FIELD STUDY 1 LEARNING EPISODE
TOWARDS TEACHER QUALITY:
FS 1 15 DEVELOPING A GLOCAL TEACHER
OF THE 21ST CENTURY
SPARK Your Interest
Moving towards teacher quality? Wanted! A Global Teacher of the 21" Century!
In 2013, a Global Status Index was determined by Varkey GEMS Foundation and
revealed significant findings. There were 21 countries surveyed which represented the
major continents of the world. In most countries that participated, it was found out that
like the Philippines, teaching is the most sought profession. It was comparable to being a
social worker, librarians, nursing and even doctors Majority of the parents asked,
answered that they encourage their children to become teachers. To them, teaching is
one of the most respected and trusted professions
However, with the change in global landscape, the 21" century teachers must
have the competence to address the new learning environment, the new learning
contents, the processes of learning and how these are facilitated and the new types of
learners.
Hence, we need the new type of teachers, a glocal 21" century Filipino teacher.
(Global Teacher Status Index p. 123 Teaching Profession)
TARGET Your Intended Learning Outcomes
At the end of this Episode, I must be able to:
describe the personal qualities and competencies of a glocal classroom teachers
of the 21st century; and
design a learner-centered classroom for the 21st century learners with learning spaces
that are safe, that allows creativity and use of ICT.
REVISIT the Learning Essentials
FILIPINO GLOCAL TEACHER
A survey of the ASEAN countries and beyond tends to show that there are three
major responsibilities of teachers. These are (1) Actual Teaching. (2) Management of
Learning and (3) Administrative Work.
While the number of actual teaching hours per day varies all over the world, in
our country, teaching in the public schools requires six hours of actual teaching, that
includes administrative work such as management of learning per day. The two hours of
the working day is allotted to administrative work such as scoring and recording learners’
outputs, making reports, filling forms, preparing for the next day's activity and performing
other administrative tasks. The previous Episode on the teacher, reminded us of the
qualities and competencies mentioned earlier. Teachers should be multi-literate, multi-
cultural, multi-talented, innovative and creative. The future Filipino teacher like you shall
act locally but think globally.
"Teach local, reach global" means that the teacher brings diverse experiences in
the classroom with the various skills to live and work as citizens of a global society. What
teachers do in the local communities impacts the larger community. As global citizens,
the work begins, where the teachers are, thus a "glocal" teacher.
Towards Quality Glocal Teachers
Quality teachers are characterized by different attributes and skills needed in the
21st century education. Partnership 21 identified (1) Global awareness, (2) Financial,
economic, business and entrepreneurial literacy, and (4) Civic and Health Literacy which
require:
1. Learning and Innovative skills.
2. Information, Media and Technology Skills
3. Life and Career Skills
More specifically, quality teachers are competent teachers who can demonstrate
exemplary mastery of knowledge, skills, values and dispositions relative to the following
characteristics:
1. Understands one's own cultural identify and rootedness
2. Knows and integrates global dimensions in the subject area
3. Engages learners in the learning processes
4. Uses real life local and global examples
5. Values the inputs of culturally and linguistically diverse learners
6. Models social responsibilities in local and global content
7. Encourages learners to find appropriate actions to improve local and global
the conditions, and
8. Creates a learning environment that encourages creativity and innovations.
The Challenges of the Quality Glocal Teachers for the 21" Century
One of the major challenges of quality teachers is to "create a learning
environment that encourages creativity and innovation among learners." With it, comes
the management of learning in such environment. These are required skills for a global
teacher.
Majority of the current classrooms provide learning spaces that can hardly
prepare the 21st century learners for the development of the 21" century skills.
Since the 21st century classroom is learner-centered, the teacher acts as a
facilitator of learning. Students no longer study each subject in isolation, but they work
on interdisciplinary projects that cover several subject areas. Learning is no longer for
memorizing and recalling of information but on learning how to learn. Thus, classroom
designs should respond to the 21st century learning. More so, quality teachers should be
changing their roles from teaching in isolation to co-teaching, team teaching and
collaboration with students and peers.
A new and creative design of classrooms by the teachers is needed as well as
the management of learning. These are the two teacher qualities needed to address the
new roles of teachers.
How should a new classroom be? Here are some suggestions on the six
elements of a new classroom:
1. Flexibility of furniture and space
2. Collaborative learning
3. Facilitation of movement
4. Foster creativity
5. Use of technology
6. Provision of light and bright colors
With the classroom structure, a quality teacher should be able to manage
learning under a very conducive learning environment. Teacher should use effective
classroom management strategies that will ensure productive learning.
