Teaching Philosophy

Teaching is not only a profession, it is our own way of making

a difference. Be kind, be gentle, and be humble. Don’t forget
to love your students. Give them a piece of your heart. And
when everything feels so wrong, just take a deep breath and
let it go. Just remember that every one of them is unique.
Those children are like flowers, they differ from one another,
but each of them is as beautiful as the others. Be that
someone to discover the beauty of uniqueness. For every
child you nurture, you shape our future.

As a teacher, you should deliver a positive impact on

your students. Encourage them and build their self-
confidence. Make them believe that they could be whatever
they want to be. For in believing on their capabilities, they will
face life with strength and courage. And it is because of the
first person who believed in them. You.

It is not easy being a teacher. As a daughter of one, I can say

that it took a lot of sacrificed from my mother. She’s been for
teaching 36 years now, and I can’t even imagine the
dedication and her strength to continue every day. She will
always be my idol and I hope that when I’m already a teacher
I can be like her. That I can be that someone who nurtures
my students personality, enhance their confidence,
encourage them to dream and shape their future. I want to be
that kind of a teacher.
 BIO-DATA

SEPTEMBER 30, 2017

NAME; CATHERINE M. BIDEZ
SEX: FEMALE
AGE: 26
BIRTHDATE: 10/28/1990
PLACE OF BIRHT: ISULAN, SULTAN KUDARAT
HEIGHT: 5’3
WEIGHT: 45 kg.
CITIZENSHIP: FILIPINO
ADDRESS: ECOLAND SUBDIVISION, DAVAO CITY
EMAIL: cathybidez28@gmail.com
PHONE/CELLPHONE #: 09364166964

FAMILY BACKGROUND
FATHER’S NAME: NORWEL G. BIDEZ
MOTHER’S MAIDEN NAME: ROSARIO C. MAGANA

EDUCATIONAL BACKGROUND
ELEMENTARY: BIWANG CENTRAL SCHOOL
SECONDARY: SKSU LABORATORY HIGH SCHOOL
TERTIARY: SOUTHERN MINDANAO INSTITUTE OF
TECHNOLOGY

OCCUPATION: PRIVATE MIDWIFE

EMPLOYER: ATTY. ANTONIO LLAMAS

SKILLS: PAINTING AND SKETCHING

 TABLE OF CONTENTS

I. TEACHING PHILOSOPHY

II. RESUME

III. COURSE SYLLABUS

IV. LEARNERS OUTPUT

V. SAMPLE LESSON PLAN

VI. PERSONAL REFLECTION

VII. COMMENTS OF THE FACULTY

VIII. RUBRIC FOR PORTFOLIO

IX. STUDENT’S SELF RATING COPETENCY CHECKLIST

X. OBSERVATIONAL REPORT

XI. DAILY TIME RECORD

 Field Study 2 Experiencing the Teaching-Learning Process
Course Syllabus
Credit : 1 unit
Time Duration : 17 hours
Course Description :
This course is designated to provide students with opportunities
to examine the application of teaching theories and principles in the
learning environment. Students are expected to verify the cognitive,
meta-cognitive, individual differences, and motivational factors that
influence the acquisition of knowledge. The students are given the
chance to develop and try our learning task, instructional materials,
and assessment tools.
Field Study 2 can be anchored on the following Professional
Education Subjects:
 Principles of Teaching 1
 Principles of Teaching 2
Objectives:
 Enrich knowledge on teaching methods and strategies, appropriate
instructional materials and assessment tools used by teachers.
 Reflect on the application of different theories of learning and
knowledge acquisition that promote the cognitive and meta-
cognitive processes, positive motivational processes and use of
varied resources of learning in the actual learning environment.
 Develop alternative ways in teaching a lesson.
 Suggested activities:
Competencies/Performance
Focus Specific Task Learning Domain Indicators
Evidences

 Observe at least three classes. List of Curriculum Identifies varied methods

 List down the different methods methods and and strategies, instructional
and strategies; instructional instructional materials and assessment
materials, assessment tools used materials tools used in the learning
by the teacher. and environment.
assessment
tools in the
 Observe a class. learning
Meaningful environ-
 Identify the methods and
Learning ment.
strategies; instructional materials,
Experiences
assessment tools used by the
teacher.
 Reflect on how the items on the
Distinguishes general
list facilitate cognitive and positive
learning processes as well
motivational processes as well as
as unique processes of
the varied resources of learning.
individual learners
Reflection Learning
Environment

Identifies teachers’ actions

that demonstrate value for
learning.

