategies thus properly assessing and evaluating the students learning.
Field Study 6
Bislig Campus
Appendix B: Classroom Management of the Learning Environment

1. How does your CT promote students self-esteem and a positive classroom climate? In
what way does he/she recognize and value their interests and achievements? How does
he/she reinforce constructive behaviors?
In order to promote students self-esteem and build a positive classroom climate my
CT make use of different effective and efficient teaching strategies which includes small
group discussions and many other innovative methods for application and analysis such as
the formulation of HOTS questions which enables the students to harness and developed
their critical way of thinking.
Furthermore, our CT resolves minor disruptions before they become major ones.
2. How does the CT manage to attract the attention of the learners to the lesson? How does
the CT ensure that everyone will listen, will pay attention and will work well?
In making the learning clear and interactive, our Cooperating Teacher had make use
of colorful pictures which in turn arouses and motivates the students to learn. I n addition,
he was able to make used of student-centered teaching strategies and learning activities.
3. What happened when your CT practiced class routines and tasks? To what extent has the
CT been resourceful and creative in managing the learning environment? Provide 2
examples.
As I observed, when our CT constantly used and practice specific class routines and
tasks to the class, the discussion or the delivery of the lesson goes smoothly and
organized. In addition, our CT is very much resourceful and creative in managing the
learning for she was able to make use of the incorporate appropriate instructional and
assessment strategies.
4. Provide 3 examples of effective classroom management skills that your CT demonstrated.
Controlling minor disruptions before they become major ones
Implementing house rules
Having class routines and tasks
5. How does your CT ensure the classroom environment is conducive for learning? Provide
3 examples.
setting the classroom (classroom routines and tasks)
incorporating appropriate instructional and assessment strategies
Controlling minor disruptions before they become major ones and implementing
house rules.
Field Study 6
Bislig Campus
Appendix C: Rubric for Reflection/Journal Entries
Journal entries should demonstrate the PSTs thinking and reflection on his/her observations
and experiences. At this stage of the practicum the PST should demonstrate Higher Order Thinking
Skills (HOTS) by analyzing, synthesizing and evaluating what he/she has seen and experienced as a
developing teacher in Field Study 6.
Performance 5 4 3 2 1
(Excellent) (Proficient) (Satisfactory) (Developing) (Needs
CRITERIA Improvement)
Presents Presents very Presents some Presents few Presents no

Reflection comprehensiv clear description of description of description of
journal entry e description description of worthwhile worthwhile worthwhile
includes PSTs of worthwhile worthwhile experiences, experiences, experiences,
learning experiences, experiences, explains sound explains sound does not explain
experiences, explains sound explains sound judgments on judgments on sound
judgments, judgments on judgments on personal personal judgments on
performance and personal personal strengths and strengths and personal
other insights strengths and strengths and weaknesses weaknesses. strengths and
gained in the weaknesses weaknesses anchored on weaknesses.
course, anchored on anchored on few theories
many theories some theories learned
learned. learned
1- Needs Improvement (75-79)

2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)
Field Study 6
Bislig Campus
Appendix D: Lesson Plan Rubric

Name of Pre-service Teacher:
Subject Area: Date:
Note: This rubric will be used by the Cooperating Teacher and the TEI Practicum Supervisor.
Legend: 3 Good (95 %) 2 Fair (85 %) 1 Needs Improvement (75 %)
Performance
Good Fair Needs Improvement
Rating
(3) (2) (1)
Criteria
Formulating Objective Defines objectives clearly Adequately define the Objectives are not clearly stated
objectives
Organization of lesson Clearly links subject matter Adequately links subject Subject does not link to students
presentation to students interest and matter to students interest interest and experiences
experiences and experiences
Does not clearly identify sequential
Clearly identifies sequential Adequately identifies development of activities
development of activities sequential development of
activities Does not use relevant examples
Uses relevant examples
Adequately uses relevant Does not allocate time to activities
Accurately allocates time to examples in accordance with objectives
activities in accordance with
objectives Adequately allocates time
to activities in accordance Does not indicate transition
Clearly indicates transition with objectives procedure from one activity to the
procedure from one activity next
to the next Adequately indicates
transition procedure from
Plans a variety of teaching one activity to the next Does not plan a variety of teaching
strategies strategies
Limited variety of teaching
strategies Does not relate subject matter to
Relates subject matter to
other knowledge and prior other knowledge
knowledge of students Relates subject matter to
other knowledge
Use of learning Uses a wide range of Uses a range of Does not use a range of
materials resources and learning resources and learning resources and learning
materials material materials
Structures a wide variety Uses an appropriate Does not structure an