Quality teachers should manage learning in an enhanced classroom by seeing it
to it that learners are
organized.
orderly,
focused.
attentive,
on task, and
are learning.
This will take much of your skill, experience and patience. The two important
factors that may affect learning management are the use of technology and the diversity
of learners.
LEARNING EPISODE 15: Towards Teacher Quality: Developing a Glocal
Teacher of the 21st Century
OBSERVE, ANALYZE, REFLECT
Activity 15.1 A Day in the School Life of a Quality Teacher
Resource Teacher: _____________________________ Teacher’s Signature: ________
School: _____________________
Grade/Year Level: ______________ Subject Area: ____________ Date: ____________
Observation 1: This activity will require you to stay in school for on school day. Special
arrangement by your faculty should be made for this purpose.
Procedure:
1. Secure permit to observe a quality teacher in the school for one whole class day.
2. Shadow the teacher in the three major responsibilities
Actual Teaching
Management of Learning
Administrative Work
3. Use the key guide found in the matrix below.
4. Record data observed in your notebook. This will be your artifact.
5. If you missed seeing the evidence to the key guide, you may interview the
teacher.
6. Make a narrative or essay of your answer entitled: “A Day in the School Life of a
Quality Teacher.”
7. If permitted, you may include the teacher’s picture in action to your essay.
OBSERVE (page 219)
Note: Observe and record observations on the following aspects as key guide to
observations.
Teacher’s Major Key guide for Observation (Carefully look for the
Responsibility indicators/behaviors of the teacher along the key points.
Write your observations and description in your notebook.
This will be one of your artifacts).
A. Actual Teaching This teacher
1. Is learner-centered
2. Acts as a facilitator of learning
3. Has mastery of subject matter
4. Sees to it that learning outcomes are achieved
5. Is pleasant and fair in dealing with the learners
B. Management of This teacher
Learning 1. Allows all learners to participate in the lesson
2. Considers the needs of the learners in the seating
arrangement
3. Uses instructional support materials to help learners
understand the lessons
4. Sees to it that learning is achieved within the period of
time
5. Dismisses the class on time
C. Administrative Work This teacher
1. Keeps records of learners’ attendance everyday
2. Keeps records of formative and summative tests
3. Submits reports and other documents on time
4. Does other tasks as request by superiors
5. Cooperates with peers and staff in the cleanliness and
safety of the school.
ANALYZE (page 220)
Refer to the results of your observation to answer the questions that follow.
1. Which of the three responsibilities shows majority of the indicators being practiced?
a. Actual Teaching?
b. Management of Learning?
c. Administrative Work?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Which demonstrated behavior, do you find in the teacher that is worthy of emulation
when you become a teacher? Describe.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Which of the major responsibilities does this teacher find difficult to comply with?
What are the reasons?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. From your perspective, would you consider this teacher as quality teacher? Why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
REFLECT (page 221)
Now, that you have spent one school day to observe this teacher, it would be
good for you to reflect on all your observations by answering reflective questions below.
1. Are you inspired to become a teacher after your observations? If yes, why? If no,
why not?
2. When you become a teacher in the future, how else would you do better as a
professional teacher?
3. What are some of the concerns that you foresee in the future as a quality teacher?
Do you think you will be ready to address these? Give at least 2 concerns.
4. In what aspects of the teacher’s day, would you like to congratulate the teacher
you observed? Can you show your appreciation to this teacher by sending a
Thank you card? (Include this on your artifact)
Activity 15.2 The Creation and Management of the New Learning
Environment as a Skill of the 21st Century Quality
Teacher
Resource Teacher: _____________________________ Teacher’s Signature: ________
School: _____________________
Grade/Year Level: ______________ Subject Area: ____________ Date: ____________
This activity will allow you to develop your sense of creativity and imagination in
designing a classroom for the 21st century and determining how to manage learning in
this classroom.
OBSERVE (page 222)
Procedure:
1. Draw a sketch the current classroom where you are observing.
2. Indicate and label all significant parts and furniture that you find inside
including these but not limited to:
a. Doors, windows
b. Teacher Table, Demonstration table
c. Cabinets, chalkboard, bulletin boards/display boards, etc.
d. Gadgets, equipment
e. Plant boxes, etc.
f. Others not included in the list
3. Draw your vision of a classroom for the 21st century.
A. Current Classroom I am Observing
Grade Level ____
B. My Classroom for the 21st Century
ANALYZE (page 223)
Make a comparison of our drawings A and B. Describe the similarities and
differences. Explain why.
