LESSON 1 Pedagogical Content Knowledge and Its Application across the Curriculum

This lesson will guide you understanding content knowledge, pedagogical knowledge, and curricular
knowledge. It will help you analyze the importance of content knowledge and its application to teaching and
learning. The objectives of this lesson are the following:
1. Differentiate content knowledge from the pedagogical knowledge and curricular knowledge;
2.Observe how teachers align the content of the lesson to the curriculum; and
3. Analyze the benefits of pedagogical content knowledge.

Educational Theory
The mastery of content and comprehensive pedagogical content knowledge (PCK) of the subject area
is one of the competencies expected in a teacher education graduate (CHED 2017). Shulman introduced
PCK in 1986 and defined three categories of teacher’s knowledge that are essential in teaching and
learning. These are the following:

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  Content Knowledge- the knowledge of the subject matter or academic course to be taught or
expected to be learned by students, which requires understanding of facts, concepts, or
principles.
 Pedagogical Knowledge- the knowledge of teaching, which includes methods and strategies of
formulating the subject matter to make it more comprehensible to the learners.
 Curricular Knowledge- the knowledge of the curriculum, which is represented by full range of
programs designed for he teaching a particular subject/course at a given level.
PCK is the blending of content knowledge and pedagogical knowledge that is unique among teachers.
It is the type of knowledge in which the teacher relates his or her pedagogical knowledge to the content
knowledge to make the lesson more relevant and comprehensible to learners.
While it is important for teachers to have mastery of content and pedagogical skills, it is also essential
to have curricular knowledge to deliver the content effectively. Choppin (2009) emphasized that the notion
of curricular-content knowledge, pedagogical content knowledge, and curricular knowledge in practice.
As a teacher, you should familiarize yourself with DepEd’s K to 12 Basic Education Curriculum.
Observations
A. Write down the information asked and answer the succeeding questions based on your class
observation.
Name of Teacher: Mrs. Hazel Serano

Date and Time of Observation: September 27, 2022 – 7:30AM- 8:25AM

Educational Background: Bachelor of Secondary Major in Science

Assigned Grade and Section: Grade7 St. Cecelia

Assigned Subject/s: Science

Relevant Trainings Attended:

1. Are the teacher’s background and qualifications aligned with the subject/s he or she is assigned to
teach?
Based on my observation Yes, the teacher has the mastery of the subject she taught to
her students as well as the flow of her lesson plan as she discussed it very clear and
smooth.
2. Does he or she use the K to 12 curriculum guide in preparing a lesson plan?
Apparently yes, the teacher uses the K-12 curriculum guides in preparing a lesson plan for
the reason that she introduced her topic in a way of motivation before she begins to
discuss.
3. Does he or she consider the learner’s prior knowledge in designing a lesson plan?
Yes, the teacher considers the prior knowledge of the learners in designing a lesson plan
because she let her students share their ideas and experiences of the class.

4. Does he or she use varied teaching strategies to deliver the subject matter?
Yes, she used varied teaching strategies to deliver the subject matter as she give an
exercise test trough call their attentions with calling to shared their ideas and giving claps
to show appreciations.
5. Does he or she conduct research in planning for his or her lessons?

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 Yes, she conducts research for the reasons that she can give additional samples and
ideas and also the way the class are very discipline and active to the class discussion.
B. Check (/) the box that corresponds to your class observation. Write your remarks in the rightmost
column.
Indicators Observed Not Observed Remarks
1. Explains the subject matter 
a. Clearly
b. Accurately
c. Comprehensively
2. Relates the subject matter with previous 
lessons that have been taught or future lessons to
be taught
3. Presents facts, theories, and concepts to 
support the validity of content
4. Manifest understanding of the learners’ 
background in relation to the subject matter
5. Utilizes appropriate pedagogical strategies in 
the delivery of the subject matter
6. Integrates appropriate technology tools specific 
to the subject matter to be taught
7. Promotes inquiry-based learning to develop 
higher order thinking skills and/or 21st century
skills
8. Uses appropriate languages to make subject 
matter delivery more comprehensible
9. Shows skills in the use of information and 
communications technologies (ICT) to facilitate
teaching and learning
10. 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
In order for her to reach the content knowledge, the teacher always used the day-to-day daily
basis of students, the students observed their daily basis through surroundings and observation.

