Attachment 1

Learning Episode 1
The Teacher We Remember
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 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., etc. The
journey gets more focused and challenging now as you observe and assist your Field
Study Resource Teacher. Don’t you worry! You have been prepared for this for three
years and you will end up stronger, happier and wiser!

Let’s buckle down for work!

1. You will review the qualities of good teachers as contained in documents such as
the Philippine Professional Standards for Teachers (PPSTs) and the Southeast Asia
Teachers Competency Framework and the Code of Ethics for Professional Teachers.
2. You will view on youtube 2 TEDx talks on “What makes a good teacher great” and
“The Power of a Teacher”.

Revisit the Infographic/s

CAREER STAGES OF TEACHERS

Source : DepEd Order no. 42, s. 2017

Career Stage 4: Distinguished Teacher

Teachers embody the highest standard for teaching grounded in global best practices.
They exhibit an exceptional capacity to improve their own teaching practice and that of
others. They are recognized as leaders in education, contributors to the profession, and
Initiators of collaborations and partnerships. They create a lifelong impact in the lives
Of colleagues, students, and others. They consistently seek professional advancement
and relevance in pursuit of teaching quality and excellence. They exhibit a commitment
To inspire the education community and stakeholders for the improvement of education
provision in the Philippines.

Career Stage 3: Highly Proficient Teacher

Teachers consistently display a high level of performance in their teaching practice.
They manifest an in-depth and sophisticated understanding of the teaching and learning
process. They have high education-focused situation cognition, are more adept in
problem-solving, and optimize opportunities gained from experience. Career stage 3
teachers work collaboratively with colleagues and provide them support and mentoring to
enhance their learning and practice. They continually seek to develop their professional
knowledge and practice by reflecting on their own needs, and those of their colleagues
and students.
 Career Stage 2 – Proficient Teacher
Teachers are professionally independent in the application of skills vital to the
teaching and learning process. They provide focused teaching programs that meet
curriculum and assessment requirements. They display skills in planning, implementing,
and managing learning programs. They actively engage in collaborative learning with the
professional community and other stakeholders for mutual growth and advancement. They
are reflective practitioners who continually consolidate the knowledge, skills, and practices
of Career Stage 1 Teachers.

Career Stage 1 – Beginning Teacher

Teachers have gained the qualification recognized for entry into the teaching
profession. They have a strong understanding of the subjects/areas in which they are
trained in terms of content knowledge and pedagogy. They possess the requisite knowledge,
skills, and values that support the teaching and learning process. They manage learning
programs and have strategies that promote learning based on the learning needs of their
students. They seek advice from experienced colleagues to consolidate their teaching
practice.

The Southeast Asia Teachers Competency Framework

Herself/ State
Himself Commu
as a nity
person

Higher
Business Authori
Professio
ties
nal
Teacher

Parent Profession
s
School
Officials
Learner
and Other
Personnel
 LEARNING ACTIVITY # 1.1
The Teacher We Remember
Name: Score
Program / Course: FS 1 – Field Study 2 Class Schedule:
INSTRUCTOR: Rosemarie B. Alfarero 1st Sem SY 2021-2022
Year & Section: Contact No. / FB Account:
Residential Address:
Type of Activity : __________________________
------------------------------------------------------------------------------------------------------
Activity Title : Participate and Assist
Learning Target: To participate actively by assisting the Resource Teacher in
his/her daily task.
References (Author, Title, Pages) : Field Study 2 (Participation and Teaching
Assistanship), by Maria Rita D. Lucas, PhD., Milagros L. Borabo, PhD, Purita P. Bilbao, EdD, Brenda B.
Corpuz, PhD,C. 2020.
Take note of the following:
 your Resource Teacher comments, facial expressions, gestures and actions in
class
 students’ comments, facial expressions, gestures and behavior in class
 how your Resource Teacher relates to you
 the classroom proceedings
 the classroom atmosphere – relaxed or threatening?

Analyze

1. From the PPSTs, the Southeast Asia Teachers Competency Standards and the
TEDs videos that viewed. What competencies does a great teacher possess?