Features of the Present My Vision of the Future Why the similarity?
Classroom Components Classroom Why the difference?
REFLECT (page 224)
Based on the task that you made, what challenges await you as a future
teacher? How will you manage learning in the future classroom? How will you prepare
yourself to respond to 21st teaching-learning and become a glocal teacher?
Make a short paragraph on how you will manage teaching-learning in the 21 st
century classroom.
SHOW Your Learning Artifacts (page 224)
These are the artifacts that you need to file in this Episode
1. Activity 15.1 Report on the Observations including evidence that go with it.
Activity 15.1 Narrative on the Day in the School Life of the Quality Teacher
2. Activity 15.2 Drawing of the present classroom and a Drawing of your Vision of
the Classroom for the 21st Century
3. Activity 15.2 Narrative on how you will manage teaching-learning in the 21 st
Century classroom.
LINK Theory to Practice (page 225)
Based on Episodes you went through on Glocal Teacher of the 21st Century,
answer the questions that follow.
1. Anywhere in the world, when you embrace teaching as a profession, you
should be prepared to do____
I. Actual teaching
II. Manage learners and learning
III. Do administrative work.
a. I only b. II only c. III only d. I, II, and III
2. Quality teacher is equipped with personal qualities and attributes that go
beyond ordinary, that is why in the Philippines he/she is described as
____
a. Teacher of the World
b. Global Teacher
c. My Teacher, My Hero
d. CNN Heroes
3. Which is one of these descriptors exemplifies a glocal teacher?
a. Teacher who has taught successfully abroad or overseas.
b. Teacher who remains to teach in the community until retirement.
c. Teacher who teaches in the community but quality of teaching
meets global standards.
d. On-line teacher teaching learners all over the world.
4. One of the fundamental requirements of a 21 century classroom that will
address globalization is the provision of conditions that allow
a. A. collaboration, seamless use of technology, flexible student
groupings
b. use of technology, teacher-led activities, isolated subjects
c. teacher-centeredness and use of textbooks to the maximum
d. use of technology, purely lecture, need to memorize and recall.
5. The new type of teachers in the 21" century are those who are
I. well-travelled, global citizens, unmindful of their roots
II. multi-literate, innovative and creative, multi-cultural
III. masters of the discipline, excellent in English, multi-talented.
a. I only b. II only c. III only d. I, II, and III
EVALUATE Performance Task (page 225)
Evaluate Your Work Task Field Study 1, Episode 15 – Toward Teacher Quality: Developing a Glocal
Teacher of the 21st Century
Learning Outcome • describe the personal qualities and competencies of glocal classroom teachers of the 21 st century;. • design a learner-
centered classroom for the 21st century learners with learning spaces that are safe, allows creativity and use of ICT.
Name of FS Student:
Date Submitted: _______________
Year & Section: Course:
Learning Needs
Episode Excellent Very Satisfactory Satisfactory Improvement
4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation observation
Sheet completely questions/tasks not questions/tasks not questions/tasks not
answered/ answered/ answered/ answered/
accomplished. accomplished. accomplished. accomplished.
Analysis All questions All questions were Questions were not Four (4) or more
were answered answered answered observation
completely; completely; answers completely; questions were not
answers are with are clearly answers are not answered; answers
depth and are connected to clearly connected not connected to
thoroughly theories; grammar to theories; one (1) theories; more than
grounded on and spelling are free to three (3) four (4)
theories; from errors. grammatical/spellin grammatical/spelling
grammar and g errors. errors.
spelling are free
from error.
Reflection Profound and Clears but lacks Not so clear and Unclear and shallow;
clear; supported depth; supported by shallow; somewhat rarely supported by
by what were what were observed supported by what what were observed
observed and and analyzed were observed and and analyzed
analyzed. analyzed
Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not
Artifacts reflected on in on in the context of reflected on in the reflected on in the
the context of the the learning context of the context of the
learning outcomes. learning outcomes. learning outcomes;
outcomes; Complete; well- Complete; not not complete; not
Complete, well- organized, very organized, relevant organized, not
organized, highly relevant to the to the learning relevant
relevant to the learning outcome outcome
learning
outcome.
Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline deadline after the deadline days or more after
the deadline
COMMENT/S Over-all Score Rating:
(Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 72 71-below
________________________________________ _________________
Signature of FS Teacher above Printed Name Date
