Consolatrix College of Toledo City, Inc.

6038 Magsaysay Hills, Poblacion, Toledo City

Augustinian Recollect Sisters – Philippines
EDFS 6 The Teacher Profession on Becoming a Teacher
LESSON 3
The Teacher in a School Setting

You are about to enter a very demanding profession. In the school setting you are a
professional and a special person who are empowered to change the life of learners.
An important part of your teaching responsibility is developing management skills.
You will be expected to manage instruction, time, relationship, behavior, physical
environment and routines. Most often you will be challenged by classroom
situations that will require you to demonstrate simultaneously expected
competencies in several areas of classroom management. Your management
competencies will really matter. How effective will you be as a classroom manager?

Learning Experience 3 will focus specially on the typical teachers’ concerns as they
manage learning in the classroom setting. You will be guided through the
experimental organizer as follows:

Your Intended Learning Outcome:

Develop philosophy statements of a future K-to-12 teacher.

Your Experience Tasks Your Reflection Triggers

3.1 Exposure
Data exploration: The teaching
competencies
3.2 Participation
Data gathering from actual classroom
observation
3.3 Identification
Sharing observation experience
 Why is teaching a very demanding
3.4 Internalization profession?
My own wish list of teaching  How can I build my repertoire of
competencies
teaching competencies?
3.5 Dissemination
Peer-sharing and beginning new
experience
3.1 EXPOSURE
Data exploration: The teaching competencies

Competent teachers are managers. They manage instruction, time,

relationship, behavior and discipline, physical environment and routines.
Review the following list of teaching competencies. Some are based on
sound theoretical knowledge and practices while others are supported by
classroom research. This list will enable you to conduct and record your
observation accurately.

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 Consolatrix College of Toledo City, Inc.
6038 Magsaysay Hills, Poblacion, Toledo City
Augustinian Recollect Sisters – Philippines
EDFS 6 The Teacher Profession on Becoming a Teacher
LESSON 3
The Teacher in a School Setting

TEACHER’S LIST OF MANAGEMENT COMPETENCIES

A. Management of Instruction
 Provide well-planned, focused and logical organization of lesson
 Select varied teaching styles to suit diverse learners
 Exercise flexibility to fit teaching styles to student’s abilities
 Provide opportunities to productive learning engagement/involvement
 Sustain student’s interest and focus meaningful discussion

B. Management of Time
 Maximize allotted learning time by starting and ending classes as
scheduled
 Manage prompt and appropriate behavior and discipline during
instructional activity
 Conduct Instructional activity at a brisk pace, avoiding unnecessary
slowdown
 Maintain clear, firm and reasonable work standards and due dates

C. Management of Relationship
 Model care and consideration of students’ capability and shortcomings
 Establish positive, polite and respectful interactions
 Foster honest, wholesome and constructive conversation
 Exhibit warm and cheerful disposition

D. Management of Behavior and Discipline

 Provide a clear, established set of rules and provisions
 Manage serious behavior problems through behavior analysis
 Employ peer mediation to resolve conflict
 Give generous affirmation and praises
 Create learning environment based on trust and mutual respect
 Utilize simple non-verbal cues for behavior and discipline modification
and intervention

E. Management of Physical Environment

 Exercise frugality and creativity in using instructional tools
 Establish rules of boundaries and territories
 Provide physical arrangement setting that maximizes visibility
accessibility
 Arrange pieces of furniture that facilitate easy monitoring
 Maintain neatness and cleanliness

F. Management of Routines
 Establish routine to set direction
 Provide clear and purposeful assignment

2
 Consolatrix College of Toledo City, Inc.
6038 Magsaysay Hills, Poblacion, Toledo City
Augustinian Recollect Sisters – Philippines
EDFS 6 The Teacher Profession on Becoming a Teacher
LESSON 3
The Teacher in a School Setting

Something to Ponder

What are the challenges of a teacher as a classroom

manager?

- Management of Instruction, Management of Time,

Management of Relationship, Management of
Behavior and Discipline, Management of Physical
Environment, Management of Routine.

3.2 PARTICIPATION
Gathering data through classroom observation

CLASSROOM OBSERVATION GUIDE

Observe two (2) teachers, one from the lower grade and another from the upper
grade. Use this Teacher Concerns Checklist from the actual classroom observation
you made. Check whether you have observed or not the following concerns of
every teacher:

Legends: O – Observed;
NO – No Opportunity to Observe;
NA – Not Applicable

Teachers’ Concerns Lower Grade Upper Grade

A. Instructional Concerns
O NO NA O NO NA
The teacher avoids jumping from
topic to topic.
The teacher ensures that all
students stay involved in the lesson.
The teacher maintains group focus.