2. Pedagogical Knowledge
The teacher always connects the topic to the experience of the students, in order for them
to understand well.
3. Curricular Knowledge

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 In order for the students to understand, the teacher presents a drawing or pictures for them
to understand well.
B. What do you think were the strategies used by the teacher to enrich his or her mastery of the subject
matter?
The teacher let the students to write and study first before she will discuss, so in order for
them to catch up the lesson and in order for them to understand well. The teacher not always based
from the books but her experiences and thoughts to in order of her students to connect what is she is
talking about.
C. What do you think were the strategies used by the teacher to enrich his or her pedagogical
knowledge?
The teacher discuss well, she always connects her topic to daily basis of her students,
since her students are not capable of fast understanding, so the teacher used the strategies conning
to daily basis for them to understand.
D. What do you think were the strategies used by the teacher to augment his or her curricular
knowledge?
Since the teacher is Major in Science, the strategies she well used in curricular is that she
will draw of an example of her topic, or she will present some pictures so that the students can
understand.
Reflection

Complete the following:

1. I realized that teaching is noble profession, no other profession can compare with, and teaching is
indeed the noblest, an ennobling profession.
2. I believe that teacher’s ability to develop student’s competence, interest in subjects taught, and
perception of self-efficacy are all important factors that influence students motivation to learn.
3. I feel that this profession would help to motivate those children who is still searching what course
they will take.

4. When I become a teacher, I will help my “kababayan” especially those in remote area, they are
lack of understand and they become ignorant, so I will them through teaching.

LESSON 2 Research-based instruction and Principles of Teaching and Learning

Researched-based instruction and the principles of teaching and learning are essential in planning
instruction. This lesson is designed to help you understand how research-based instruction and the
principles of teaching and learning can improve the teacher’s pedagogical content knowledge (PCK) and
student’s learning. The objectives of this lesson are the following:
1. analyze the importance of research-based instruction and the principles of teaching and
learning;
2. observe how these can enrich teacher’s pedagogical content knowledge and improve
student’s learning;

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 3. recognize their effect on learners; and
4. examine how various theories and principles are applied in planning instruction.
Education Theory

The K to 12 curriculum shall be learner-centered, relevant, responsive, and research-based. As

stated in RA 10533 otherwise known as the Enhanced Basic Education Act of 2012, it shall promote the
use of pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative, and
integrative. These principles and approaches, which are typically, derive from the empirical researches,
theoretical claims, practical experiences, and ideological or philosophical beliefs shall serve as rules or
guiding principles that will direct teachers in the attainment of a particular outcome.
Research-based instruction and principles of teaching and learning are to be taken as a strategy
that promotes the use of empirical evidences, scientific findings, theoretical claims, quantitative data, or
practical experiences to inform the content of lessons and instructional strategies. The data on students’
poor academic performance. For example, can be analyzed to identify the problem and determine
appropriate strategies to prevent similar cases in the future. The application of research-based
instruction and the principles of teaching and learning does not only transmit he knowledge based on
existing theories and principles but also transforms these into new knowledge.
Carnegie Mellon University (2016) articulates the following research-based principles and
strategies that can make teaching effective and efficient:
1. acquiring relevant knowledge about the student and using the knowledge to inform our
course design and classroom teaching;
2. aligning the three major components of instruction: learning objectives, assessments, and
instructional activities;
3. articulating explicit expectations regarding learning objectives and policies;
4. prioritizing knowledge and skills we choose to focus on;
5. recognizing and overcoming our expert blind spots;
6. adopting appropriate teaching roles to support our learning goals; and
7. progressively refining our courses based on reflection and feedback.
In 2016, the Department of Education (DepEd) adopted the 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 education researchers who
seek 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 class observation.

1. Does the school promote research culture among the teachers? How?

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 This approach demonstrates that the school is cognizant of the potential
issue that will arise. Through background and experience checks before recruiting, the
school encourages a research culture among the teachers.
2. Do the teachers undertake research activities to enhance their pedagogical content
knowledge? What are these activities?
As a teacher, we should know our subject matter very well and the
activities we give must met our objectives with the support discussions and samples given.
To enhance her mastery of the subject matter she makes a researcher and provides a
different activity that is suitable for the Grade 7 which is it good for every teacher to do
teach effectively.
3. Are the teachers aware of the standards, principles, and pedagogical approaches behind
the K-12 curriculum?
As I observed the teacher emphasize the k-12 curriculum that implements
during her demonstrations. She teaches a presentable way as she makes her self-center
of the class. She also appreciates all the ideas of her students and let them perform
individual through oral answers and them by grouping and this method is part of the k-12
curriculum implemented.

