wey REX FIELD STUDY I A GUIDE FOR 21st CENTURY STUDENT TEACHERS Greg Tabios Pawilen - Ericson M. Reyes John Amiel A. Rivera - Trixie Marie J. Sison First EditionThs text Sook fore mone Pilppne Cope 2019 guide st by Rex Bok tre, ne and asst ‘nd designed rag tabs Paion educator erksonM. Reyes. “al soamalatwere Stancard ‘tare Son a lS Aude 20 contr Stun Tene Fieon asour! —_isvsreattovonee ‘Gomer Yesbook £00057 0) Grog Tal Neiman Greg Tal Ftv 9. dy ok ser RS hh fic Eres M/W Non stu e887 ; Eavcator stthe asians ovianing uae sane to “SMORAYTA: 856 N. Reyes Sr. St, Sampaloc, Manda / Tel. Nos. 736-0169, 733-6746; Telefan: 736-4191 » RECTO: 2161-65 Freegom Bulding, CM. 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Recto St, Davao Cty, Davao / Tel Nos: (082) 300-5422, 305-5772; Telefax: (082) 221-0272 » GENERAL SANTOS: Aparente St. Daciangas, Network aa eee ory santo No: 8 508 p09 5472+ ZAMBOANGA rsp MAN CChicocx Camere 2aboans iy No. (0) 955-0887 “wwarexpaising dom ob Ti portion ofthis book may be copied of fyproduced ln books! pampble®, butnes, or nates—whether printed, werreogaphed, typewriten, photocopied, of Fan form=ordstbvigh or se, without the writen permission of ‘Re lanes ang muthoraThe ringer stl be proseciteainiommpance wh copie, edemark patent, end ther perenest ams. iTeRer nx oxscaim ‘ex Bok store in (RBS rt responsible othe ses Inept oF elent of he cel ses an fx thet of subsequent Hinks. These (iste bmn provided ass comeriene and fr femainal purpones ob Aiouh verified at he dt of pubes, te publisher cack reine tek these tna wit work alof the Sine nor oes haveconvaLover te aalabity cf inked pees. Moreover thepublser doe not warrant tes othe servers that mae ther ube ae ree of eso oer ham components Rex Book ‘SOSTI Inai docs ot wernt or make any rearesertations regringthe se the resis ofthe ue othe materi inthese tes ein te party ster interms ef tet carecinse, accuracy, mens, ely or otherwise tests Book Associtlon Memberships: PiioineBokselers sion (PBI: Book Development Assoaton athe Piping (DARL ‘riooeetoverona Pubes Aseiton PEA) Book Exporters Asean ofthe Plippines (BEAR) Academic Booksellers Assocton of te ‘Phnopnes ASAP; Carers erature Asotin ofthe Pipes, (LAP; Aslan Publahers Resources Ceres APRC) ‘P01 inernational Book Aisodaton Memberships: nteratios Publcer ezoation (MA: Aa acc Pulser Assocation (APA ASEAN (ook hiner horcon ABPA: Phiippne Bonk Publishing Development Federation Pbook) aberanos sdb ne erasure a mle?PREFACE CHAPTER I: CHAPTER I: (CHAPTER III: Content Knowledge and Pedagogy. Pedagogical Content Knowledge and Its Application across Curriculum Rescarch-based Instruction and Principles of Teaching and Leamning Positive Use of Information and Cottimunications ‘Technology. ‘Strategies for Promoting Literacy and Naineracy Strategies for Developing Critical and Creative Thinking, as weil a8 Higher-Order Thinking Skills 2 Mother Tongue, Filipino, and English in Teaehing and Leaming Classroom Communication Strategies ‘The Learning Environment Learner Safety and Security Fair Learning Environment Management of Classroom Structure and Activities Support for Learner Participation Promotion of Purposive Learning Management of Leamer Behavior Diversity of Learners. Leamer’s Gender, Needs, Strengths, Interests, and Experiences Leamers’ Linguistic, Cultural, Socio-economic, and Religious Backgrounds ‘Leamers with Disabilities, Giftedness, and Talents Leamers in Difficult Circumstances ‘Leamers from Indigenous Groupsili a tilt Lalli CHAPTER IV: CHAPTER V: CHAPTER VI: CHAPTER VII: ‘Curriculum and Planning Planning and Management of the Teaching and Learning Process Aligning Learning Outcomes with Leaming Competencies Relevance and Responsiveness of Learning Programs Enriching Teaching Practice through Professional Collaboration Utilizing Teaching and Leaming Resources and ICT Assessment and Reporting Design, Selection, Organization, and Utilization of Assessment Strategies Monitoring and Evaluation of Learner Progress and Achievement Feedback to Improve Leaming ‘Communication of Learner’ Needs, Progress, and Achievement to Key Stakeholders Use of Assessment Data to Enhance Teaching and Learning Practices and Programs ‘Community Linkages and Professional Engagement. Establishment of Learning Environments That are Responsive to Community Contexts , Engagement of Parents and the Wider School ‘Community in the Educative Process Professional Ethics School Policies and Procedures Personal Growth and Professional Development. Philosophy of Teaching Dignity of Teaching as a Profession Professional Links with Colleagues Professional Reflection and Learning to Improve Practice Professional Development Goals 168PREFACE ‘Teaching and learning in the 21st century require new knowledge and skills for teachers to become effective curriculum and instructional leaders in schools. They need to address the needs, interests, learning styles, thinking preferences, and exceptiotialities of various students and find ways to effectively engage them in meaningful learning. Teachers also need to integrate technology in their classes. As teachers in 2st century classtooms, they need to develop their level of pedagogical content knowledge (PCK). This textbook on Field Study I was conceptualized to immerse student teachers to actual classroom situation and learning environment where direct observation of teaching and learning focuses on the application of educational theories. It will guide student teachers in developi their level of pedagogical content knowledge, classroom management, and skills in assessment to effectively implement the K-12 Basic Education Curriculum. The lessons and activities were designed to meet the demands and requirements of the new teacher education curricutum following the outcomes-based education paradigm prescribed by the Commission ort Higher Education (CHED Memorandum Orders Nos. 74-80 & 82, series of 2017). The textbook was also aligned to the new Professional Teacher Standards in the Philippines. ~ As an instructional material, this textbook allows the student teachers to: reflect on the different educational theories and principles; ‘observe classes and best teaching practices; interact with students; evaluate instructional materials and assessment tools; arid * analyze curriculum documents and lessons. This textbook is a gift to Filipino student teachers!CHAPTER | Content Knowledge and Pedagogyat the ‘obtaining ‘Aware 101 Ericson | from Dor includes manitorin Pian for T Research John Am Profession ‘graduate his Bache ‘Trixie Ma Educator eoucation University ‘Araneta ( these is f Education Network Chilchoos Pedagogical Content Knowledge and Its Application across the Curriculum This lesson will guide you in understanding content knowledge, pedagogical knowl and curricular knowledge. It will help you analyze the importance of content knowledge its application to teaching and Jearning. The objectives of this lesson are the following: 1. differentiate content knowledge from pedagogical knowledge and knowledge: 2. observe how teachers align the content of the lesson to the curriculum; and 3. analyze the benefits of pedagogical content knowledge. Education Theory ‘The mastery of content and comprehensive pedagogical content knowledge (PCK) of subject area is one of the competencies expected in a teacher education graduate (CHED 201 ‘Shulman introduced PCK in 1986 and defined three categories of teacher's knowledge that: essential in teaching and learning. These are the followin; + Content Knowledge — the knowledge of the subject matter or academic course to taught or expected to be learned by students, which requires understanding of concepts, or