The teacher keeps students

engaged, busy and productive
The teacher adjusts teaching styles
to students’ abilities

B. Time management O NO NA O NO NA
Concerns
The teacher begins and ends classes
on time.
The teacher avoids unnecessary
class interruptions.

3
 Consolatrix College of Toledo City, Inc.
6038 Magsaysay Hills, Poblacion, Toledo City
Augustinian Recollect Sisters – Philippines
EDFS 6 The Teacher Profession on Becoming a Teacher
LESSON 3
The Teacher in a School Setting

The teacher minimizes time for class

disciplines.

C. Relation Concerns O NO NA O NO NA
The teacher respects students and
values what they can do.
The teacher shows more concern on
larger than smaller issues.
The teacher establishes emotionally
wholesome climate.
The teacher encourages wholesome
and constructive conversations.

D. Behavior and Discipline O NO NA O NO NA

Concerns
The teacher provides clear
classroom rules and regulations.
The teacher works harmoniously
with the whole class.
The teacher creates an
atmosphere of mutual respect
between and among students.
The teacher keeps students busy
on meaningful tasks.
The teacher uses simple non-
verbal
cues.
The teacher gives affirmation and
praise.
The teacher manages serious
behavior problems thru behavior
analysis.
The teacher uses peer mediation
to resolve conflict.

E. Physical Environmental O NO NA O NO NA
Concerns
The teacher organizes the use of
supplies and materials in accessible
place.
The teacher maintains rules that go
with territories.

4
 Consolatrix College of Toledo City, Inc.
6038 Magsaysay Hills, Poblacion, Toledo City
Augustinian Recollect Sisters – Philippines
EDFS 6 The Teacher Profession on Becoming a Teacher
LESSON 3
The Teacher in a School Setting

The teacher arranges furniture that

will facilitate overall monitoring.
The teacher arranges physical setting
that maximizes visibility and
accessibility.

F. Routine Concerns O NO NA O NO NA
The teacher establishes reasonable
routines.
The teacher provides announcements
for students’ guidance.
The teacher provides purposeful
guideline to set direction.

3.3 IDENTIFICATION
Sharing observation experience

Write your observation experiences and share with your Field Study teacher and
classmates. Focus on the following questions:

A. How did the teachers manage the instructional time?

A1. Lower Grade

-the teacher begins and ends classes on time.

-the teacher minimize time for class discipline
-construct instructional activity at a brisk space, avoiding unnecessary
slowdown.

A2. Upper Grade

-Plan for smooth transitions between lessons and always try to have
materials ready for each lesson or activity.
-assign homework to extend practice time.
-consider how and when you schedule restroom breaks for maximum
efficiency.
-improve student attendance.
B. How did the teachers manage the students’ behavior?
B1. Lower Grade
- The teacher provides clear classroom rules and regulations.

5
 Consolatrix College of Toledo City, Inc.
6038 Magsaysay Hills, Poblacion, Toledo City
Augustinian Recollect Sisters – Philippines
EDFS 6 The Teacher Profession on Becoming a Teacher
LESSON 3
The Teacher in a School Setting

- The teacher keeps students busy on meaningful tasks.

- The teacher manages serious behavior problems thru behavior analysis

B2. Upper Grade

- The teacher provides clear classroom rules and regulations.

-the teacher gives an activity for the student for them to keep
busy and minimize in talking with their seatmate.
-The teacher uses peer mediation to resolve conflict

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

C1. Lower Grade

 Provide basic knowledge needed for future activities.

 Present an overview of knowledge important for students to learn.
 Function as a catalyst for the students' learning endeavors.

C2. Upper Grade

 To be armed with the right types of questions and ready to respond to various answers.
 To be able to use “teachable moments” to spark student interest and keep the discussion
lively.
 To use the discussion as a jumping off point for new content.  To pose questions that directly
relate to students and their prior knowledge.
D. How did the teachers maintain the environment to be conductive to
learning?
D1. Lower Grade

- Teachers work independently and cooperatively, to make their classrooms and

schools stimulating learning environments.
-They maintain acceptable levels of student conduct,and use discipline strategies that
result in a positive environment conducive to student learning.
D2. Upper Grade
 Enter the classroom and become immediately engaged in a learning
activity
 Distribute and collect materials
 Find out about missed assignments due to absence and how to make them up
 Get the teacher’s attention without disrupting the class
 Arrange their desks quickly and quietly for various purposes: in rows facing
the front for direct instruction, in pairs for collaborative learning, in groups of
four for cooperative learning, and in a large circle for class discussions

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 Consolatrix College of Toledo City, Inc.
6038 Magsaysay Hills, Poblacion, Toledo City
Augustinian Recollect Sisters – Philippines
EDFS 6 The Teacher Profession on Becoming a Teacher
LESSON 3
The Teacher in a School Setting

E. How did the teachers establish routine?

E1. Lower Grade
-explain the routine to your class.
-model your expectations.
-have students practice the routine.
-implement the routine in your day.
-review your routine as necessary.