2. Are these competencies limited only to professional competencies?

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? Explain your answer:

4. For a teacher to be great, which is more important – personal qualities or

professional competencies?

5. Who are the teachers that we remember most?

 LEARNING ACTIVITY # 1.1a
The Teacher We Remember
Name: Score
Program / Course: FS 1 – Field Study 2 Class Schedule:
INSTRUCTOR: Rosemarie B. Alfarero 1st Sem SY 2021-2022
Year & Section: Contact No. / FB Account:
Residential Address:
Type of Activity : __________________________
------------------------------------------------------------------------------------------------------
Activity Title : Participate and Assist
Learning Target: To participate actively by assisting the Resource Teacher in
his/her daily task.
References (Author, Title, Pages) : Field Study 2 (Participation and Teaching
Assistanship), by Maria Rita D. Lucas, PhD., Milagros L. Borabo, PhD, Purita P. Bilbao, EdD, Brenda B.
Corpuz, PhD,C. 2020.

Reflect

1. Which personal traits do I possess? Where do I need improvement in?

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?

 LEARNING ACTIVITY # 1.1b
The Teacher We Remember
Name: Score
Program / Course: FS 1 – Field Study 2 Class Schedule:
INSTRUCTOR: Rosemarie B. Alfarero 1st Sem SY 2021-2022
Year & Section: Contact No. / FB Account:
Residential Address:
Type of Activity : __________________________
------------------------------------------------------------------------------------------------------
Activity Title : Participate and Assist
Learning Target: To participate actively by assisting the Resource Teacher in
his/her daily task.
References (Author, Title, Pages) : Field Study 2 (Participation and Teaching
Assistanship), by Maria Rita D. Lucas, PhD., Milagros L. Borabo, PhD, Purita P. Bilbao, EdD, Brenda B.
Corpuz, PhD,C. 2020.

Write Action Research Prompts

1. OBSERVE In assisting my Resource Teacher, I observed that personal traits such

as ________________________________________ and professional competencies
like ____________________________________________ were least/ not
displayed and as a result, students were/ class was
________________________________

2. REFLECT The lack of these personal traits and professional ( mentioned in #1 )

may be caused by _____________________________________________________
___________________________________________________________________
___________________________________________________________________
______________________________________________________________

3. PLAN I would like to address this problem ( mentioned in #2 ) by conducting an

action research on ____________________________________________________
___________________________________________________________________
__________________________________________________________________

4. ACT
a. The main objective of my action research is ________________________
b. My specific research questions are : ______________________________
c. To answer my specific research questions, I ________________________
_______________________________________________________
 Learning Episode 2 – Embedding Action Research for Reflective Teaching

ATTACHMENT 2

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,
This 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.

REVISIT THE INFOGRAPHICS

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, 1953 and many
others who came later. School 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 theoritical problems defined
by pure researchers.
Action research is grounded on the reality of the school, classroom, teacher and
students. Sometime it is labelled as Teacher Action Research (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).
 LEARNING ACTIVITY # 2.0
Embedding Action Research for Reflective Teaching
Name: Score
Program / Course: FS 1 – Field Study 2 Class Schedule:
INSTRUCTOR: Rosemarie B. Alfarero 1st Sem SY 2021-2022
Year & Section: Contact No. / FB Account:
Residential Address:
Type of Activity : __________________________
------------------------------------------------------------------------------------------------------
Activity Title : Participate and Assist
Learning Target: To be familiar about action research as a reflective teacher.
References (Author, Title, Pages) : Field Study 2 (Participation and Teaching
Assistanship), by Maria Rita D. Lucas, PhD., Milagros L. Borabo, PhD, Purita P. Bilbao, EdD, Brenda B.
Corpuz, PhD,C. 2020.
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 things.
Perhaps your mentor teacher has already done on Action Research. Now is
the opportunity for you to participate and assist in ways that you are capable of
doing.

Making a List of Computed 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 your 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/Authors
Example: Differentiated Instruction in Teaching Mary Joy Olicia
English for Grade Four Classes
1.

2.

3.

4.