Enriching  Observe a class. Focus on the Learning

Learning lesson proper. Environment Establishes and maintains
 Make a matrix showing the consistent standards of
teacher’s activity, describing the learner’s behavior.
learning behaviors of the learners
and identify the corresponding
theories of the learning applied by
the teacher.
 On the column suggest an activity
that would promote better
learning. Indicate your reason for
the choice.
Creates healthy
psychological climate for
learners.

Competencies/Performance
 Focus Specific Task Learning Domain Indicators
Evidences

 Observe a class. Diversity of Learners Determines, understands

 Identify the lesson objectives, and accepts the learners’
learning activities, instructional diverse background and
materials and assessment tools experience.
employed by the teacher.
 Interview the teacher. Find out the Planning Develops and utilizes
Assisting a reason behind the use of the Assessing and creative and appropriate
Teacher observed learning activities and Reporting instructional planning.
the instructional materials.
 Reflect on the reasons cited by
the teacher.
 Request the resource teacher to
recommend a learner who needs Develops and uses variety
help/ assistance in a specific of appropriate assessment
concept/skills. strategies to monitor and
 Interview the recommended Curriculum evaluate learning.
learner to find out his/her
background, interest, needs and Demonstrates mastery of
difficulties. the subject matter.

 Assist the recommended learner/s Social Regard for Communicates clear

to improve/develop a specific Learning learning goals for the
concept/skill through the help of lessons that are appropriate
the resource teacher. for the learners.
 Write a narrative report of your
experience. Makes good use of allotted
instructional time.

Selects teaching methods,

learning activities and
instructional materials or
resources appropriate to
learners and aligned to
objectives of the lesson.

Demonstrates that learning

is of different kinds and
different sources.

Note:

The fields study teacher may decide-

1. To choose any or all of the suggested activities.

2. On the mode of implementing the tasks (i.e. individually, dyad, or by group).
3. On the time allotment for each activity to sufficiently cover the 17-hour requirement of the
course.

We are all teachers and we are all students. We all have something to give and
we all have something to learn.
- Diane M. Giuliano -
 ACTIVITY SHEET NO. 1a
MEANIGFUL LEARNING EXPERIENCES

Teacher Observed: Delia Banlaja School: Sta. Ana Elem. School

Class Observed: Grade VI-Acacia Subject: Mathematics
Date: Time:

Target Competencies
At the end of this activity, the FS 2 student will be able to
identify varied methods and strategies, instructional materials and
assessment tools used in the learning environment.

Special Tasks
1. Observe a class.
2. List down a) teaching methods and strategies, b)
instructional materials, and c) assessment tools used by
the teacher on the table below.

A. Teaching B. Instructional C. Assessment

Methods & Materials Tools
Strategies

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.
 3. What do you think is the importance of using varied a)
methods and strategies, b) instructional materials, and c)
assessment tools in teaching?
Answer:
Learning varies from one student to another. The methods that
are sometimes effective to some students might not work to other
students inside the classroom. That is why it is very important to
use varying methods and strategies as well as different instructional
materials and assessment tools in teaching. To fully facilitate
learning, teaching should not only be focus on the four corners of
the classroom and just sticking to the traditional methods of
teaching anymore. Strategies have been developed in order to
encourage a student-centered approach of teaching. By these
varying methods and strategies, instructional materials can be
altered to be more student friendly in order to encourage
participation and catch the students’ attention. To fully assess
students learning, it is also important to assess not only their
cognitive skills, but also their social, physical and emotional well-
being. By these varying methods and strategies, more innovative
instructional materials and less imposing assessment tools, the
teaching-learning process can be both positive and productive.
The teacher can create a well balance learning environment and a
classroom that is ideal to all types of students. The teaching-
learning process will create a conducive atmosphere that is very
crucial on being an effective teacher.
 ACTIVTY SHEET NO. 1b
MEANINGFUL LEARNING EXPERIENCES

Teacher Observed: Delia Banlaja School: Sta. Ana Elem. School

Class Observed: Grade VI-Acacia Subject:
Date: Time:

Target Competencies
At the end of this activity, you will be able to identify the
principles in teaching and learning used by the teacher.

Special Tasks
1. Observe at least three classes and describe the principles of
teaching and learning used by the teacher.
2. Observe the cognitive, metacognitive and motivational
processes in the classroom.
3. List down instructional materials used by the teacher to
facilitate learning.
4. Reflect on your learning.