4. Do the teachers integrate research findings, empirical evidence, and theories to support
validity on content to be taught? How?
The teacher integrated research finding by providing the poems with the
author of that poem which is support of original source of the poem. She also shared
experience and personal sample to help the student understand her discussion which her
method is effective to the students to relate and understand the poem well.
5. Do the teachers use varied teaching approaches based on K-12 curriculum Principles?
How?
Facilitating students thoughts and responding to
the teachers action in the classroom is the teacher must do to complete her duties as a
teacher according to the give curriculum and the way she gives explicit and direct
examples of how to apply it in relation to her subject matter while she teaches is good way
to approach the k-12 curriculum.
B. Check (/) the box that corresponds to your class observation. You may write your comments in the
Remarks column.
Indicators Observed Not observed Remarks
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’ interest to 
motivate learners
4. Contextualizes the content if the lesson 
according to students’ background
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 

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 strategies used for effectiveness
9. Examines the students’ previous 
performance to modify learning objectives
and content of the lesson, including the
teaching strategy used
10. Aligns assessment tasks and instructional 
activities with the learning objectives

C. What are the research-based instructional strategies applied by the cooperating teacher? Write your
answers in the space below.

1. Comparing and contrasting

2. Summarizing
3. Homework
4. Non-linguistic representation
5. Providing feedback
6. Questions

Processing

Read carefully and answer the following questions based on what you have observed in class.
1. How do research-based instructional strategies enrich to pedagogical content knowledge of
teachers?
By providing direction for learning, acknowledge students interest and investment, and
encourages students to complete assignments.
2. How do research-based instruction strategies affect the students’ learning?
Research based teaching strategies shown to support the students learning, and people
can learn from their own mistakes as well as those of other students and teachers.
3. What do teachers need to do to improve their research skills?
In order to improve the research skills of the teachers, will have to use outlines. Outline is
a great way to keep the teachers organized on the topic. Second is Practice, in order to
deliver well your research skills is you have to practice it, to makes it perfect.

Reflection

Complete the following:

1.I realized that being a teacher is you have to make your own strategies especially when it comes to
research based skill, in order for you to support the learning of your students.

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 2.I believe that every teacher has their own research based skills, teachers need to provide their own
knowledge and thoughts as well as their strategies, where in the learners can understand well the
lesson from the teachers.
3.I feel that every teachers have to make their own strategies to improve their skills.
4.When I become a teacher, I will make my own strategies where in my students can easily learn,
especially those students lack of understanding.

LESSON 3 Positive Use of Information and Communications Technology

Teachers play a critical role in supporting learners to face challenges and seize opportunities in the
digital world (UNESCO 2018). This lesson will help you ascertain how to demonstrate skills using
technology to promote quality-learning outcomes. The objectives of this lesson are the following;
1. identify different types of information and communication technologies (ICT) for teaching
and learning;
2. observe the proper use of ICT in teaching and learning; and
3. understand how technology can improve teaching and learning.

Education Theory

One of the 21st Century skills that students need to succeed in the information age is literacy skill
that comprises information literacy, media literacy, and technology literacy (P21 Framework for 21 st
Century Learning 2016). Thus, teachers should not only be equipped with pedagogical knowledge, but
also with pedagogical knowledge to adapt to the demand of the 21st century teaching and learning.

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 Mishra and Koehler (2006) define technological knowledge (TK) as knowledge of different
technologies from traditional materials such as books, chalk, and blackboard to more advanced
technologies like digital technologies that involve skills required to operate hardware and software and
the ability to adopt to new technologies regardless of type. Mishra and Koehler (2006) explained that the
pedagogical uses of technology require the development of a complex situated form of knowledge called
technological pedagogical content knowledge (TPACK). The TPACK framework describes the teacher’s
knowledge of technological integration, which adds technological knowledge to Shulman’s concept pf
PCK. It is an overlap of content knowledge, pedagogical knowledge, and technological knowledge as
shown in Figure 1.

Technological
Knowledge

Pedagogical Content
Knowledge Knowledge

Figure 1. TPACK Framework

Relatively, due to rapid development of technologies, there is a need to have a clear vision of the role
of teachers in harnessing the power of ICT in the classroom and beyond (UNESCO 2011). Thus, the
UNESCO ICT Competency Framework 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:
1. Provide computer laboratory packages to secondary schools;
2. provide e-classrooms to elementary schools;
3. provide laptop unit to mobile teachers;
4. integrate ICT in the school system;
5. raise the ICT literacy of learners, pupils, students, teachers, and schools’ heads; and
6. 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.
Not
ICT Facilities and Tools Available Description
Available