of materials to stimulate variety of materials to appropriate variety of materials
students interest and stimulate students to stimulate students interest
achievement interest and and achievement
achievement
Use of evaluative Devises appropriate Devises appropriate Does not devise appropriate
measures evaluation of each students evaluation of evaluation of students progress
progress students progress
Measures students Does not measures students
Measures students progress progress with progress with appropriate tests
with appropriate tests and a appropriate tests and and other methods
variety of assessment other methods
methods
Total
Field Study 6
Bislig Campus
Appendix E: Rubric for Microteaching Plan
Performance Needs
Level Very Good Good Fair Improvement Score
(25) (20) (15) (10)
Criteria
1.Microteaching The plan has The plan has The plan lacks The plan lacks
Planning complete component parts. one part. Some important parts.
Guide component parts. Most of the objectives are Most of the
All objectives objectives are behavioral, objectives are not
are behavioral, behavioral, learner-centered behavioral,
learner-centered learner-centered and interactive. learner-centered
and very and very and interactive.
interactive. interactive.
2.Microteaching Microteaching Microteaching Microteaching Some steps in the

Method and process has very process has good process has basic process needs
Strategies good motivation, motivation, motivation, improvement.
activity proper activity proper activity proper
and assessment and assessment and assessment
tools. tools. tools.
3.Use of instructional Teaching Teaching Teaching Teaching

materials /technology materials are materials are materials were not materials do not
in microteaching properly selected selected which quite selected to suit the needs of
that best suit the suit the needs of suit the needs of the learners and
needs of the the learners and the learners and the subject matter
learners and the the subject matter. the subject matter
subject matter.
4.Management and The teacher is The teacher is The teacher is not The teacher is not
Learners very child- child-friendly and so child-friendly at all child-
friendly and applies and rarely applies friendly and does
applies democratic style democratic style. not apply
democratic style democratic style.
TOTAL
Scoring:
1 - Needs Improvement (75-79)

2 Developing (80-84)
3 Satisfactory (85-89)
4 Proficient (90-94)
5 Excellent (95-100)
Field Study 6
Bislig Campus
Appendix F: PST Teaching Performance Rating Checklist

Name: Date:
Subject Taught: No. of Pupils:
Area Description Rating

Excellent Good Fair Below Standard
Teaching Personality
Composure
PRE-SERVICE
Articulation
TEACHER
Modulation of the voice

Mastery of Medium of instruction
Mastery of Subject Matter
Ability to answer questions
Openness to students opinions
Organization of Subject Matter
Ability to relate Matter to Other fields
Ability to Motivate
Ability to Manage class
Question technique
Use of Teaching Aids
TEACHING PROCEDURE
LEARNING FOCUS
Student centered learning
BEC/HOTS
Problem solving
Addressing Diversity
Active Learning
Application of Key Teaching
Strategies
Consideration of Students
Learning Styles
Consideration of Students
Multiple Intelligences
Application of Key
Assessment Strategies
Class attention
STUDENTS
Class Participation and Involvement
Rapport between Teacher and students

OBSERVATION
GENERAL
Class Atmosphere
General Classroom Organization
Rated by: __________________________________

