FIELD STUDY -FS 2 (PARTICIPATION AND TEACHING ASSISSTANSHIP)

Episode 1;
PAGE 5-7

1. What competencies does a great teacher possess?

Based on my observations of TEDx videos, Southeast Asia Teachers Competency Standards,
and PPSTs, I think that a great teacher has a variety of competencies. Strong communication
abilities, the capacity to design captivating classes, and efficient classroom management
techniques are a few of these. Additionally, an excellent teacher is flexible, sympathetic, and
always looking to further their career. In addition to encouraging critical thinking, teamwork,
and creativity in their students, they ought to exhibit a thorough comprehension of their
subject matter.

2. Are these competencies limited only to professional competencies? I think that a teacher
needs both professional and personal traits to be great, although personal qualities are slightly
more crucial. Great teachers possess personal attributes like empathy, patience, adaptability,
and the capacity to motivate pupils, even while professional skills like lesson planning,
classroom management, and evaluation are essential for successful instruction. These
character attributes enable an educator to establish a more meaningful connection with pupils,
cultivate a supportive learning atmosphere, and attend to their particular needs outside of the
classroom. Strong personal traits allow a teacher to impact pupils' emotional health,
confidence, and personal development in addition to their academic performance.
No, These skills aren't just for professionals. Personal traits like patience, empathy, and
emotional intelligence are equally as vital as professional abilities like planning, classroom
management, and assessment. In order to provide a secure and supportive environment for
their pupils, teachers must establish strong relationships with them.

3. For a teacher to be great, is it enough to possess professional competencies to plan a

lesson, execute a lesson plan, manage a class, assess learning, compute and report grades?
Explain your answer.
No, As teacher must have more than just these professional qualities. Even if class planning
and management, student evaluation, and grade reporting are crucial, a successful teacher
does more. Along with understanding each student's unique requirements and fostering their
emotional and social development, I think a great teacher also cultivates deep ties with their
students. In order to continuously develop, they also foster a passion of learning, modify their
teaching strategies to accommodate a variety of learners, and uphold a growth mentality.
Caring for students' general welfare in addition to their academic achievement is a hallmark
of great teaching.
4. for a Teachers to be great, which is more important- personal qualities or professional
competencies?
I think that a teacher needs both professional and personal traits to be great, although personal
qualities are slightly more crucial. Great teachers possess personal attributes like empathy,
patience, adaptability, and the capacity to motivate students, even while professional skills
like lesson planning, classroom management, and evaluation are essential for successful
instruction. These character attributes enable an educator to establish a more meaningful
connection with students, cultivate a supportive learning atmosphere, and attend to their
particular needs outside of the classroom. Strong personal traits allow a teacher to impact
students' emotional health, confidence, and personal development in addition to their
academic performance.
5. who are the teachers that we remember most?
Teachers that had a big influence on us both academically and personally are the ones we
remember the most. These were the instructors who were friendly, approachable, and truly
concerned about our performance and well-being. They customized their teaching strategies
to fit each of our unique needs and made learning interesting. We honor the educators who
fostered an inclusive and upbeat learning atmosphere, pushed us to think critically, and
encouraged us to believe in ourselves. Because they recognized and fostered our potential,
they are the ones who have a lasting impact on our lives and their effect extends beyond the
classroom.

Reflect:
1. Which personal traits do I possess? Not possess? Where do I need improvement in?
As a prospective educator, my personal qualities may include empathy, flexibility,
and a genuine desire to support my pupils' academic and personal growth. These
qualities enable me to establish a positive learning environment and solid
relationships with my students.
However, there can be qualities that I believe I could improve upon or that I do not
yet fully possess, including maintaining constant confidence when teaching,
managing stress in high-pressure circumstances, or having tolerance when dealing
with difficult behaviors. My areas of improvement can include improving my capacity
to manage the classroom, sharpening my ability to explain complicated concepts, or
figuring out how to strike a balance between providing emotional support and
upholding high academic standards. Finding my own areas of improvement enables
me to strive toward developing into a well-rounded teacher.