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 Computer Lab/Computer Room  A computer lab is a space
provides computer
services to defined
community. Computer labs
are typically provides by
libraries to the public, by
academic institutions, or by
other institutions to the
public or to people
affiliated with that
institution.
Audio-Visual Room  The audio visual room is a
place where the students
of all classes experience
learning in an effective
way.
Laptop/desktop  A laptop, computer, or
notebook computer is a
small, portable personal
computer with a screen
and alphanumeric
keyboard.
Printer  A printer is a device that
accept text and graphic
output from a computer
and transfer the
information to paper.
Scanner  A device that scans
documents and converts
them into digital data.
LCD projector  An LCD projector is a type
of video projector for
displaying video, images or
computer data on screen
or other flat surface.
Audio Equipment  Audio equipment refers to
devices that reproduce,
record, or process sound.
LCD/LED TV  Television is used in power
point presentation as
substitute for LCD
projector. TV has built- in
audio components and can
play using flash drives and
wireless connection.
Internet Access  Internet access is the
ability of individuals and
organizations to connect to
the internet, using
computer terminals,
computer, and other
devices, and to access
services such as email and
the World Wide Web.
Computer hard drives and storage  A hard disk drive (HDD),
devices (e.g., compact disc, flash hard disk, hard drive, or
drive/ USB, portable drive) fixed is an electro

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 mechanical data storage
device that stores and
retrieves digital data using
magnetic storage and one
or more rigid rapidly
rotating platters coated
with magnetic material.
Tables, mobile phones, or other  Smartphones, tablets, e-
mobile devices readers are all mobile
devices. Mobile devices is
a general term for any
handheld computer or
smart phones, PDAs,
portable music players,
smart watches, and fitness
trackers with smart
capabilities are all mobile
devices.
Others: Library contains books and
reference as a resource of
Library the students and teachers.

B. Interview the cooperating teacher. Ask the following questions.

1. Does the school have specific ICT policies and standards?
Yes, the school have specific ICT policies and standards because both students and
teachers are not allowed to used internet if it is not related to schooling, they just allowed to
access internet if necessary.
2. Are the teachers aware of the school’s ICT policies and standards?
Yes, the teachers are aware of the school’s ICT policies and standards because they
are well disciplines to the policies that the ICT is for educational purpose only.
3. Does the school provide ICT training for teachers?
Yes, the school provide ICT training for teachers for them to have knowledge and
can teach especially nowadays as the pandemic appeared so that they can teach virtual
Leaning.
4. Does the school provide the necessary ICT tools and technologies to aid teaching and learning
activities?
Yes, the school provide the necessary ICT for the teacher to have a strong internet
connection so that teacher can facilitate smoothly to their students.
6. Are the students provided with equal opportunity to use the computers and other digital technologies?

Yes, the school have computer laboratory for the students to access internet when it is
necessary like having research assignment to be past. Even the library have set of computers for
the students uses also.
7. Are the teachers knowledgeable on how to operate a laptop/computer nd other digital technologies
for teaching and learning?
Yes, the teachers are knowledgeable enough on how to use laptop/computer and other
digital technologies as undergo first into a seminar to facilitate them so that they can use it in their
virtual teaching.

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 Other comments and observations:
For me, both teachers and students have struggle to adopt this virtual due to this
pandemic, but with the unity of them they can make the impossible to possible for the betterment of
all.
C. Check (/) the box that corresponds to what you have observed in class. Write your marks in the last
column.
Competencies Observed Not Remarks
Observed
Domain I: Understanding ICT in Education
Demonstrates awareness of policies affecting ICT in  The teacher is
education knowledgeabl
e with the
policies that
affect ICT in
the classroom.
The
equipment, as
well as the
facilities, is
restricted.
Complies with ICT policies as they affect teaching-  The teacher is
learning complying with
ICT policies as
they affect
teaching
learning. They
are limited to
use the
equipment
every time
they’re going
to use for the
available of all.
Contextualizes ICT policies to the learning  The teacher
environment explains and
elaborate the
ICT policies as
well as the
important of it.
Domain 2: Curriculum and Assessment
Demonstrates an understanding of concepts,  ICT help both
principles, and theories of ICT systems as they teacher and
apply to teaching-learning student to
access into
the new
normal virtual
learning.
Evaluates digital and non-digital learning resources  The teacher
in response to students’ diverse needs used Ppt as
an
instrumental
during virtual
teaching so