Name & Signature of Cooperating Teacher
Field Study 6
Bislig Campus
Appendix G: RUBRIC for Pre service Teacher FS PORTFOLIO (PRODUCT)
Criteria Description
5 4 3 2 1
1. Contents of the Has 90-100% of Has 75-89% of Has 60-74% of Has less than Has less than
Portfolio the needed the needed the needed 59% of the 40% of the
content content content needed content needed content
2. Objectives of Objectives are Objectives are Objectives are Some objectives Most objectives
the Portfolio SMART and SMART but SMART but are not SMART are not SMART
cover the whole cover only a cover only less and do not cover and cover only a
course minimum of 75% than 75% of the the whole course minimum of the
of the course course course
3. Quality of Entries are of best Entries are of Entries are of Some entries are Few entries are
Entries quality, well better quality, acceptable of acceptable of acceptable
selected and very many are well quality, some are quality, limited quality, not well
substantial. selected and well selected and selection and selected, and
substantial. substantial. substantial. very minimal
substance.
4. Presentation of Creative, neat and Creative, neat and Creative, neat and Minimal No creativity, in
Entries has a very strong has strong an average creativity, neat disarray, no
impact/appeal impact/appeal impact/appeal with minimal impact/appeal
impact/appeal.
5. Promptness in Submitted ahead Submitted on Submitted 10 Submitted from Submitted 31 or

the submission of schedule schedule days after 11-30 days after more days after
schedule. schedule schedule
Legend:
1 Needs Improvement (75-79)

2 Developing (80-84)
3 Satisfactory (85-89)
4 Proficient (90-94)
5 Excellent (95-100)
Field Study 6

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UNIVERSITY OF SOUTHEASTERN PHILIPPINES

A PROFESSIONAL STUDENT TEACHING PORTFOLIO

Mangagoy, Bislig City

In partial fulfillment of the

Extended School Experience

FIELD STUDY 6 MANUAL

strength, and endurance to make this a successful one.

Name: Noel B. Banda

Field Study 6: Becoming a Teacher

ROLES AND RESPONSIBILITIES OF STAKEHOLDERS IN FIELD STUDY 6

I. The Teacher Education Institution (TEI)

A. The Dean of College of Education shall:

B. The Practicum Manager shall:

C. The TEI Practicum Supervisor shall:

Special sessions on innovations in teaching-learning process

D. The Pre-Service Teachers shall:

II. The Department of Education (DepEd)

A. The School Division Superintendent (SDS) shall:

1. Review and subsequently approve request for cooperating schools;

B. The Cooperating Principal shall:

C. The Site Coordinator shall:

D. The Cooperating Teacher shall:

Criteria/Components Weight Rater

10% Supervising Professor &

HISTORICAL BACKGROUND OF THE SCHOOL

Mangagoy National High School is envisioned as a progressive and full-fledged learning

Mangagoy National High School is committed to serve as a vital structure of the

SCHEDULE OF ACTIVITIES FOR FIELD STUDY 6

Sessions Activities Site Time Frame

5th Session Community involvement and, Cooperating School 4 hrs

6th Session Completion of teaching TEI 4 hrs

A. Teachers Classroom Management Skills

B. Lesson Guide Making

GUIDELINES IN PREPARING A LESSON

For Pre-service Teacher Only

Micro-teaching Observation Guide for Cooperating Teachers and PSTs

A. Observe the micro-teaching demonstration of the pre-service teacher and evaluate

Participation Teaching in Transition Self-Appraisal Form for PS

Cooperating Teachers Feedback:

Name & Signature of Cooperating

Co-curricular and Extra-Curricular

A. After conducting your micro-teaching activity what have you learned?

Based on my Microteaching demonstration, I realized that to be an effective teacher

Journal Writing 2: Individual Teaching

As for my demonstration, I am using formative mode of assessment which caters

Journal 4: Test Preparation

Moreover, following the said standard and considerations of making a Table of

1. 1. What types of information about pupils/students progress can be obtained by

3. What will you do about this?

Appendix B: Classroom Management of the Learning Environment

Appendix C: Rubric for Reflection/Journal Entries

Presents Presents very Presents some Presents few Presents no

1- Needs Improvement (75-79)

Appendix D: Lesson Plan Rubric

Structures a wide variety Uses an appropriate Does not structure an

Appendix E: Rubric for Microteaching Plan

2.Microteaching Microteaching Microteaching Microteaching Some steps in the

3.Use of instructional Teaching Teaching Teaching Teaching

1 - Needs Improvement (75-79)

Appendix F: PST Teaching Performance Rating Checklist

Area Description Rating

Modulation of the voice

Class Participation and Involvement

Rapport between Teacher and students