principles. + Pedagogical Knowledge — the knowledge of teaching, which includes methods strategies of formulating the subject matter to make it more comprehensible to learners. + Curricular Knowledge the knowledge of the curriculum, which is represented full range of programs designed for teaching a particular subject/course at a gi level. PCK is the blending of content knowledge and pedagogical knowledge that is among teachers. It is the type of knowledge in which the teacher relates his or her pedag knowledge to the content knowledge to make the lesson more relevant and comprehensible learners. While itis important for teachers to have mastery of content and pedagogical skills, it also essential to have curricular knowledge to deliver the content effectively. Choppin (2 emphasized that the notion of curricular-context knowledge has the potential to be a tool explore how teachers develop and connect content knowledge, pedagogical content knowl and curricular knowledge in practice. As a teacher, you should familiarize yourself with DepEd’s K to 12 Basic Educ Curriculum, 2. | FIELD STUDY I: A Guide for 21st Century Student Teachers ‘Observation A. Write down the information asked and answer the.succeeding questions based on your Class observation. ‘Name of Teacher: Date and’Time of Observation: Educational Background: Assigned Grade and Section:, Assigned Subject/s: Relevant Trainings Attended: ‘Are the teacher's background and qualifications aligned with the subjects he or she is assigned to teach? Does he or she use the K to 12 curriculum guide ini preparing a'lesson plan? Does he or she consider the learner's prior knowledge in designing a lesson plan? Does he or she use varied teaching strategies to deliver the subject matter? Does he or she conduct research in planning for hi8 or her lessons? ‘Chapter I: Content Knowledge and Pedagogy . | 3B. Check (¥’) the box that corresponds to your class observation. Write your remarks in rightmost column. Explains the subject ‘matter a. Clearly b. Accurately ©. Comprehensively Relates the subject matter with previous lessons that have been taught or future lessons to be taught Presents facts, theories, and concepts to support the validity of content Manifests understanding of the learners’ background in relation to the subject matter Utilizes appropriate pedagogical strategies in the delivery of the subject matter Integrates appropriate technology tools specific {o the subject matter to be taught Promotes inquiry-based learning to develop higher order thinking skills and/or 21st century skills Uses appropriate languages to make subject matter delivery more comprehensible FIELD STUDY I: A Guide for 21st Century Student Teachers‘Shows skills in the use of information ‘and communications technologies (ICT) to facilitate teaching and learning Uses effective verbal and non-verbal forms of communication strategies to promote meaningful learning Other comments: Processing ‘A. Based on what you have observed in class, explain the importance of the different kinds of knowledge. : 1. Content knowledge Chay ott Kowa nd Pdaaney” || 5‘What do you think were the strategies used by the teacher to enrich his or her mastery: the subject matter? ‘What do you think were the strategies used by the teacher to enrich his or her pedagogi knowledge?Reflection Complete the following: 1. ' realized that, ‘When I become a teacher, I willResearch-based Instruction and Principles of Teaching and Learning Research-based instruction and the principles of teaching and leaming are esses in planning instruction. This lesson is designed to help you understand how research- instruction and the principles of teaching and learning can improve the teacher’s peda, content knowledge (PCK) and student's learning. The objectives ofthis lesson are the followi 1. analyze the importance of research-based instruction and the principles of tes and learning; observe how these can enrich teacher’s pedagogical content knowledge and student's learning; recognize their effect on learners; and examine how various theories and principles are applied in planning instruction. Education Theory The K to 12 curriculum shall be leamer-centered, relevant, responsive, and reses based. As stated in RA 10533 otherwise known as the Enhanced Basic Education Act of 20) it shall promote the use of pedagogical approaches that are constructivist, inquiry reflective, collaborative, and integrative. These principles and approaches, which are typi derived from empirical researches, theoretical claims, practical experiences, and ideological Philosophical beliefs shall serve as rules or guiding principles that will direct teachers int attainment of a particular outcome. Research-based instruction and the principles of teaching and learning are to be taken a strategy that promotes the use of empirical evidences, scientific findings, theoretical cl Quantitative data, or practical experiences to inform the content of lessons and instructio strategies. The data on students’ poor academic performance, for example, can be analyzed identify the problem and determine appropriate strategies to prevent similar cases in the The application of research-based instruction and the principles of teaching and learning do not only transmit the knowledge based on existing theories and principles but also transfor these into new knowledge. Camegie Mellon University (2016) articulates the following research-based pri and strategies that can make teaching effective and efficient: 1. acquiring relevant knowledge about the student and using that knowledge to infor our course design and classroom teaching: aligning the three major components of instruction: learning objectives, assess and instructional activities; FIELD STUDY I: A Guide for 2st Century Student Teachersarticulating explicit expectations regarding learning objectives and policies; recognizing and overcoming our expert blind spots; 3 . 4. prioritizing knowledge and skills we choose to focus on; 5. 6. . _ adopting appropriate teaching roles to support our learning goals; and 7. progressively refining our courses based on reflection and feedback. In 2016, the Departnient of Education (DepEd) adopted thé Basic Education Research Agenda (BERA) by virtue of DepEd Order No. 39, series of 2016 to provide guidance to DepEd and its stakeholders in the conduct of education research. It serves as a guide for edueation researchers who seck to 1, build gains from existing research; 2. _ generate new knowledge on less explored, but priority fields of basic education; 3. systematically focus DepEd’s attention on relevant education issues; and 4. maximize available resources for research inside and outside the Department. Observation A. Answer the following questions based on your ¢lass observation. 1. Does the school promote research culture among the teachers? How? Do the teachers undertake research activities to enhance their pedagogical content knowledge? What are these activities? te ‘Are thé tachers aware of the standards, principles, and pedagogical approaches behind the K-12 curriculum?4. Do the teachers integrate research findings, empirical evidence, and theories support validity of content to be taught? How? i This text | guide ste and asst Hl Do the teachers use varied teaching approaches based on K-12 curriculum principl How? i if J Ericson) B. Check (V) the box that corresponds to your class observation. You may write yé incudes comments in the Remarks column. 