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 that the
students able
to see it clearly
in their
cellphone or
laptop and by
that they can
catch up to the
topic.
Develops digital learning resources to enhance The teacher
teaching-learning used different
applications to
support her
teaching
process.
Uses ICT as a tool to develop 21 st century skills:  The teacher
Information, Media and Technology Skills, Learning conducts and
and Innovation skills, Life and Career Skills, and delivers her
Effective Communication skills. lesson through
virtual learning
process
because of the
pandemic.
She follow up
assessment to
check the
students
learning.
Domain 3: Pedagogy
Applies relevant technology tools for classroom  The teacher
activities used software
application to
show her
strategy in
delivering her
lesson for the
students’
learnings.
Uses ICT knowledge to solve complex problems  Teacher have
and support student collaborative activities struggle for
their teaching
process
because of
virtual
learning, but
somehow
process of
collaboration
for the
activities of the
students.
Models’ collaborative knowledge construction in  Through virtual
face to face and virtual environments learning the
students
learned on
how to be
independent

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 learners.
Domain 4: Technology Tools
Demonstrates competence in the technical  The teacher
operations of technology tools and systems as they has mastery to
apply to teaching and learning use
technology for
the reasons
that she can
delivered her
lesson well.
Uses technology tools to create new learning  The teacher
opportunities to support communities of learners used
application
and
educations
software to
promote
collaborations
among
students.
Demonstrates proficiency in the use of technology  The teacher
tools to support teaching and leaning used the
technology
which means
that she has a
mastery about
technology.
Domain 5: Organization and Administration
Manages technology-assisted instruction in an  The class
inclusive classroom environment delivered
successfully
with the help
of visual aids.
Exhibits leadership in shared decision-making using  The teacher
technology tools allows the
students
participate in
the activities
with the help
of technology.
Domain 6: Teacher Professional Teaching
Explores existing and emerging technologies to  The teachers
acquire additional content and pedagogical in the 21st
knowledge century is
modern to the
new
educational
system.
Utilizes technology tools in creating communities of  The teacher
practice allows the
students to
participate in
the activities
with the help
of technology.
Collaborates with peers, colleagues, and The teachers
stakeholders to access information in support of are requires
14 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER
 professional learning. attends
seminars and
workshops in
order to
improve their
ICT skills and
also to update
themselves.
Domain 7: Teacher Disposition
Demonstrates social, ethical, and legal  The teacher
responsibilities in the use of technology tools and used the
resources technology as
a way of
teaching which
is very
important to
the learnings.
Shows positive attitude towards the use of  The teachers
technology tools are use
technology so
that they can
learning new
method as
tools to be
used.
Source: Commission on Higher Education, 2017. CHED Memorandum Order No. 75, series of
2017: Policies, Standards, 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 learning?
The most challenges is that lack of ICT where in sometimes the teacher will only
use her Laptop, and the problem is that when the teacher only use the laptop the students form
the back cannot see what the teacher present.
2. What are the challenges encountered by students in using ICT tools and other forms for digital
technologies?
The major challenges or barriers is that lack of genuine software, inadequate
computer in the classroom, low speed internet, lack of motivation from both teacher and students
side to use ICT, lack of proper training skills.
3. In what domain/s of ICT competency standards for teachers to teachers need improvement?
Why?
Technology tools. At this level the aim is to improve teachers ability to help the
students, teachers use ICT to work in curricular content. This approach allows students to acquire
a broad knowledge of subjects taught, and to apply what they have learned to collaborative
problem solving in the real world.
4. How will you promote the positive use of ICT to your students?
Take responsibility for their own learning, developing strategies to help them learn
how to use unfamiliar ICT tools and work collaboratively.

Reflection

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Complete the following:
1. I realized that using ICT while teaching is that important tools to help meet such increased needs,
by helping to provide access to more and better educational content, and enable learner support networks,
both in face to face and distance.
2. I believe that as one of the ICT functions is to help people developing education, it is good for
educators and the manager to develop their knowledge and transfer it to people.
3. I feel that ICT support the communication and representation of knowledge to many audience.
They transform the ways that students think and learn and give them greater control over how, where and
when they learn.
4. When I become a teacher, I will use ICT because it can help me with my students. It can helps me
through preparing my teaching, and it will assist to me as a teacher to the global requirement to replace
traditional teaching methods with a technology based teaching and learning tools and facilities.

Lesson 4Strategies 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 teaching. The
objectives of this lesson are the following:
1. define the terms “literacy” and “numeracy”
2. observe how literacy and numeracy are integrated in teaching and learning; and
3. identify strategies in promoting literacy and numeracy.

