The New Teacher Education Curriculum

RATIONALE
Field study 2 is an integral part of the new teacher education curriculum. It is a course that focuses on the pre-service teacher’s observation of the mentor’s classroom management skills in the teaching-learning process when applied in the classroom. This one-unit course will enable the pre-service teachers to identify the various aspects of teaching, classroom management, and best practices/ techniques used by the cooperating teacher. These aspects and techniques will then be described by the PST through a narrative report reflected as journal entries. These techniques in the teaching-learning process and classroom management will provide students with opportunities to examine their application in the teaching learning environment. Good’s Dictionary of Education defines classroom management as “the administration or direction of activities with special reference to such problem as discipline, democratic teaching learning techniques, the use and cares supplies and reference materials, the physical features of the classroom, general housekeeping and the social relationships of the learners.” A well-managed classroom is conducive to mental growth and development of the learners’ skills in teaching. Learning becomes interesting and enjoyable under favorable working conditions and an organized classroom environment.
Links to DepEd’s National Competency-Based Teacher Standards (NCBTS):
Domain 2- Learning Environment focuses on the ideal that teacher serve as positive and powerful role models of the values of the pursuit of learning of different kinds of the effort
2.1.1 Maintains a learning environment of courtesy and respect for different learners (ability, culture, gender).
2.1.2 Provides gender-fair opportunities for learning.
2.2.1 Maintains a safe, clean and orderly classroom free from distractions.
2.3.1 Encourage learners to ask questions.

2.3.2 Provide learners with variety of learning activities

2.4.1 Handles behavior problems quickly and with due respect to children’s rights.
2.4.2 Gives timely feedback and reinforcement appropriate social and learning behavior
2.4.4 School policies and procedures for classroom behavior are communicated and followed.
Domain 3-Diversity of Learners
3.1.2 Establishes goals that define appropriate expectation for all learners.
3.1.3 Provides differentiated activities for learners
3.1.4 Sensitive to multicultural background of the learner
3.2.5 Is sensitive to unusual behavior of learners and takes appropriate action.

ROLES AND RESPONSIBILITIES OF KEY STAKEHOLDERS IN FIELD STUDY 2
The Teacher Education Institution (TEI)
A. The College Dean shall:
1. Designate a practicum manager to oversee and coordinate the practicum program of the TEI.
2. Assign practicum supervisor with 25-30 PST’s
3. Allocate a flexible incentive to DepEd personnel involved in student teaching as stipulated in the MOA.
4. Assign space for a Practicum Office and appoints an office staff.
B. Associate Dean:
1. Initiate conferences with SDS in selecting public and private schools as laboratory schools.
2. Reviews policies and systems in the implementation of the FS.
3. Initiate Program evaluation.
C. The TEI Practicum Supervisor shall:
1. Prepare the program of activities of the student teachers.
2. Coordinate regularly with the principal and cooperating teachers regarding the performance of the student teachers.

3. Coordinate with the Principal of the cooperating school regarding the activities and needs pf pre-service teachers relative to their observation of classes.
4. Prepare the pre-service teachers for their off-campus observation activities.
5. Coordinate regularly with the Principal/Head Teacher/Cooperating Teacher regarding the performance of the pre-service students.
6. Conduct post-conference, interview, case studies of pre-service teachers.
D. The Pre-service Teachers shall:
1. Perform basic professional expectations and the tasks identified.
2. Attend all sessions and scheduled school visits with the DepEd partner school.
3. Meet the individual objectives for performance as described.
4. Offer and perform services to the school at an appropriate level, in return for the services which the school provides.
5. Operate and cooperate with the school community and its requirements and expectations.
6. Observe and embrace the Ethics of the Profession.
7. Maintain a journal of the experience.