QUESTIONS:
1. What principles in teaching-learning were commonly applied?
2. What instructional materials were used in teaching?

3. Which of the principles in teaching facilitate the cognitive,

metacognitive and positive motivational processes of teaching?
 Read an article on your answer. Paste a copy of such article here:

Scribble a
brief
reflection
on your
feelings
and
insights
from your

observational experience.
Reflection:
The teaching-learning process have clearly progressed through
time. By the difference of students now to the students before it is
very clear that it becomes more challenging for the teachers today
to encourage learning. I observed that technology plays a very
important role in today’s teaching-learning process but it also limits
the students’ efficiency when it comes to the step by step parts of
learning. They tend to multitask often than necessary which in turns
limits their efficiency in completing a task before starting a new one.
That is why instructional materials and assessment tools come in
handy every time. A teacher will have to be innovative and ready all
the time to fully catch the students’ attention because if you don’t,
your efficiency as a teacher also decreases.
ACTIVITY SHEET NO. 2
ENRICHING LEARNING
 Teacher Observed: Delia Banlaja School: Sta. Ana Elem. School
Class Observed: Subject:
Date: Time:
Target Competencies
At the end of this activity, the FS 2 student will be able to:
 Obtain information on the learning styles, multiple
intelligences, and needs of learners.
 Propose strategies to address the need of differently-
abled students.
Special Tasks
1. Observe a class.
2. Focus on the lesson proper.
3. Accomplished the attached matrix
Describe the Theories of Your own
Teacher’s Learning Learners suggested Reasons for
Activity Behaviors of the Applied by the activity that your choice
Learners Teacher would promote
better learning

CATHERINE M. BIDEZ
FIELD STUDY STUDENT

ACTIVITY SHEET NO. 3

 ASSISTING THE TEACHER

Teacher Observed: Delia Banlaja School: Sta. Ana Elem. School

Class Observed: Subject:
Date: Time:

Target Competencies
At the end of this activity, the FS 2 student will be able to:
 Determine, understand, and accept the learners’ diverse
background and experiences.
 Identify and analyze the factors to be considered in the
selection of learning experiences, instructional
materials, and assessment tools.
Special Tasks
 Observe a class.
 Identify the lesson objectives, learning activities,
instructional materials, and assessment tools employed
by the teacher. Accomplish the attach matrix.
Subject Matter Learning objectives Learning Activities Assessment Tools

CATHERINE M. BIDEZ
FIELD STUDY STUDENT
SELF-RATING COMPETENCY CHECKLIST
 (FOR STUDENT USE)

Name: CATHERINE M. BIDEZ Course: BEED-SPED

Yr. & Sec.:3rd yr.

Direction: Check ( ) the appropriate column that best describes

your current level of mastery of each listed competency.

COMPETENCY I cannot do I am I can do this I can do this

this yet learning but I need to very well.
how to do learn more
this and improve
Identifies varied methods and
strategies, instructional
materials and assessment
tools used in the learning
environment.
Distinguishes general learning
processes as well as unique
process of individual learners.
Identifies teachers’ actions that
demonstrate value for
learning.
Distinguishes general learning
processes as well as unique
learning process of individual
learners.
Explains the importance of
using varied learning
experiences.
States the significance of
using instructional materials
that provide meaningful
learning.
Describes the significance of
using varied assessment tools
in diverse situations.
Obtains important information
on the learning styles, multiple
intelligences and needs of
learners.
Proposes strategies to
address the needs of
differently-abled students.
Determines and accepts
learners’ diverse background
and experiences.
Identifies and analyzes the
factors to be considered in the
selection of learning
experiences, instructional
materials and assessment
tools.
Develops and utilizes creative
and appropriate instructional
planning.
Shows proofs of instructional
planning.
Uses appropriate assessment
strategies to evaluate learning.
Sets appropriate learning
goals.
Delivers accurate and updated
content knowledge using
appropriate strategies.
Engages and sustains
learners’ interest in the subject
through the use of meaningful
and relevant learning.
Selects, prepares, and utilizes
instructional materials
appropriate to the learners and
to the learning objectives.
Makes good use of allotted
instructional time.

SUGGESTED RUBRIC FOR THE PORTFOLIO (PRODUCT)

 Criteria Description
5 4 3 2 1
1. Contents of the Has 90-100% of Has 75-89%
portfolio the needed of the
content needed
content