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Education Theory

One of the target goals specified under Global Goals 4.6 is to ensure that all youth and a sustainable
proportion of adults, both men and women, achieve literacy and numeracy by 2030. To achieve this goal,
teachers who serves as forefront of teaching literacy and numeracy should be equipped with knowledge on
strategies that promotes literacy and numeracy skills.
` Literacy and numeracy skills are the foundational skills that learners need to develop to succeed in
life. These basic skills refer to the students’ 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, decimal, 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 teachers’ role in instigating literacy and numeracy
is significant to improve students’ 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;
2. cooperative learning;
3. inquiry-based learning;
4. problem-based learning
5. using visual, semantics, and graphic organizers
6. promoting journal and writing;
7. organizing games, role playing, drama, and charades;
8. using music, rhythm, and dance;
9. conducting experiments and practical experiences;
10. storytelling; and
11. using audio and video materials.

Meanwhile, below are the strategies for building numeracy in different learning areas;
1. using concepts of time, numbers, dates, and sequencing events in teaching history, Social
Studies, Values Education, and ICT;
2. measuring distance, volume, weight, and height and using percentage and calculation in teaching
Science and Mathematics;
3. collecting, comparing, and interpreting data in teaching Science, Mathematics, Social studies, and
TLE;
4. using graphs and diagrams in teaching Mother Tongue, English, Filipino, Values Education,
Mathematics, and TLE;
5. using game scores, dance steps, and rhythm in teaching MAPEH; and
6. using play money in teaching financial literacy in TLE, Mathematics, and Social Studies.

17 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 In 2015, the DepEd issued guidelines in the Early Language, Literacy, and Numeracy Program:
Professional Development Component (DepEd Order No. 12) in line with then President Benigno S. Aquino
III’s ten-point agenda that “every child should b
e a reader by grade 1.” Its primary goal is develop the Filipino children’s literacy and numeracy skills
and attitudes toward lifelong learning.

Observation

A. For each given domain, write down the literacy strategies used by the cooperating teacher during your
class observation.
Observation Strategies
1. Oral Language Brainstorming and Discussion.
2. Phonological awareness Organizing games, role playing, drama and
charades.
3. Book and Print knowledge Promoting journal and writing.
4. Alphabet Knowledge Cooperative learning
5. Phonics and Word Recognition Problem based learning
6. Fluency Storytelling
7. Spelling Brainstorming and discussion
8. Writing and Composition Promoting journal and writing
9. Grammar Awareness and Structure Promoting journal and writing
10. Vocabulary Development Brainstorming and discussion
11. Reading Comprehension Promoting journal and writing
12. Listening Comprehension Using audio and video materials
Source: Department of Education, 2016, K-12 Curriculum Guide for English.

B. Write down the numeracy strategies used by the cooperating teacher during your class observation in
the following subjects.
Subjects Strategies
1. Language (English, Filipino, Mother tongue Storytelling, discussion, and using audio and video
materials.
2. Mathematics Measuring distance, volume, weight, and height and
using percentage and calculation in teaching
science and mathematics.
3. Science Interpreting data in teaching Science, Mathematics,
Social Studies, and Collecting.
4. History/Araling Panlipunan/ Social Studies Social studies teachers can teach history by using
notions of time, numbers, ates, and events
sequencing.
5. Values Education/ Conduct Education Using graphs and diagrams to teach values
education, mother tongue, English, and Filipino.
6. Computer/ICT Using audio and video materials.
7. Music, Arts, Physical Education, and Dance steps, and rhythm in teaching MAPEH.
Health (MAPEH)
8. Technology and Livelihood Education Using play money in teaching financial literacy in
TLE, Mathematics and Social Studies.
9. Others: Discussion and Brainstorming.

Processing

Read carefully and answer the following questions based on what you have observed in class.

18 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 1. How can literacy affect one’s life?
Literacy lifts individuals out of poverty, lack of basic reading and writing skills is
tremendous disadvantage, it will enriches an individual’s life, it will also create opportunities for
people to develop skills that will help them provide for themselves.
2. How important is numeracy in our daily life?
For daily life, numeracy is essential. To more challenging jobs like comprehending mobile
phone plans, evaluating grades. It is important for individuals to develop logical thinking and
reasoning strategies in their everyday activities.
3. How can literacy and numeracy improve the learner’s academic performance?
Literacy and numeracy is essential for learners to access and comprehend their
surroundings. They will be better equipped to decide what steps to take in their life if they are able
to quantify and measure their environment in various ways.
4. In the absence of digital technologies and printed material, what do you think are the strategies you
can use to promote literacy and numeracy?
In the absence of digital technology and textual information, me as a future educators can
use local resources, such as pebbles and sticks, to count numbers. In addition, I may obtain permission
from the owner of a local pond to allow their children to spend time in the pond learning.
Reflection