5.
 LEARNING ACTIVITY # 2.1
Embedding Action Research for Reflective Teaching
Name: Score
Program / Course: FS 1 – Field Study 2 Class Schedule:
INSTRUCTOR: Rosemarie B. Alfarero 1st Sem SY 2021-2022
Year & Section: Contact No. / FB Account:
Residential Address:
Type of Activity : __________________________
------------------------------------------------------------------------------------------------------
Activity Title : Participate and Assist
Learning Target: To be familiar about action research as a reflective teacher.
References (Author, Title, Pages) : Field Study 2 (Participation and Teaching
Assistanship), by Maria Rita D. Lucas, PhD., Milagros L. Borabo, PhD, Purita P. Bilbao, EdD, Brenda B.
Corpuz, PhD,C. 2020.

NOTICE
Based on your activity on Making a List of Completed Action
Research Titles. Let’s find out what you have noticed by answering the following
questions.
Questions My Answer
1. What have you noticed about the 1. Identified problem to be solved in
action research titles? Do the Action title no. 1
Research (AR) titles imply problems to
be solved? Yes ____ No ____ 2. Identified the problem to be solved
in title no. 2

If Yes, identify the problems from the 3. Identified the problem to be solved
title you have given. Answer in the in title no. 3
space provided.
4. Identified the problem to be solved
in title no. 4

5. Identified the problem to be solved

in title no. 5

2. What interpretation about action Title of the Action Research:

research can you make out of your _________________________
answer in question no. 1? _________________________
_________________________
3. Write the title and your From the title, I think the study...
interpretation of the study from the _________________________
title.
4. What do you think did the author’s I think the author/s ...
do with the identified problem as
presented in their titles?
Attachment 3

ANALYZE

Action Research seems easy and familiar. Since teaching seems to be

full of problematic situations and that the teacher has the responsibility of finding
solution for everyday problems in school, hence teachers should do action research.
This is an exciting part of being a teacher, a problem solver!
Let us continue to examine and analyze what you have noticed and
interpreted in the previous activity.
My Answer
Key Questions Choose from the options given. You may check more
than one answer
1. From what source do you Choices:
think, did the authors ___ Copied from research books
identify the problems of ___ From daily observation of their teaching practice
their action research? ___ From difficulties they observed of their learners
___ From their own personal experience
___ From the told experiences of their co-teachers.
2. What do you think is Choices:
the teacher’s intention in ___ To find a solution to the problematic situation
conducting the action ___ To comply with the requirement of the principal
research? ___ To improve teaching practice
___ To try out something, if it works
___ to prove oneself as better than the others
3. What benefit do you get Choices:
as a student in FS 2 in ___ Prepare me for my future job
understanding and doing ___ Get good grades in the course
action research? ___ Learn and practice being an action researcher
___ Improve my teaching practice
___ Exposure to the realities in the teaching
profession
___ Become a better teacher eveeryday
4. In what ways, can you ___ By co-researching with my mentor
assist your mentor in ___ By assisting in the design of the intervention
his/her Action Research ___ By assisting in the implementation of the AR
Activity? ___ By just watching what is being done

REFLECT
Based on the readings you made and the previous activities that
you have done.
1. What significant ideas or concepts have you learned about action research?
I learned that ___________________________________
2. Have you realized that there is a need to be an action researcher as a future
teacher?
Yes ___ No ___ . If Yes, complete the sentence below.
I realized that _______________________________________
Attachment 4

WRITE ACTION RESEARCH PROMPTS

OBSERVE
From what teaching principles of theories can this problem be anchored?
 I have observed and noticed that Action Research begins with a problem or a
problematic situation.
Write an example of a problematic situation that you have observed and
noticed. __________________________________________________
_________________________________________________________
_________________________________________________________

REFLECT
What have I realized? What do I hope to achieve?
I realized that for every teaching learning problem, there is a solution.
Write a probable solution to the problematic situation above _________
_________________________________________________________
_________________________________________________________

PLAN
What strategies, activities, innovations can I employ to improve the situation
or solve the problem?

 As a future action researcher I can plan for an appropriate intervention like

____________________________________________________________

ACT
If I conduct or implement my plan, what can be its title?
 If will implement my doable plan in the future, my title would be ______
_____________________________________________________________________