Department of Education (DepEd)
A. Schools Divisions Superintendent (SDS) shall:
1. Review and subsequently approve TEI’s request for cooperating schools;
2. Conduct orientation on student teaching to Stakeholders.
3. Approve authority for MOA between TEI’s and DepEd.
B. The Cooperating Teacher shall:
1. Serve as mentor of the PST’s.
2. Provide support to PST’s by:
a. Regular class observation
b. Classroom management
c. Accomplishment of different forms and related work

3. Observe, coach, mentor and evaluate the performance of the PST’s
4. Model effective teaching and management techniques.
C. The Cooperating principal shall:
1. Collaborate with TEI Practicum Supervisor in facilitating placement of pre-service student teachers and provide the social and professional aspects of administering practicum teaching.
2. Orient the student teachers on:
a. VMGO and organizational structure of the school
b. Orient student teachers on school policies on students and personnel discipline
3. Identify exemplary cooperating teacher/s to handle pre-service teacher’s exposure for FS2.
4. Coordinate with site coordinator and TEI’s on the assignment of student teachers.
5. Monitor and provide feedback on the performance of student teachers to TEI’s
6. Prepare required reports to the TEI’s, copy furnish the School Division Superintendent
D. The Site Coordinator shall:
1. Assist the principal on the assignment and discipline of the student teachers
2. Conduct regular conference with cooperating teachers as regards to the performance and behavior of student teachers
3. Coordinate with the TEI supervisor of the student teachers
See to it that student teachers are not allowed to substitute for teachers who are absent or on leave.

COURSE DESCRIPTION
Field Study 2 is the second in a series of six related field study courses. It is focused primarily on observing the teacher’s application of the teaching theories and principles and his/her classroom management skills in the learning environment. It has special reference to aspects such as creating a conducive teaching-learning atmosphere, observing a child friendly school environment, discipline use and care of supplies and reference materials, the physical features of the classroom and general housekeeping.

FS 2 is also concerned with the development of the pre-service teacher’s communication skills as he/she interacts with the buddy and cooperating teacher.
This FS can be anchored on the following Professional Education subjects: Facilitating Learning, and Principles of Teaching 1 & 2.
Course Objectives

This FS 2 aims to:
1. Provide Pre-service Students (PSTs) with opportunities to observe and examine the different classroom management techniques applicable in the learning environment.
2. Enrich PSTs knowledge of the teaching methods, strategies, learning activities and appropriate instructional materials used by teachers (mentors).
3. Reflect on the importance of a well-managed classroom in creating a conducive and healthy teaching-learning atmosphere.
Develop PSTs communication skills as he/she interacts with the buddy and cooperating teacher.

Grading System

Criteria/ Components
Weight
Rater

ATTENDANCE

10%

Cooperating Teacher

JOURNAL ENTRIES/REFLECTION

30%

Practicum Supervisor

PROFESSIONAL PORTFOLIO

40%

Practicum Supervisor

PST OUTPUTS ON:
a. Checklist on Management Skills and Competency
b. Checklist on Self Communication Skills and Competency
c. Seat Plan
d. Class List

20%

Cooperating Teacher
Total
100%

Assessment Tools

1. Marking Guide for Reflection/ Journal Entries
2. Rubric for Student Teaching Portfolio

SCHEDULE OF ACTIVITIES FOR FIELD STUDY 2

SESSION/VISITS/ TIME FRAME
VENUE
SITE/
OBSERVATION
ACTIVITY

First session 3hrs.

TEI

Conference Room
I Orientation/Workshop
FS 2 Manual on Classroom MGT skills:
a.-Time MGT
b.-Students misbehavior
c.-Teacher’s professional ethics

Second session/ 1st visit 3hrs.

DepEd
(elementary/secondary)

Assigned Classroom A
II. Observation on the Teacher’s style on Routine Activities:
a. Attendance
b. Seating arrangement
c. Handling materials

Third session/ 2nd visit 3hrs.

DepEd
(Elementary/Secondary)

Assigned Classroom A
III. Observation on the teaching strategies, activities, assessment and instructional materials used by teacher

Fourth session/ 3rd visit 3hrs.

DepEd
(Elementary/Secondary)

Assigned Classroom A

IV. Observation on Communication Skills of Buddies

Fifth session/ 4th visit

DepEd
(Elementary/Secondary)

Classrooms

Post Conference/ dialogue with the CTS

Sixth session TEI Conference room Debriefing/evaluation with STs
Sixth session TEI Conference room Debriefing/evaluation with STs
Sixth session TEI Conference room Debriefing/evaluation with STs
Sixth session TEI Conference room Debriefing/evaluation with STs