Interview With The Principal.docx

Episode 2: The Teacher as a Professional

Episode 3: The Global in the School Setting

Episode 4: The Teacher in the Community

Episode 5: The Global Teacher

Documentations

INTERVIEW WITH MR. JUDSON M. PASTRANO

The interview was conducted on January 27, 2016 in Cugman National High School. The group interviewed the school’s principal about the qualifications necessary to become a global teacher. He was born on October 7, 1980 and currently residing at Zone 2, Agusan, Cagayan de Oro City. He is Mr. Judson M. Pastrano. In the interview, there were five (5) main questions asked to Mr. Pastrano. For the first question: what are the qualifications necessary to become a global teacher, Mr. Pastrano said that a global teacher must possess the 21st century teaching skills. One of the skills of a global teacher is the critical thinking skills and problem solving skills to enable the student also to develop the 21st learning skills. Then, teacher as a global teacher must also an ICT competent. In the delivery of the curriculum and classroom instruction, being a global teacher it means that a teacher must relate his/her lesson to the global. For example, the teacher is teaching the subject history, he/she must relate the subject to the current trends and happenings in a global setting not only in our locality but also in abroad. That’s a global teacher. For the second question on whether he has faculty member who now works/teach abroad, Mr. Pastrano said that, so far there are three teachers who are now in abroad out of 40. Two permanently are in abroad or “wala na sa DepEd or nag out na sa DepEd ug nag leave”. On the other hand, when asked if there are teachers who desire and consider going abroad, he said that actually there are many teachers who want to go abroad for work opportunities or to study in abroad. They always ask if there is a scholarship or work opportunities in abroad like the US teacher exchange that you may apply through online. If you pass, you can work there and study for 1 year. Probably, after expiration, you can go back there if you have a contact. Furthermore, for the question on how did he feel about it that there are many teachers want to go abroad, he said that “actually is there personal choice to go abroad”. They want to get out for opportunity or to earn more. So they are free to go. As a principal it’s not my part to deprive them because it’s their right. Lastly, when asked on did he consider going abroad, he said that when he was still younger he has the desire to go abroad and tempted to apply for scholarship abroad specifically in US. But unfortunately, his scholarship was denied, so at that time he was assigned to be a principal. He said in a lightheartedly manner, the salary of a principal is high, “so wala nako nag abroad kay dako man diay ang sweldo sa principal”.

Dexie Ann S. Muring

EDUC 32-EDC

REFLECTION on The Teacher as a Professional CONTEXT Teachers have the very important responsibility of shaping the lives of young, impressionable children. With this responsibility comes great pride and joy. Teacher can be defined as someone who always pushes students to want to do their best while at the same time trying to make learning interesting as well as creative. A teacher has to improve and develop his/her skills through attending seminars and workshops, in order for her/him to cater the needs of the learners. EXPERIENCE Last January 27, 2016 we went to Cugman National High School to interview a teacher and also to find out what or who contributed to his/her professional growth. After the interview, I realized that a teacher should have to improve hi/her skills like attending seminars, workshops and even pursuing masteral and doctorate degree. REFLECTION Being a successful teacher depends on many things, not a few of which derive from personal characteristics, attitudes, and the proclivity—or appetite if you will—for the teaching profession. Of course, a demonstrable aptitude for helping students grasp new material, information and concepts goes without saying. That said—there is no “one way” to become a successful teacher. There are commonalities, however, and key attributes that most successful teachers bring to their pedagogical practice. ACTION As a future teacher it is my responsibility to continue improving my skills and capabilities in the teaching profession. Also, to look deeper to myself and introspect if this is the right path I will take. Being able to know the results of the survey will give me a reason to assess myself if my students or learners have learned anything regarding my topic. In this way, I will be able to adjust towards my behavior and attitude when conducting or even advising a class. EVALUATION Teachers are bridges who help people to reach their professions. Therefore, good teachers should have special values, characteristics, and goals. Honesty, equality, and punctuality are the most important values that teachers should have. Honesty has a great impact on students’ behaviors. When the teachers are honest, students will trust them. The more trust teachers give their students, the more good work they will receive from those students. Because that will make students like the classes more and more, so they will try to do their best as much as they can.