Complete the following:

1. I realized that it is the foundational to successful living, learning and participating in today’s society.
Used to make decisions that impact one’s life, the means through which students develop knowledge and
understanding in each subject/discipline area.
2. I believe that Numeracy and literacy is the key for students to access and make sense their world.
Being able to quantify and measure their environment in different ways will help them to make wiser
judgments about the kind of actions to take their lives.
3. I feel that Numeracy defined as the ability to understand and apply mathematical concepts and
make decisions in a variety of situations, including real life. On the other hand Literacy assists students in
applying reading, writing, speaking, and listening skills across a variety of subjects area.
4. When I become a teacher, I will let my students to determine their understanding in a way that it
will apply the numeracy and literacy.

LESSON 5 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 and creative
thinking as well as higher-order thinking skills (HOTS). The objectives of this lesson are the following:
1. observe how teachers apply HOTS in formulating lesson objectives and assessments;
2. identify the strategies that enhance the students’ HOTS; and
3. recognize the importance of HOTS in teaching and learning.

19 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

Education Theory

Higher-order thinking skills (HOTS) is a concept of learning based on cognitive process that are
beyond the basic thinking skills classified in Bloom’s taxonomy. Based on Bloom’s taxonomy of cognitive
domain, thinking skills are organized into six major classes and presented in hierarchical order (see table
1). The hierarchical presentation suggests that learner should master lower-level thinking skills such as
knowledge, comprehension, and application before they can demonstrate HOTS such as analysis,
synthesis, and evaluation. Anderson and Krathwohl revised Bloom’s taxonomy of educational objective in
2001. This led them to provide six categories of the cognitive process dimension and related cognitive
process (see table 1) and offer active verb for each level to help teachers in writing lesson objectives.
Table 1. Taxonomy of Education Objectives; Cognitive Domain
Bloom’s Anderson and Krathwohl’s Revised Taxonomy
Taxonomy
Evaluation Create- put elements together to form a coherent functional whole;
recognize elements into new pattern of structure
(Keywords: hypothesis, designing, constructing)
HIGHER Synthesis Evaluate- make judgement based on criteria and standard
ORDER (Keywords: checking, critiquing)
Analysis Analyze- break material into its constituent parts and determine how the
parts relate to one another and to an overall structure or purpose
(Keywords: differentiating, organizing, attributing)
Application Apply- carry out or use procedure in a given situation (Keywords:
executing, implementing)
Comprehensio Understand- construct meaning from instructional messages, including
LOWER
n oral, written, and graphic communication (keywords: interpreting,
ORDER
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 logic, rational, and reasonable judgement using
HOTS such as analyzing, synthesizing, and evaluating before 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 enhance HOTS of the students as suggested by Collins
(2014):
1. teach the language and concept of higher-order thinking;
2. encourage questioning and discussion to tap into particular HOTS;
3. teach subject content to connect students;
4. provide scaffolding by giving the student support at the beginning of the lesson such as visuals,
graphic organizers, and problem-solving tasks; and
5. encourage higher-order to foster deep conceptual understanding.

Observation

A. Ask the cooperating teacher to show his/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:

20 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 Construct sentences using common verbs.
1. Creating

2. Evaluating Determine the use of verbs.

3. Analyzing Identify actions words.

B. Indicate whether the following HOTS strategies are applied during your class observation by checking
the appropriate box. Write your remarks in the last column.

HOTS Strategies Observed Not Observed Remarks

1. Teaches the concepts of HOTS  Every students’
presented
example is
valued by the
teacher.
2. Promotes the use of HOTS when  Group projects
communicating can inspire
creativity
among
learners. The
learners are
also able to
employ the
brainstorming
technique.
3. Encourage question and answer during  Learners’
discussion clarifications
will be
addressed by
asking
questions.
4. Uses visuals, and graphic organizers to  The teacher’s
connect concepts creative use of
PPT
presentation
and visual aids
will aid in the
students
comprehensio
n of the
subject.
5. Uses problem-solving to foster critical thinking  The teacher
met his
strategy since
her subject
matter is
“Verb” so the
students will be
having
brainstorming
on every
21 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER
 sentence to
identify where
the verbs
there.
6. Promotes collaborative learning to generate  To encourage
new ideas cooperation
among the
learners, the
teacher
designs
several
activities.
7. Encourages students to elaborate their  Teacher will
answers answer the
clarifications of
every students.
8. Promotes inquiry-based learning to validate  Every student’s
ideas shared ideas
will be
permitted by
the teacher.
9. Uses educational objectives that foster HOTS  Achieving the
objective of the
lesson is the
main target of
the teacher.
10. Uses assessment that promotes HOTS  Students will
analyze and
provide
examples of
verb-
containing
phrases in the
examination,
which
encourages
higher order
thinking
abilities.