1, Administers diagnostic exam ‘to-assess the students’ prior knowledge ‘ 2. Prepares a lesson based on the students’ needs 3. _ Relates the topic to students’ these is | interest to motivate learners 4. Contextualizes the content of the lesson according to students? background Educator Network ‘Chidhoot 5. Articulates a clear set of learning objectives 6. Provides varied activities to support learning objectives 7. Draws on relevant bodies of knowledge to make the lesson ‘more relevant } 8. Reflects on teaching, methodology and strategies used for effectiveness 10 | FIELD STUDY: Guide for 21st Century Student Teachers‘Examines the students” previous performance to modify learning objectives and content of the lesson, including the teaching strategy used Aligns assessment tasks and instructional activities with the learning objectives ‘What are the research-based instructional strategies applied by the cooperating teacher? ‘Write your answers inthe space below. Processing Read carefully and answer the following questions based on, what you have observed in class, 1. How do research-based jnstructional- strategies entich the pedagogical content knowledge of teachers?2. How do research-based instructional strategies affect the students’ learning? 3. What do teachers need to do to improve their research skills? Reflection Complete the following: 1, Trealized that believe that 12 | FIELD STUDY I-A Guide for 21st Century Student Teachers‘When I become a teacher, I will‘Teachers play acritical role in supporting learners to face challenges and seize: in the digital world (UNESCO 2018). This lesson will help you ascertain how to demons skills using technology to promote qualty-learing outcomes. The objectives of this lesson ‘observe the proper use of ICT in teaching and learning; and understand how technology can improve teaching and learning. Education Theory One of the 21st century skills that student literacy skill that comprises information lite Mishra and Koehler (2006) define technological knowledge (TK) as knowledge Gifferent technologies from traditional materials such as books, chalk, and blackboard nore advanced technologies ike digital technologies that involve skills required to hardware and software and the ability to adapt to new technologies regardless of type. Mi Fre. TPACK Pamevat 44 | PELDSTUDYI:A Cue oan Cay Shae TacnenRelatively, due to rapid development of technologies, there is a need to have a clear vision of the role of teachers in hamessing the power of ICT in the classroom and beyond (UNESCO 2011). Thus, the UNESCO ICT Competency Framewotk for Teachers (ICT-CFT) was created to help countries develop a comprehensive national ICT competency policy and standard. UNESCO Bangkok in partnership with the Commission on Higher Education (CHED) addressed this vision by integrating the ICT competency standards for teachers in the revised undergraduate teacher education program of 2017, which aims to build teacher education graduates’ ability to apply ICT to promote quality, relevant, and sustainable educational practices. ‘ To provide public school teachers with appropriate technologies to enhance the teaching and learning process and meet the challenges of the 21st century, the DepEd implemented the DepEd Computerization Program (DCP) in 2010 by virtue of DepEd Order No. 78. The objectives of the DCP are as follows: provide computer laboratory packages to secondary schools; provide e-classrooms to elementary schools; provide laptop units to mobile teachers; integrate ICT in the school system; raise the ICT literacy of learners, pupils, students, teachers, and schools heads; and reduce computer backlog in public schools. Observation ‘A. Familiarize yourself with ICT facilities and tools for teaching and learning. Check if the following items are available. Provide a description for each in the rightmost column. ‘Computer Lab/Computer Room ‘Audio-Visual Room Laptopideskiop Printer ‘Scanner LCD projector ‘Audio equipment LCD/LED TV Chapter: Content Knowledge and Pedagory | 15Internet access ‘Computer hard drives and storage devices (e.g., compact disc, flash drive/USB, portable drive) Tablets, mobile phones, or other mobile devices Others: Interview the cooperating teacher. Ask the following questions. 1. Does the school have specific ICT policies and standards? ‘Are thé teachers aware of the school’s ICT policies and standards? ‘Does the school provide ICT training for teachers? Does the school provide the necessary ICT tools and digital technologies to teaching and learning activities?‘Are the students provided with equal opportunity to use the computérs and other digital jechnologies? ‘Ae the teachers knowledgeable on how to.operate a laptop/compister and other . digital technologies for teaching ‘and learning? Other comments and observations: C. Check (/), the box that corresponds to what you Have observed in class. Write your remarks in the last column, Domain 1: Understanding ICT in Education ‘Demonstrates awareness of policies affecting ICT in education Complies with ICT policies as they affect teaching learning Contextualizes ICT policies to the learning. environment Domain 2: Curriculum and Assessment Demonstrates an understanding of concepts, principles, and theories of ICT systems as they apply to teaching-learning Evaluates digital and non-digital leaming Fesources in response to students’ diverse needs Develops digital teaming resources o enhance teaching-learning ‘Chapter: Content Knowledge and- Pedagogy” | 27°‘Uses ICT as a tool to develop 21st century skills: Information, Media and Technology Skills, ‘Learning and Innovation Skill, Life and Career ‘Skills, and Effective Communications Skills Domain 3: Pedagogy Applies relevant technology tools for classroom activities Uses ICT knowledge to solve complex problems and support student collaborative activities ‘Models collaborative knowledge construction in face-to-face and virtual environments Domain 4: Technology Tools ‘Demonstrates competence in the technical operations of technology tols and systems as they apply to teaching and leaming Uses technology tools to create new learning ‘opportunities to support communities of learners Demonstrates proficiency in the use of technology tools to support teaching and learning Domain 5: Organization and Administration ‘Manages technology-assisted instruction in an inclusive classroom environment Exhibits leadership in shared decision-making using technology tools Domain 6: Teacher Professional Learning Explores existing and emerging technologies to acquire additional content and pedagogital knowledge Utilizes technology tools in creating communities of practice Collaborates with peers, colleagues, and stakeholders to access information in support of professional learning. FIELD STUDY I: A Guide for 21st Century Student Teachers‘Domain 7: Teacher Disposition ‘Demonstrates social, ethical, and legal responsibilities in the use of technology tools and resources ‘Shows positive attitude towards the use of technology tools Source: Commision on Higher Education. 2017. CHED Memorandum Order No. 75, series of 2017: Policies, Stnards, and Guidelines for Bachelor of Secondary Education Program, pp. 71-73. Processing. Read carefully and answer the following questions based on what you have observed in class. 