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

I am very capable of exhibiting a some of crucial professional qualities as a future
teacher. I am very good at creating entertaining and structured courses that are suited
to the various needs of my pupils, especially in Araling Panlipunan. As demonstrated
by my expertise calculating grades for my Grade 7 class, I am also skilled at
evaluating student achievement. Another one of my strengths is my flexibility, which
I showed by taking leadership of the class during tests and managing it while my
Resource Teacher wasn't there. In addition, I establish trusting bonds with my
students, fostering an atmosphere that inspires and involves them. These
competencies show that I am prepared to manage the fundamental duties of teaching
while also working on other areas that need improvement.

3. In which competencies do I need to develop more?

As a prospective teacher, I am aware that I still need to improve on a variety of
qualities. To start, I can improve my classroom management abilities to make sure I
can keep everything in order and provide the best possible learning environment,
especially for a varied student body. In order to effectively communicate complicated
concepts and instructions to pupils with different comprehension levels, I also need to
concentrate on honing my communication techniques. Additionally, I see opportunity
for improvement in differentiated education, where I could more effectively modify
my teaching strategies to meet the needs and styles of various learners. Last but not
least, I can improve my confidence in my ability to teach regularly, especially in the
face of unforeseen difficulties or stressful circumstances.
I may improve as a teacher and broaden my horizons by concentrating on these
subjects.

4. Who are the teachers that we remember most?

Our most memorable professors were those who had a profound effect on our lives
and did more than only impart knowledge. These educators took the time to
comprehend the unique requirements of each of their students because they were
enthusiastic, considerate, and sympathetic. They established a stimulating, welcoming
classroom where we felt uplifted and inspired to develop. They create a lasting
impression because of their capacity to uplift us, boost our self-esteem, and make
studying fun. Teachers who respected us, saw our potential, and encouraged us to
believe in ourselves are commonly remembered. They have a profound impact on
how we see the world and ourselves, going well beyond the realm of academic.

Write action research prompts.

Let's revisit the prompts based on your experiences as an FS 2 student:

1. OBSERVE
In assisting my Resource Teacher, I observed that personal traits such as effective
communication and patience were least displayed, and as a result, students were
easily distracted and found it difficult to stay on task.

2. REFLECT
The lack of these personal traits and professional competencies (mentioned in #1)
may be caused by time constraints in delivering lessons and the teacher’s focus on
maintaining control rather than fostering open communication.

3. PLAN
I would like to address this problem (mentioned in #2) by conducting an action
Research on improving teacher communication strategies and patience in
handling student queries to increase focus and participation.

4. ACT
a) The main objective of my action research is to explore how better
communication and patience in classroom interactions improve student focus
and engagement.
b) My specific research questions are:

How does clear and open communication impact student understanding of the
lesson?

What role does patience in addressing individual student needs play in

maintaining classroom focus?
c) To answer my specific research questions, I will implement varied
communication techniques, observe the results, and interview students about
their learning experiences during lessons.
1.a
2.a
3.d
4.b
5.c

Pages 9
Work on my artifacts.
Attach your reflection here.
# Reflection Note on First Day of FS 2 at Estefania Montemayor National High
School

## Introduction
Today marks the beginning of my FS 2 journey at Estefania Montemayor National
High School, and as I reflect on the events of the day, I am filled with a sense of
excitement and anticipation for the weeks ahead.

## Myself as "I"
As I navigated through the halls of the school, I couldn't help but feel a mix of
nerves and enthusiasm. Introducing myself to my fellow teachers and students, I
noticed how welcoming and supportive everyone was. It was reassuring to know that
I am part of a community that values collaboration and growth.

## Classroom Experience
In the classroom, I embraced the opportunity to observe and interact with the
students. I found myself drawn to their unique personalities and learning styles,
which sparked my curiosity and creativity. By actively participating in discussions
and activities, I was able to connect with the students on a deeper level.
## Challenges and Opportunities
Throughout the day, I encountered challenges that tested my adaptability and
problem-solving skills. From managing time constraints to addressing unexpected
situations, I realized the importance of flexibility and resilience in this role. These
challenges also presented opportunities for personal and professional growth, pushing
me to think outside the box and explore new strategies.

