Name of School: Surigao State College of Technology

Term and School Year: S.Y. 2017 - 2018

Subject: Practice Teaching (6 units)
Name of Student: ACABAL, ALYZZA KARA P.
BBA Management
Name of Professor: DR. CASES D. DALAYGON
Associate Professor II

WORKSHEET 1

How to be a competent teacher?

Competence is a word we often hear in education circles today. It seems that 21st
century technology has made the world a smaller place, opening the global doors to
people of all shapes and sizes. To survive, our institutions must then strive to produce
globaly competitive students; and to do that, we must employ highly competent educa-
tors. But how exactly does a teacher become competent? I have identified three (3) es-
sential prerequisites that every teacher needs to have.

a. Knowledgeable
Although it is not his/her only role, the teachers primary duty is to relay informa-
tion to his learners. One cannot give what one does not have, which is why it is impor-
tant for our teachers to first become experts of the subject matter before they start edu-
cating others. Otherwise, they will only produce mediocre students who will still need
vigorous training to compete in the workplace.

b. Skillful
The teacher must also be skillful, as he/she would need to demonstrate his
knowledge and expertise in order to be used in real-world situations. Knowledge is not
to be stored, it is to be applied. A competent teacher masters the necessary skills
needed in the particular subject area he/she is teaching.

c. Values-Oriented
As mentioned above, delivering information is not the teachers only role. A
teacher, to be competent, must know how to win the hearts of his/her students. Learners
must look up to him/her as a model individual maintaining high standards of personal
and professional integrity. By earning the students respect, the teacher will be able to
produce a more interactive, learner-centered environment.

How to be an effective teacher?

Before we answer this question, let us first take into consideration the difference
between competence and effectiveness. Competence, as described earlier, is the level
or capacity of one having knowledge, skills and values. If you describe someone as
competent, it simply means that he/she has all the qualifications to become a great
teacher. On the other hand, effectiveness describes the ability of an individual to pro-
duce desired effects. An effective teacher therefore does not only possess the needed
qualifications but he has the power to put these into application and produce high qual-
ity, globally competent learners. Here are some of the characteristics of an effective
teacher:

a. Sets Positive Expectations

Effective teachers have high expectations of their entire class. If you do not aim
high, your strategies, methods and approaches in teaching will reflect it. Your students
would end up settling for mediocrity and acquire the as long as I pass attitude instead
of motivating them to succeed. I understand that the realities of the classroom can
sometimes be discouraging, but as a teacher, it is our duty to raise these kids to be-
come confident professionals someday, sure of themselves and their skills.

b. Enthusiasm
Effective teachers should exhibit enthusiasm in the classroom at all times. I
strongly believe that enthusiasm is infectious and would motivate students to participate
more in class. Teachers should be more expressive, communicating with students in a
conversational tone as opposed to using a monotonous style. In addition, non-verbal
cues and hand gestures would help the teacher emphasize important points. To apply
this, the teacher must refrain from reading the book while discussing. Again, to be a
competent teacher, one must be knowledgeable of the subject matter.

c. Effective classroom management

Classroom management is not about disciplining your class, it deals with organi-
zation, structure, your ability to manage a diverse group of students. A classroom is
filled with different personalities, some go well together and some are in conflict with
each other. An effective teacher knows his/her students well to conduct activities that
will get these opposing personalities to unite and set aside their differences for the
achievement of a common goal - learning. An effective teacher should also promote
cleanliness, not only so he/she can immediately find a document or form, but most of all
to secure the safety and health of the students from potential threats.

d. Ability to design lessons and activities

An effective teacher knows what he/she wants and how to get there. It is impor-
tant for the teaher to consider the curriculum objectives and needs when developing les-
son plans. Activities and assignments should also be done for the purpose of achieving
these goals and not just for the sake of giving it. Proper assessment techniques should
be applied to measure the learners understanding as accurately as possible.

e. Rapport with students

Establishing interpersonal relationships with students is crucial to form a trusting
bond with each student. Effective teachers should be available outside of class to an-
swer questions and provide additional help to students. Learners should be able to view
them as mentors, secondary in authority to the learners parents.
 STUDENT TEACHER PRAYER

As part of our Almighty Fathers calling,

I commit to teach my learners with utmost sincerity
To help them shape and develop their own capabilities,
Encouraged to face the trials in life with greater trust and bravery.

The first stanza describes the prayer of the student teacher to become competent and
effective in educating his/her future learners. The student teacher aspires to affect
change in the lives of his/her students, preparing them for the challenges of life.

Help me Lord in creating a fun and

Peaceful atmosphere in the classroom,
Deliver substantial and meaningful lessons
to my future learners.

This pertains to the establishment of a school environment that will promote learning.
The student teacher specifically prayed for a fun and peaceful environment where
students can enjoy learning harmoniously with others.