1. What are the problems or challenges in integrating ICT in teaching and leaming? a ‘What are the challenges encountered by students in using ICT tools and other forms for digital technologies? In what domain/s of ICT competency standards for teachers do teachers need improvement? Why? Comper Cite Kaowidg a Peagony | 194. - How will you promote the positive use of ICT to your students? Reflection Complete the following: 1. [realized that 2. [believe that 4, When I become a teacher, I will 20 | FIELD STUDY I-A Guide for 21st Century Student Teachersoes Strategies for Promoting Literacy and Numeracy This lesson presents the teaching strategies that augment literacy and numeracy skills It will help you analyze how different strategies are employed: in integrating literacy and ‘numeracy in teachirig. The objectives of this lesson are the following: 1. define the terms “numeracy” and “literacy”; 2. observe how literacy and numeracy are integrated in teaching and learning; and 3. identify strategies in promoting literacy and numeracy. Education Theory One of the target goals specified under Global Goals 4.6 is to ensure that all youth anda Sustainable proportion of adults, both men and women, achieve literacy and numeracy by 2030, To achieve this goal, teachers who serve as forefront of teaching literacy and numeracy should bbe equipped with knowledge on strategies that promote literacy and riumeracy skills. Literacy and numeracy skills are the foundational skills that learners need to develop to succeed in life. These basic skills refer to the student’s ability to understand the effective use of language and communication skills (reading, writing, listening, and speaking) and mathematical concepts (number sense, addition, subtraction, multiplication, division, decimals, fraction) that are useful in everyday life. According to Wyatt-Smith et al. (2011), literacy and numeracy education is core in quality learning across all phases. -of schooling and all curriculum areas. ‘This means that the teacher's role in instigating literacy and numeracy is significant o improve student's academic performance. Knowing how literacy and numeracy are taught under the K-12 curriculum and understanding the learner's competence are essential in identifying appropriate strategies to promote literacy and numeracy among the students, The following are some of the strategies that can be used to promote literacy in teaching and learning: 1. _ brainstorming and discussion; cooperative learning; inquiry-based leaning; problem-based learning; using visuals, semantics, and graphic organizers; ‘promoting journal and writing; ‘Chapter 1: Content Knowledge and PedagogyABOUT He This text 8. oe ade se 9. coopent cesgret 10. somo mt i. Seat asout? reg Tw 1 seers | care | eee | Seng 2 aly Ercson : rom Dot || wrouses ng montomn | ccm 4 Rett. og seeez ” son Aer 5. protease | ll feo fe Tisieme Eee“ eaucator |” Umesn wane | organizing games, role playing, drama, and charades;, using music, rhythm, and dance; * conducting experiments and practical experience; ‘storytelling; and using audio and video materials. Meanwhile, below are the strategies for building numeracy in different learning using concepts of time, numbers, dates, and sequencing events in teaching Hit Social Studies, Values Education, and ICT; ‘measuring distance, volume, weight, and height and using percentage calculation in teaching Science and Mathematics; collecting, comparing, and interpreting data in teaching Science, Social Studies, and TLE; using graphs and diagrams in teaching Mother Tongue, English, Filipino, Education, Mathematics, and TLE; using game scores, dance steps, and rhythm in teaching MAPEH; and using play money in teaching financial literacy in TLE, Mathematics, and Si Studies. In 2015, the DepEd issued guidelines on the Early Language, Literacy, and Ni Program: Professional Development Component (DepEd Order No: 12) in line with President Benigno S. Aquino IIl’s ten-point agenda that “every child should be a reader comet Grade 1.” Its primary goal is to develop the Filipino children’s literacy and numeracy skills Networe i i attitudes toward lifelong leaning. oO: Observation ‘A. Foreach given domain, write down the literacy strategies used by the cooperating during your class observation . | i Oral Language Phonological Awareness Book and Print Knowledge Alphabet Knowledge 2. 3. 4, 5 Phonics and Word Recognition iH 22 || rIELD sTuDy:A cue frais Cemmy Shien TchrFluency Speling ‘Writing and Composition ‘Grammar Awareness and Structure ‘Vocabulary Development Reading Comprebe Listening Comprehension ‘Source: Departnent of Education, 2016. K-12 Curriculum Guide for Engi Write down the numeracy strategies used by the cooperatirig teacher during your class observation in the following subjects. Language (English/Filipina/mother tongue) Mathematics Science History/Araling Panlipunan/Social Studies Yalues Education/Conduct Education ‘Computer/ICT ‘Music, Arts, Physical Education, and Health (MAPEH) ‘Technology and Livelihood Education Others: Processing Read carefully and answer the following questions based on what you have observed in class. 1. How can literacy affect one’s life?How important is numeracy in our daily life? How can literacy and numeracy improve the leamer’s academic performance? In the absence of digital technologies and printed materials, what do you think the strategies you can use to promote literacy and numeracy? Reflection ‘Complete the following: 1, Trealized that 2. [believe that 24 | FIELD STUDY I-A Guide for 21st Century Student TeachersI feel that ‘When I become a teacher, I will Chute Cait Kaci and Hiugosy | 25adhe. Strategies for Developing Critical and Creative Thinking as well as Higher-Order Thinking Skills This lesson will guide you in understanding how teaching strategies develop critical. creative thinking as well as higher-order thinking skills (HOTS). The objectives of this are the following: 1. _ observe how teachers apply HOTS in formulating lesson objectives and asses 2. identify the strategies that enhance the students’ HOTS; and. 3. recognize the importance of HOTS in teaching and learning. “ Education Theory Higher-order thinking skills (HOTS) is a concept of leaming based on c processes that are beyond the basic thinking skills classified in Bloom's taxonomy. Bi Bloom’s taxonomy of cognitive domain, thinking skills are organized into six major cl and presented in hierarchical order (see Table 1). The hierarchical presentation suggests leamers should master lower level thinking skills such as knowledge, comprehension, application before they can demonstrate HOTS such as analysis, synthesis, and eval Anderson and Krathwohl revised Bloom’s taxonomy of educational objective in 2001. led them to provide six categories of the cognitive process dimension and related co; processes (sce Table 1) and offer active verbs for each level to help teachers in writing objectives. Table 1. Taxonomy of Educational Objectives: Cognitive Domain Evaluation Create —put elements together to form a coherent functional ‘Whole; reorganize elements into a new pattem or structure (Keywords: hypothesizing, designing, constructing) Synthesis Evaluate make judgment based on criteria and standard HIGHER, (Keywords: checking, critiquing) ORDER ea Analysis ‘Analyze — break material into its constituent parts and determine how the parts relate to one another and to an 0\ structure or purpose (Keywords: differentiating, organizing, attributing) 26 | FIELD STUDY: A Glide for 21st Century Student Teachers‘Application ‘Apply — carry oat or use procedure in a given situation (Keyviords: executing, implementing) ‘Comprehension | Understand — construct meaning from instructional messages, including oral, written, and graphic communication (Keywords: interpreting, exemplifying, classifying, summarizing, inferring, ‘comparing, explaining) Knowledge ‘Remember — retrieve relevant knowledge from long-term ‘memory (Keywords: recognizing, recalling) Relatively, critical and creative thinking are considered to be HOTS as they require a ‘more complex level of thinking. Critical thinking is the ability to make logical, rational, and reasonable judgment using HOTS such as. analyzing, synthesizing, and evaluating béfore ‘making conclusions. Creative thinking, on the other hand, is the ability to become resourceful, open-minded, innovative, and adaptive in addressing problems; it involves HOTS such as analyzing, designing, composing, and constructing to generate ideas or create something new. The following are.some of the strategies to’enhafice HOTS of stidents as suggested by Collins (2014): 1. teach the language and concept of higher-order thinking; encourage questioning and discussion to tap into particular HOTS; 2. 