E2. Upper Grade

-quick motivation activity
-take attendance
-review lesson format
-go over the lesson objective
-begin the lesson
-incorporate group work
-independent work
-collect assignment

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

F1. Lower Grade

-Take Small Steps and Ask Questions for the student.

- Carefully Manage the Seating Chart
-Establish Expectations on Behavior Early in the School Year

F2. Upper Grade

- Speak only when students are quiet and ready

-Use hand signals and other nonverbal communication
- Address behavior issues quickly—and wisely
- Always have a well-designed, engaging lesson

3.4 INTERNALIZATION
My own wish list of teaching competencies

MY WISH LIST OF TEACHING COMPETENCIES FOR MAXIMUM LEARNING

A. Make your own wish list of teaching competencies

1. be able to positively interact with all students. ...
2. Creating a Learning Environment. ...
3. Good at Lesson Plan Design. ...
4. Able to Use Varied Teaching Strategies. ...
5. Able to Assess. ...

7
 Consolatrix College of Toledo City, Inc.
6038 Magsaysay Hills, Poblacion, Toledo City
Augustinian Recollect Sisters – Philippines
EDFS 6 The Teacher Profession on Becoming a Teacher
LESSON 3
The Teacher in a School Setting

6. Able to Identify Student Needs. ...

7. Good at Communication. ...
Able to Collaborate

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

classroom in the future.

-Model ideal behavior

-Let students help establish guidelines
-Document rules
-Avoid punishing the class
-Use non-verbal communication

3.5 DISSEMINATION
Peer sharing and beginning a new experience

Make your own plan of action to realize your wish list. When you become a teacher,
keep on revisiting your wish list competencies for maximum learning. Share plan of
action to realize your wish list.

PLAN OF ACTION: BUILDING MY REPERTOIRE OF TEACHING COMTENCIES

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RUBRIC FOR SUMMATIVE ASSESSMENT OF FIELD STUDY 6.3.
The Teachers in a School Setting
4 3 2 1
Needs
Criteria Exemplary Good Satisfactory Improvement
Score
1 All required field data Most required Some require field Most data are
Data Collection are collected, field date are data are missing and
Skills: recorded and collected, collected, recorded unrecorded
•Observation organized recorded and but
•Interview organized poorly organized
•Survey
•Documents
2 All field experiences Some field Very few details of No evident
Description and are clearly described experiences are field experiences details of the
Analysis and analyze clearly described are described but field experiences
of Field and analyzed not analyzed
Experiences
3 Shows great depth of Shows depth Shows knowledge Shows limited
Reflection knowledge of knowledge of personal knowledge

8
 Consolatrix College of Toledo City, Inc.
6038 Magsaysay Hills, Poblacion, Toledo City
Augustinian Recollect Sisters – Philippines
EDFS 6 The Teacher Profession on Becoming a Teacher
LESSON 3
The Teacher in a School Setting

of Personal of personal thoughts of personal thoughts and of personal

learning and thoughts and feelings gained thoughts and
feelings gained feelings gained from field feelings gained
from field experience from field experience from field
experience experiences
4 Attends to all field Attends to most Unable to attend to Unable to attend to
Level of study activities and field study some field study almost
Participation requirements activities activities and all field study
and requirements requirements activities
5 All the requirements Missed 1 of the Missed 2 of Missed 3 of
Learning are well achieved given the given the given
Outputs requirements requirements requirements
6 Personal and Personal and Personal and Personal and
Evidence of professional value are professional professional values professional values
Values extensively evident in values are are sometimes are rarely or not
the action plan frequently evident in the evident in the
evident in the action plan action plan
action plan
Evaluated by: Other Comments and Observation: Total Score:

Rating = _________

Total Score___x100 =
24

Final Grade Percentage

Rating Point
98-100 1.00 99
95-99 1.25 96
92-94 1.50 93
89-91 1.75 90
86-88 2.00 87
83-85 2.25 84
80-82 2.50 81
77-79 2.75 78
74-76 3.00 75
71-73 4.00 72
70 and 5.00 70
below
References
Experiential Learning Courses Handbook (2006). Philippines. TEC. DepEd.
Leus, Marcela K. and Rosalina A. Caubic (2014). Field Study Towards Becoming a Teacher.
Quezon City: Adriana Publishing Co. Inc.