Touch my heart and mind, oh Lord,

For the knowledge I gained to be processed and
Applied in my daily undertakings that
Benefits not only my learners but for all.

The student teacher prays not only for her mind to be prepared but also for heart to be
ready for the challenges of becoming a teacher. He/she understands that holistic devel-
opment consists of focusing on the cognitive, affective, and psychomotor domains.
 And I also ask Lord
That you bestow upon me the guidance I need
in terms professional conduct in my school
That I may harmoniously convey it in accordance to the purpose
of my profession. Amen.

Good values and professional conduct are important for the student teacher to be able
to thrive in the classroom environment. Teachers are role models of society and should
maintain dignity and integrity at all times, whether inside or outside the classroom. The
student teacher understands that despite our efforts, we will remain to be flawed indi-
viduals who requires the guidance and blessing of our Heavenly Father to live up to the
responsibilities of becoming a highly respected educator.

TEN COMMANDMENTS OF HUMAN RELATIONS

1. SPEAK TO PEOPLE. There is nothing as nice as a cheerful word of greeting.

2. SMILE AT PEOPLE. It takes 65 muscles to frown, only 15 to smile.

3. CALL PEOPLE BY NAME. The sweetest music to anyones ears is the sound of his

own name.

4. BE FRIENDLY AND HELPFUL. If you woud have friends, be friendly.

5. BE CORDIAL. Speak and act as if everything you do is a genuine pleasure.

6. BE GENUINELY INTERESTED IN PEOPLE. You can like everybody if you try.

7. BE GENEROUS WITH PRAISE, CAUTIOUS WITH CRITICISM.

8. BE CONSIDERATE WITH THE FEELINGS OF OTHERS. It will be appreciated.

9. BE THOUGHTFUL OF THE OPINION OF OTHERS. There are three sides to contro-

versy - yours, the other fellows, and the right one.

10. BE ALERT TO GIVE SERVICE. What counts most in life is what we do for others.
FIELD STUDIES INSIGHTS

Education is a natural process spontaneously carried out by the human individual, and
is acquired not by listening to words but by experiences upon the environment.
Maria Montessori

Maria Montessori perfectly described how I felt during the conduct of my field studies.
The experience not only taught me the theoretical pedagogies of teaching but also al-
lowed me to experience first hand how these principles were actually applied in real life.
Below, I provide a brief summary of the insights I learned during my field studies.

Field Study 1. The Learners Development and Environment

One of the goals of our educational system

 NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)

Domains of Learning

The NCBTS Framework is divided in 7 Domains:

1. Social Regard for Learning

2. Learning Environment
3. Diversity of Learners
4. Curriculum
5. Planning, Assessing, reporting
6. Community Linkages
7. Personal growth and Professionalism

According to the Framework This will allow teachers to self-assess their own per-
formance against the Competency Standards in order to identify areas of strength
as well as areas that need to be developed further in order for them to function
more effectively as facilitators of learning.

Domain 1. Social Regard for Learning (SRFL)

The SRFL domain focuses on the ideal that teachers serve as positive and powerful role
models of the value in the pursuit of different efforts to learn. The teachers action, state-
ments, and different types of social interactions with students exemplify this ideal.

Domain 2. Learning Environment

This domain focuses on importance of providing a social, psychological and physical en-
vironment within which all students, regardless of their individual differences in learning,
can engage in the different learning activities and work towards attaining high standards
of learning.

Domain 3. Diversity of Learners (DOL)

The DOL domain emphasizes the ideal that teachers can facilitate the learning process
even with diverse learners, by recognizing and respecting individual differences and by
using knowledge about their differences to design diverse sets of learning activities to
ensure that all learners can attain the desired learning goals.

Domain 4. Curriculum
The curriculum domain refers to all elements of the teaching-learning process that work
in convergence to help students understand the curricular goals and objectives, and to
attain high standards of learning defined in the curriculum. These elements include the
teachers knowledge of subject matter and the learning process, teaching-learning ap-
proaches and activities, instructional materials and learning resources.

Domain 5. Planning, Assessing & Reporting (PAR)

This domain refers to the alignment of assessment and planning activities. In particular,
the PAR focuses on the (1) use of assessment data to plan and revise teaching-learning
plans;
(2) integration of assessment procedures in the plan and implementation of teaching-
learning activities, and (3) reporting of the learners actual achievement and behavior.

Domain 6. Community Linkages (CL)

The CL domain refers to the ideal that classroom activities are meaningfully linked to the
experiences and aspirations of the learners in their homes and communities. Thus, this
domain focuses on teachers efforts directed at strengthening the links between schools
and communities to help in the attainment of the curricular goals.

Domain 7. Personal Growth & Professional Development (PGPD)

The PGPD domain emphasizes the ideal that teachers value having a high personal re-
gard for the teaching profession, concern for professional development, and continuous
improvement as teachers.