3. teach subject concepts to connect students; 4 provide scaffolding by giving student support at the beginning of the lesson such as visuals, graphic organizers, and problem-solving tasks; and ‘encourage higher-order thinking to foster deep conceptual understanding. Observation ‘A. Ask the cooperating teacher to show his or her lesson plan to you. Review the objectives of each lesson in the lesson plans, Provide examples of educational objectives based on the following HOTS: ‘Chapter I: Content Knowledge and Pedagogy | | 27hi 2. believe that Hil HE a Es 3. [feel that HL I il 1 4, When I become a teacher, I will ad (EH ast Pb Hilt Ali 30 | FIFLDSTUDY :A ue fr 21 Com Suen TechsMother Tongue, Filipino, and English in Teaching and Learning Mother tongue, Filipino, and English are the mediums of instruction (MOIs) used to deliver the content of the K to 12 curriculum. This lesson examines the importance of the use of mother tongue, Filipino, and English in facilitating teaching and learning process. The objectives ofthis lesson are the following: ; observe how teachers use mother tongue, Filipino, and English as MOIs; determine how instruction plans are designed in line with the principles of mother tongue; and recognize the importance of the use of mother tongue, Filipino, and English in teaching and learning. Education Theory Mother Tongue Based-Multilingual Education (MTB-MLE) under the K-12 basic ‘education program was institutionalized in 2009 through DO No. 74, series of 2009. MTB-MLE aims to improve the students” learning as well as their cultural awareness by understanding the language. Section 4 of the Republic Act No. 10533, otherwise known as Tle Enhanced Basic Education Act of 2013, provides that basic education should be delivered in languages understood by the leamers as it plays a strategic role in shaping the formative years of leamers. Mother tongue is used as a medium of instruction in teaching Mathematics, Araling Panlipunan, Music Arts, Physical Education and Health (MAPEH), and Edukasyon sa Pagpapakatao in Grades 1 and 2. It is also taught as a separate learning area in Grades 1 and 2 as provided in DepEd Order No. 31, series of 2013. Aside from mother tongue, Filipino and English are also introduced in Grade 1 as separate subjects with focus on fluency and as MOIs from Grade 4 onwards. Relatively, 12 major languages or Lingua Franca are specified in DO No. 16, series of 2012 as learning areas and MOIs. These are Tagalog, Kapampangan, Pangasinense, loko, Bikol, Cebuano, Hiligaynon, Waray, Tausug, Maguindanaoan, Maranao, and Chabacano. In addition, seven other languages were identified as MOls in various regions per DO No. 28, s. 2013. These are Yoanag (Region II - Tuguegarao City, Cagayan, Isabela), Ivatan (Region II - Batanes Group of Islands), Sambal (Region Il - Zambales), Aklanon (Region V1 —Aklan, Capiz),.Kinaray-a (Region VI — Capiz, Aklan), Yakan (ARMM (Basilan)), and ‘Surigaonon (CARAGA-Surigao City and provinces). Caper Cote Kowiedge and Peanity: | 31Mother tongue, Filipino, and English as MQls are also ‘offered as learning areas under thé K-12 curriculum with focus of oral language, phonological awareness, book and. print knowledge, alphabet knowledge, phonics and word recognition, fluency, spelling, writing and composition, grammar awareness, and structure, vocabulary development, reading comprehension, listening comprehension, attitudes towards language, literacy and literature, and study strategies. , Observation A. . Conduct a survey of languages used by students and teachers at home and school. Answer the following questions: Do the teachers of kindergarten and elementary students have a copy of the téacher’s guide and learning materials for mother tongue, Filipino, and English? Are the teacher’s guide and learning materials translated in mother tongue? Are there’ sufficient references for the teaching. of mother tongue, Filipino, and English? ‘Are teachers well-informed on and trained in the teaching of mother tongue, Filipind, and English? 5. Do the teachers speak or understand the identified regional language of instruction? a |} up sTUDY Acute en Cry Set eth6. Do the leamers speak or understand the language of instruction used by teachers in the implementation:of MTB-MLE? 7. Do the leamers have access to learning resources and materials? C. “Conduct an observation of teachers in mother tongue, Filipino and English classes. Identify the strategies used to motivate or arouse the interest of learners in the following language literacy domains. Write your observations in the Remarks column. . pai lai | 1. Oral Language 2. Phonological Awareness ‘Book and Print Knowledge: Alphabet Knqwledge Phonics and Word Recognition Fluency Spelling ‘Writing and Composition ‘Grammar Awareness and Structure ‘Vocabulary Development Reading Comprehension Listening Comprehension Processing ‘A. Based on what you have observed in class, identify the benefits of using mother tongue, Filipino, and English as MOIs. 1. Mother tongue ‘Chapter I: Content Knowledge and Pedagogy | 33Filipino Based on what you have observed in class, identify the strategies to improve the teacher’s ability to help students understand mother tongue, Filipino, and English. Explain how mother tongue can enrich cultural awareness of both teachers and students, Reflection Complete the following: 1. Trealized that 34 | FIELD STUDY I-A Guide for 21st Century Student Teachers} : I Thelieve that 2,@eeg €S Ge. bs Classroom Communication Strategies Communication plays a fundamental role in our daily lives, most especially in teaching and earning. This lesson distinguishes numerous verbal and non-verbal classroom communication strategies that support leamer understanding, participation, engagement, and achievement. The objectives of this lesson are the following: 1, differentiate verbal from non-verbal communication; 2. observe how communication strategies are used in the classroom; 3, determine how communication strategies support the learners’ understanding of the lesson; and Education Theory ‘Communication skill is one of the 21st century competencies It is essential in exchanging information between people. Communi earning easier. ‘makes teaching and ‘Communication may occur between individuals, groups, organizations, and social classes regardless of their complexities, distance, space, and time (Rosengren 2000). In a classroom setting where the teacher usually plays the role as conveyor of message or information, his or her ability to communicate with the learners is very essential in order to engage them in class discussion. According to Rocci and de Saussure (2016), verbal communication is arguably the most pervasive form of communication especially in the huge gamut of communication phenomena where spoken and written language combines with other modalities such as gestures and pictures. There are two known forms of verbal communication: 1. Oral Communication — a communication through spoken words done face-to-face, in video chat, or on a telephone call. 2. Written Communication — a communication through the use of written or printed documents, emails, fax messages, SMS/text messages, or online