As I conclude this reflection note, I am grateful for the experiences and insights
gained on the first day of my FS 2 at Estefania Montemayor National High School. I
look forward to continuing this journey with an open mind and a willingness to learn
and grow alongside my students and colleagues.

Episode 2;
Pages 12-13-

List of completed Action Research Titles Author/s

Ex. Differentiated instruction in Teaching Mary Joy Olicia
English for Grade Four Classes
1. Enhancing Reading Comprehension John Doe
Skills Through Graphic Organizers
2. Increasing Student Engagement In Jane Smith
Mathematics Through Game-Based
Learning
3. Reducing Classroom Disruptions by Susan Lee
Implementing Positive Behavior
Interventions
4. Improving Science Concept Michael Tan
Retention with Hands on Activities
5. Boostiong English Vocabulary Emma Garcia
Retention Through Word
Association Strategies

1. What have you noticed about the 1.Identified problem to be solved in title
action research titles? Do the action no.
research (AR) titles imply problems to be 1. Low reading comprehension
solved? Yes levels in Grade 7 students.
/No.
2. Identified problem to be solved in title
If YES, identify the problems from the no.
title you have gavin. Answer in gthe space 1. Difficulty in engaging students
provided. in Araling Panlipunan activities.
Answer-Yes, the action research titles
generally address practical challenges 3. Identified problem to be solved in title
within the classroom or school setting. Each no.
title seems to highlight a specific issue that 1. Managing diverse learning
teachers face in their teaching practices or needs in a classroom setting.
that students encounter in their learning.
This could involve improving academic 4. Identified problem to be solved in title
skills, increasing student motivation, no.
managing classroom behavior, or enhancing
teaching strategies. The titles are often 1. Addressing poor attendance
structured to suggest that the research will and its impact on academic
explore solutions or interventions to address performance.
these challenges effectively. 5. Identified problem to be solved in title
no.
1. Enhancing collaboration and
teamwork in group projects.
2. What interpretation about action Title of the Action Research: "Improving
research can you make out of your Classroom Engagement Through Interactive
answer in Question No. 1? Teaching Techniques"
Answer- This title suggests that the study is
focused on increasing student engagement
by using interactive methods in teaching.
The underlying assumption is that
traditional methods may not fully engage
students, and the research aims to test or
implement new techniques to make learning
more engaging. It reflects a proactive
approach by the teacher to address low
participation rates by experimenting with
hands-on, student-centered activities that
could make lessons more engaging and
enjoyable.
3. Write the Title and your interpretation This study likely explores the use of
of the study from the title. differentiated instruction to accommodate
"Using Differentiated Instruction to Support the diverse needs of students in a multigrade
Learning in a Multigrade Classroom" classroom. A multigrade classroom has
students of different ages and skill levels,
making it challenging to teach effectively
with a one-size-fits-all approach. By
employing differentiated instruction, the
study may investigate how tailored teaching
strategies, such as varying the level of
difficulty or using different resources, can
better support students' learning. This
research might aim to enhance student
performance and ensure all learners are
engaged and challenged appropriately.
4. What do you think did the author/s do Answer: I think the authors conducted a
with the identified problem as presented systematic intervention to address the
in their titles? problems identified in their research titles.
They likely started by analyzing the current
situation, collecting data on the specific
issue, and then designing an intervention or
set of strategies tailored to address the
problem. For example, if the problem was
low engagement, they might have
introduced interactive lessons, group
activities, or technology-based tools to see if
these changes improved engagement. They
would observe and assess the results, adjust
the strategies if needed, and possibly collect
feedback from students. After implementing
the intervention, they would analyze the
data to determine its effectiveness and
document any improvements or insights
gained from the process.

Pages 14- none

Pages 15-
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 Self-Reflection and Awareness, by being aware of my own
perspectives and values, I can enhance the validity and credibility of the research
findings, as well as recognize potential areas for personal growth and
development. Continuous Learning and Growth, Embracing the role of a
reflexive researcher in action research enables me to engage in continuous
learning, challenge my assumptions, and adapt my practices to promote personal
and professional growth.
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