Dexie Ann S. Muring

EDUC 32-EDC

REFLECTION on The Teacher in the School Setting CONTEXT Instead of just lecturing in the classroom, teachers are facilitators of learning, providing students with the information and tools they need to master a subject. At times, teachers act like tutors, working with small groups of students or individual students within the classroom or after class. Teachers also play the role of evaluators, constantly assessing students' abilities through formal and informal assessments, providing suggestions for improvement and assigning grades. EXPERIENCE Last January 27, 2016 we went to Cugman National High School to interview a teacher on her role and responsibilities in the school setting. Teachers serve as not only educators, but also mentors and role models, especially in the modern world, where values such as respect for elders, sharing, and cooperation among peers are not always taught in the home. Young students look to their teachers when determining how to interact as adults. REFLECTION The role of the teacher in a positive school-community relationship is extremely important since it is the teacher who is the backbone of the educational system. Although school boards create school policy and administrators interpret these policies, teachers are the personnel who implement school policy. Teachers must also be prepared to make the most favorable impression possible in even the most innocent of circumstances in order to maintain public support. The community's perceptions of the teacher affect their perceptions of the school and subsequently student morale, school resources, and support for the school in general. ACTION Throughout the school day and over the course of the school year, teachers take on other roles, as well. They are chaperones at school functions and coaches of school sports. They are monitors at lunch and recess and serve as fundraisers for field trips and school supplies. Teachers also play the role of interior designer, making sure their classrooms are set up to support learning and act as artists when they update their bulletin boards and other displays. EVALUATION A teacher's role involves more than simply standing in front of a classroom and lecturing. In fact, even though a teacher spends the majority of the day in the classroom, the actual teaching component is only part of the job. An effective teacher understands that teaching involves wearing multiple hats to ensure that the school day runs smoothly and all students receive a quality education

Dexie Ann S. Muring

EDUC 32-EDC

REFLECTION on The Teacher in the Community CONTEXT The role of the teacher in a positive school-community relationship is extremely important since it is the teacher who is the backbone of the educational system. Although school boards create school policy and administrators interpret these policies, teachers are the personnel who implement school policy. Teachers must also be prepared to make the most favorable impression possible in even the most innocent of circumstances in order to maintain public support. The community's perceptions of the teacher affect their perceptions of the school and subsequently student morale, school resources, and support for the school in general. EXPERIENCE Last February 17, 2016 we interviewed at least 3 people in the community like parents, barangay officials, representatives from the community organizations. They were asked on teacher’s involvement community activities and utilization of community resources in teaching. REFLECTION Teachers interact with parents, students and other teachers regularly, affecting the lives of their students daily. In addition to the classes they teach, instructors often find themselves involved in many community projects and serving the community at large as leaders. They also regularly take leadership positions within their school districts, communities of teachers, parent-teacher organizations, and professional teacher organizations and teachers unions. ACTION Teacher's role is that of a mother. As we know, a mother nurtures her child with care and love and considers herself responsible for all virtues and vices of her child. The teacher, also, is responsible for the virtues and vices prevailing among the citizens of the society. Cultural growths of the society are due to good teachers. Moreover no profession is learned and mastered without a good teacher. Teacher is omnipresent. His role is also that of a Soldier. A soldier protects the country from the external attaches while a teacher protects he society from the ignorance - the internal attach. Teacher plays, undoubtedly, a vital role. EVALUATION A teacher has a very diverse role within the educational environment. In the classroom she must be an instructor, critic, disciplinarian, motivator, role model and adviser. However, a teacher's job can expand to include other roles outside the classroom. Many teachers assume roles outside of the classroom to facilitate the development of a good rapport or for other reasons.

Dexie Ann S. Muring

EDUC 32-EDC REFLECTION on The Global Teacher

CONTEXT

EXPERIENCE Last January 27, 2016 we went to Cugman National High School to interview a principal on what qualifications are necessary to become a global teacher. We interviewed Mr. Judson Pastrano and he said that a global teacher must possess the 21st century teaching skills. One of the skills of a global teacher is the critical thinking skills and problem solving skills to enable the student also to develop the 21st learning skills. Then, teacher as a global teacher must also an ICT competent. In the delivery of the curriculum and classroom instruction, being a global teacher it means that a teacher must relate his/her lesson to the global. REFLECTION

ACTION EVALUATION