messaging/chat. ‘Non-verbal communication, on the other hand, is the process of communication that does not use any oral or written words. Communication in this form takes place with the use of signals, behaviors, expressions, or movements. Hall and Knapp (2013) identify the modalities of non-verbal communications in the following forms: 1, facial behavior 2. vocal behavior 36 | FIELD STUDY!I:A Guide for 21st Century Student Teachers- gesture and body movement eye behavior face and body physiognomy (nonverbal cues for trait impressions) proxemics and haptic interaction (the closen¢ss continuum) Observation ‘A. Identify the verbal and nonverbal forms of communication used by teachers and students in the classroom. Check (7) the box that corresponds to what you have observed in class.’Write your remarks in te last column, ‘Communicates with a friendly tone ‘Thinks before speaking to avoid utterance of irrelevant words’: - Speaks clearly and articulately delivers the message he or she is trying'to convey ‘Speaks with confidence (Chapter I: Content Knowledge and Pédagogy | 37‘Demonstrates ability to produce intelligent and fluent discourse Demonstrates skills in written ‘communication ‘Demonstrates proficiency in oral ccdmmunication “Manifests positive attitude towards students (Other comments and observations: Processing Read carefully and answer the following questions based on whiat you have observed in class. 2 1. “How important, are the verbal and non-verbal forms ‘of communication to the teachers?How do verbal and non-verbal forms of communication affect the students" learning? Saar ae Ce Oe Fac nnn ces ni eeet ee ee ene Seer ee a ‘What forms of communication do the teachers and the students need to improve on? Reflection Complete the following: | 1 realized that‘When I become a teacher, I will fa | mm sTuDy HA aie eae Cony Sn TesCHAPTER II The Learning Environment._, For teachers to be effective and for students to les Well, a safe and secure leaming envitonitient should be established. The objectives of this lesson are the following: 1... identify safety and security policies and practices in a learning environment; 2.» ‘observe how safety and security policies are practiced in a learning environment; and : 3. reflect on how safety and security practices impact teaching and learning. Education Theory Learning environment refers to any context in which learning is supposed to take place: It may refer to a physical space like a classroom, laboratory, or any room. it may also refer to a non-formal leaning environment such as distance learning and online of virtual leaming where the teaching-learning process occurs (Bernard 2012). In other words, leaming ‘environment is more than just physical components. It refers to any space where the needs of leamers are addressed, interactions occur, and relationships are established in order for learning to effectively take place. Environment plays a vital role in learning (Hannah 2013). For learning to take place, it is important that certain needs are met. Students will have a difficult time focusing on their studies if their minds are preoccupied with matters other than the lesson being taught. Psychologist Abraham Maslow formulated’a hierarchy of needs. It states that each level should be fulfilled in order to progress to the next stage. Two of the basic needs identified by Masiow are seturity and safety. Students should be in an environment where they are free ‘to move, talk, and interact with others without compromising their physical, psychological, and emotional health. This can be done by making sure that Foutines are established, rules are clearly defined, and policies are explicitly explained. Knowing what to expect provides students an opportunity to manage behavior as they deem ft in a predictable learning environment (Burleson and Thoron 2014).Observation Check (/) the box that corresponds to the learning environment of the class you have is clean and orderly hhas policies that.ensure the safety and security of students has spice where students can play displays work of students allows students to freely express their thoughts and ideas ‘gives students an opportunity to take part in the formulation of classroom rules and policies hhas teachers who are calm and respectful encourages students to explore and leam on their ‘gives students opportunities to correct mistakes ‘encourages students to resolve conflicts peacefully Processing Read carefully and answer the following questions based on what you have observed in class. 1. What features of thie learning environment have significantly contributed to. the students’ learning? (Chapter I: The Leaming EnvironmentIn your opinion, how can the school’s learning environment be improved? How does Maslow’s theory explain the importance of security and safety in ensuring that learning will take place? cae 44 |. FIBLD STUDY IA Guide for 21st Century Student Teachers ee eee ee‘Chapter It: The Learping Environmentsin TS C—O ‘This lesson emphasies the importance of having a fair learning environment, The objectives of this lessons are the following: explain the concept of a fair learning environment; discuss how inclusive pedagogy promotes a fair learning environment; and reflect on how a fair learning environment contributes to the students’ academic performance. Education Theory ‘The goal of any teacher is to provide the students with a safe learning environment. To make students feel safe, they should be allowed to be themselves, make mistakes, and be in an environment that is fair, A fair learning environment does not espouse teaching that uses the same mode of delivery for all lessons or topics. It also does not impose the same expectations for all students. Furthermore, it does not provide students the same academic experiences all the time, On the contrary, a fair learning environment provides students with lessons, strategies, and challenges that will address their individual needs. Inequalities in the classroom often occur when the teacher gives utmost importance to academic achievements, thereby alienating other students who are not as gifted academically. ‘A fair learning environment uses an inclusive pedagogy where students are provided with varied experiences, activities, and opportunities (Spratt and Florian 2013). Inclusive pedagogy as espoused by Hart et al. (2004) promotes a fair learning environment because it gives the students a chance to learn from a range of opportunities and experiences provided by the teacher. : In other words, the teacher should adopt various teaching techniques to suit the different learning capabilities of the students. Observation ‘Check (¥’) the box that corresponds to your class observation and answer the succeeding questions. 5 The teacher provides students opportunities to make mistakes. ‘The teacher knows the students well a | HELD STUDYE:A ue fr 21s Cy Std Tah‘The teacher provides a wide range of options from which students can choose from in order to engage in an actiyity The students are‘allowed to engage in a variety of experiences to earn a new concept or skill. The shidents are encouraged to express themselves, The teacher extends the lesson so that all students benefit from it, The teacher utilizes various ways of determining how students learn, 1. What can you say about the teaming environment? 2. How cam the teacher further promote a fair learning environment? Processing © Read carefully and answer the following questions based on what you have observed in class. ‘How does a fair learning environment affect the way children learn? Chapter il: The Learning Environment | 47Reflection Complete the following: 1. Trealized that believe that When I become a teacher, I will 48 |. FIELD STUDY I: A Guide for 21st Century Student Teacherseae Management of Classroom Structure and Activities To promote an.effective learning environment, teachers should be able to manage the physical structure of the classroom and activities well. This lesson explores classroom management as a key to effective teaching. The objectives of this lesson are the following: 1. observe how teachers manage classroom structure and activities: 2. determine how the classroom structure and activities affect the students’ participation; and 3. lean how to effectively manage classroom structure and activities. Education Theory According to Robert Sommer (1977), the classroom layout depends on the teacher’s philosophy, objectives, activities, arid priorities ‘Teachers who believe that children lear best by listening usually arrange desks and chairs in rows and columns, On the other hand, teachers who believe that students should collaborate and communicate arrange desks and tables in clusters. Aside from the teacher's philosophy, learning activities also affect how the physical space is set up. Ifthe activity requires students to work together, then there should be areas where they can work as a group. However, if students need to do their work individually, then the chairs and tables should be arranged in rows and columins (Fernandes et al. 2011). Priorities and objectives also dictate how a class is structured, Gremmen, et al. (2016) identify acadeniic and classroom management as top considerations when determining the Appropriate class! Kyou. Teachers most often arrange the physical structure to address the best way students can Jearn. Thus, the best way for teachers to determine the ideal classroom setup is to look into the activities that the students are engaged in. Firially,, the classroom setup should also account for behavior management. Students who need special attention should be strategically placed in front so that they can be attended to immediately (Earp 2017). (Chapter Il: The Learning EnvironmentObservation A.” Inthe box below, draw the room layout of the class you have observed. B. _ Interview the cooperating teacher, Ask the following questions: 1. What can you say about the physical structure of your classroom? What do you think are the advantages and disadvantages of this kind of physical setup?Processing Based on what you have observed in class and the teacher's responses on the interview, ‘answer the following questions: L Do you think that the classroom structure is consistent with the teacher's objectives? Why? Why not? Eee a How does the classroom setup affect the students’ performance and learning? —_—IdT If you were the teacher, what kind of classroom structure would you adgpt to maximize the students” learni Reflection Complete the following: 1 realized that believe that (Chapter Il: The Learning EnvironmentI feel that ‘When I become a teacher, I will 52. | . FIELD STUDY I: A Guide for 21st Century Student TeachersSupport for Learner Participation Encouraging students to partake in class discussions and class activities is oné of the challenges encountered by teachers. This lesson shares strategies for increasing student participation in class. The objectives of this lesson are as follows? |. observe strategies implemiented by teachers to encourage students to participate in class; and 2. discover how the learning environment in class can inerease student participation, Education Theory There are Various ways to improve student participation in class discussions and activities. First, the teacher needs the students to understand that participation is a collective undertaking of the class and that their contribution can help in the leaming process (Hollander 2002). Ifthe students are given the opportunity to share what they know and show what they can do, and if they are recognized for their efforts, they will realize that their contributions matter. . Likewise, teachers should also make sure that the learning environment is conducive to participation. The physical setup should make it easy for students to communiéate with the teacher and their classmates. Various ways of arranging the classroom layout should be explored to make sure that the students are facing not only the teacher but also their classmates. The teacher should also make it a point to move around the room. This will not only give the students more opportunities to interact with the teacher, but it will also encourage students to interact with one another. The tendency of students when the teacher is in front of the room is to direct their questions and answers to the teacher. It is important that the teacher gives the students the opportanity to ask or even converse with each other (Hollander 2002). Lastly, the teacher should explore various ‘teaching strategies to ensure that all the students can participate actively. The teachir should make sure that the students can answer or discuss the lesson after a concept is introduced. By anticipating this, the students are more likely to be attentive. The teacher can also engage the students in other non-threatening activities involving small groups, pairs, or triads. These will allow students who are not confident talking in front of the whole class to participate (Hollander 2002), (Chapter Il: The Leaming EnvironmentCheck (¥ ) the box that corresponds to what you have observed in class. ‘The teacher tells the students of his or her expectations ‘afer every activity. “The teacher recognizes the effort made by the students who participate. ‘The classroom is arranged in a way that the students can see and communicate with each other, ‘The teacher moves around the room as he ot she discusses the lesson. “The teacher makes use of Various teaching strategies to clicit the students” participation. The students are given the opportunity to discuss their thoughts, ideas, and opinions with the whole class or some classmates. Processing Read carefully and answer the following questions based on what you have observed in class. How does the teacher encourage the students to participate actively in class? ‘What do you think is the best classroom setup to encourage the students to engage in the activity? FIELD STUDY I: A Guide for 21st Century Student Teachers3. What strategies should the teacher use to make the students participate in class? Reflection Complete the following: 1, [realized that When I become a teacher, I will (Chapter Il: The Learning Environment| Promotion of Purposive Learning ~ -Tbis:the responsibility of every teacher to make sure that the students learn. To do this, the igacher should know the type of learning to use to help the students. The following are the objectives of tis lesson: 1. discover the students’ methods of learning; and 2. ‘determine ways of promoting purposive learning. Education Theory Edward Chance Tollman made significant contributions in the field of cognitive psychology. He conducted various studies on earning and motivation, His revolutionary views differ from other behaviorists in the sense that he believes that there are internal factors such as cognitive maps and physiological drives that prompt behavior (Hergenhahn 2009). ‘Unlike other behaviorists, Toliman did not believe in introspection and rejected anything that cannot be observed. He researched on purposive or goal-directed behavior in animals and humans. Although most of his studies involved rats, he was able to find out that humans, like animals, are constantly learning with or without motivation or reinforcement. Tollman and colleagues studied the behavior of white rats in a maze. Thesfirst group of rats was permitted to move around the maze without reinforcement. The second group of rats was rewarded once they were able to find their way through the maze. The third group of rats was only rewarded after the tenth day of experiment. Comparing the three groups of rats, the second group of rats had fewer mistakes as the researchers predicted. However, the third group of rats also ‘manifested fewer mistakes when given a reward. This only suggests that from the onset, the ‘third group of rats had been forming mental maps of the environment. It was only when ‘they were rewarded that they manifested their learnings. ‘Tollman calls this “latent learning” because learning is only manifested when the right conditions are given. Propelling students” behavior to learn becomes purposive in an ideal learning ‘environment. When the rats exhibited fewer mistakes when given rewards, leaning became purposive (Pickren and Rutherford 2010). Teachers should always temember that learning is purposive and that students are ‘constantly leamitig. When they observe, they learn. As students observe, they form mental representations of expectations, processes, and consequences of their actions. As such, to ‘promote learning, teachers should provide students with opportunities to observe a behavior or a task. Thus, ihe learning environment should provide avenues for students to observe. This kind of informal learning allows students to form cognitive maps that enable them to make a ‘mental representation of a specific situation, discover the behavior that is appropriate for that situation, and perform the expected outcomes. 56-| ep oruby : Acai 2 Cty Su eesObservation Determine if the environment supports purposive learning by checking (¥:) the box that corresponds to what you have observed in class. The learning environment promotes respect by giving the students opportunities to listen to each other. ‘The students are provided with avenues to observe and practice skill, All'experiences are considered learning experiences. ‘The students are given opportunities to collaborate with each other, The teacher uses other strategies aside from lecture to help the students understand the lesson: Processing Read carefully-and answer the following questions based on what you have observed it lass. 1." Does the teacher support purposive learning?’ If yes, how?” If no, how can the teacher support purposive learning? How else can purposive leaming be promoted in the classroom?Reflection Complete the following: 1. realized that believe that FIELD STUDY I: A Guide for 21st Ceatury Student Teachersan ‘Managing the leaner’s"bebavior properly is an immense challenge to teachers. The Jcarner’s behavior, unless assesied with exceptionalities or witl special educetion needs, is basically influenced by the reaction to external stimuli, such as legtning environment, classroom ‘ctivities, teacher's behavior, and even the bebavior of other loamers, At times, the behavior of students may be unpredictable, making a situation difficult for teachegs to mansge. In some instances, teachers use different pedagogical techniques to manage leamer behavior. This lesson will help you understand how teachers manage leaner behavior and how the Physical and socioemotional environments of the classroom could be maximized to support or sustain the interest of students in learning and to manage their behavior. More spetifically; this lesson will guide: you to: 1. observe how teachers manage learner behavior; 2.” discuss different variables that influence learner behavior in the class; and 3. “identify techniques used by the teacher in managing learner behavior. Education Theory The teacher uses a variety of skills and strategies to make their students become interested and engaged in the leaming process. By managing the class, the teacher is able to fulfill his or her role better. Thus, classroom management is essential in ensuring an effective learning environment (Lynch 2016). The teachers need to provide a venue where the students’ potentials will be maximized to the fllest. As a manager, the teacher plays a significant role in providing 4 learning environment that would satisfy and meet the needs and interests of the students, William Glasser (1999) proposes that behavior is propelled by an inherent need to satisfy five basic needs: the need to love and belong, the need to survive, the need to feel empowered, to need to be free, and the need to be happy. Glasset’s Choice Theory. suggests that students behave according ta how their needs wil be fulfilled and satisfied. Thus, itis essential that the teacher establishes a relationship with the stidents to be able to address their individual needs. It is only by being able to establish a positive relationship with the students that the teacher can ‘motivate themnto stay focused and engaged. The teacher who believes in this theory provides the students with activities that will enable them to take charge of their own learning and apply What they have leamed until mastery is achieved, B.F, Skinnet (1982) suggests that the teacher manage the students’ behavior’ through rewards and punishment. According to Skinner, the teacher reinforce good behavior by giving extemal rewards like praises, prizes, or good grades. Op the other hand, if students are deprived Chapter The Laing Evironment | 58of rewards that they find appealing, their behavior is likewise regulated. The teacher who follows this theory always makes sure, that good behavior is acknowledged in order for that behavior to be repeated. In contrast, Alfie Kohn (2006) believes that students” behavior can be managed well if they ‘are given the opportunity to satisfy their curiosity. In this theory, Kohn suggests that students be given the freedom to:pursue concepts that interest them instead of imposing predetermined lessons on them. When students are engaged in learning the concepts of their choice, they become mote involved in their own learning. Teachers, according to Kohn, need not use grades of external rewards to motivate students. Students learn because they see the relevance of what they are Jeaming in their own lives. Observation Preliminary Activity Observe the teacher. Check the item that best describes the learning-environment, ‘Does the teacher expect the students to respond according to how the lesson was taught? Does the teacher provide the students with ‘opportunities to engage in activities oftheir choice? ‘Does the teacher provide immediate feedback like praises or grades? Is the classroom environment arranged so that the students can easily collaborate? Is the classroom environment arranged so that the students can freely explore their interests? Does the teacher provide the stents with ‘opportunities to succeed? Does the teacher immediately correct the tistakes made by the students? Does the teacher guide the students to discover their own mistakes? FIELD STUDY I: A Guide for 21st Century Student TeachersDoes the teacher allow the students to commit mistakes until they are able to correct these ‘errors on their own? Is the student-teacher relationship cordial? -Can the students freely express their thoughts and ideas in class? Does the teacher listen to the students’ ideas? Processing Read carefully and answer the following questions, 1 Do you think that the management style that the teacher is using in class contributes to the students’ learning? Why? Why not? If you were the teacher, what management style would best maximize students” Jearning? Chat The Leasing Evioamet |Reflection Mite your reflection by completing the following: 4 Trealized that believe that ‘When I become a teacher, I willCHAPTER III Diversity of Learners