Processing

Read carefully and answer the following questions based on what you have observed in class.
1. In what part of the instructional plan can teachers apply HOTS?
The teacher can apply the HOTS in her/his instructional plan in the beginning of the class,
where in the teachers will inform the learning objectives to students. The teacher will use HOTS
in teaching the reading skill to develop their critical thinking through brainstorming, analyzing, and
creating text.
2. How can HOTS improve the students’ learning?
HOTS improve the student’s learning through go above and beyond
simple fact observation and memorization to find trustworthy information, and come up with
solutions. By foreseeing links between various ideas, higher order thinking abilities can aid in issue
solving.

22 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 3. How important is creative and critical thinking in the 21st century workplace?
Critical Thinking- This is important in the 21st century because it’s harder
than ever to verify accurate information. Critical thinking empowers students to discover the truth in
assertions, especially when it comes to separating fact from opinion.
5. What are the things that teachers need to improve on to enrich the students’ HOTS?
The following are those things that the teachers need to improve to enrich the
student’s HOTS: asking divergent questions to the students, using group discussion, informing
learning objectives to the students, giving feedback to invite the students to review, refine, and
improve understanding.
Reflection

Complete the following:

1. I realized that one way of the learning goals through HOTS is to make sure that students can analyze,
evaluate, and create their knowledge. However, studies on HOTS issues in English learning, particularly in
reading skills, are still very limited.
2. I believe that it is important to enhance the most common but critical task of every person’s life
(problem solving). With the ability to analyze information, evaluate data collected, and synthesize or create
new ideas, one can solve their problem more effectively and efficiently.
3. I feel that HOTS it is distinguishes critical thinking skills from low order learning outcomes, such as
those attained by rote memorization.
4. When I become a teacher, I will make sure that my students can analyze, evaluate, and create
their own knowledge.

LESSON 6 Mother Tongue, Filipino, and English in Teaching and Learning

Mother tongue, Filipino, and English are the medium of instructions (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 of this lesson are the following:
1. observe how teachers use mother tongue, Filipino, and English as MOIs;

23 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 2. determine how instruction plans are designed in line with the principles of mother tongue; and
3. 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 The Enhanced Basic Education Act of 2013, provides that basic education
should be delivered in languages understood by the learners as t plays a strategic role in shaping the
formative years of learners.
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 2013.
Aside from mother tongue , Filipino and English are also introduce 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, Iloko, Bicol, Cebuano,
Hiligaynon, Waray, Tausug, Maguindanaoan, Maranao, and Chabacano.
In addition, seven other languages were identified as MOIs in various regions per DO No. 28, s.
2013. These are Ybanag (Region II- Tuguegarao City, Cagayan, Isabela), Ivatan (Region II- Batanes
Group of Islands), Sambal (Region III- Zambales), Aklanon (Region VI- Aklan, Capiz), Kinarya-a (Region
VI- Capiz, Aklan), Yakan (ARMM (Basilan)), and Surigaonon (CARAGA- Surigao City and provinces).
Mother tongue, Filipino, and English as MOIs are also offered as learning areas under the K-12
curriculum with focus on oral language, phonological awareness, book and prior 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 the students and teachers at home and school.
Languages Used at Home Languages used at school

Students Mother tongue Filipino and English

Teachers Mother tongue Filipino and English

B. Answer the following questions:

1. Do the teachers of kindergarten and elementary students have a copy of teacher’s guide and
learning materials for mother tongue, Filipino and English? YES
2. Are the teacher’s guide and learning materials translated in mother tongue? NO

24 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 3. Are there sufficient references for the teaching of mother tongue, Filipino, and English? YES
4. Are the teachers Well-informed on and trained in the teaching of mother tongue, Filipino, and
English? YES
5. Do the teachers speak or understand the identified regional language of instruction? YES
6. Do the learners speak or understand the language of instruction used by teachers in the
implementation of MTB-MLE? YES
7. Do the learners have access to learning resources and materials? YES

C. Conduct an observation of teachers in mother tongue, Filipino, an English classes. Identify the
strategies used to motivate or arouse the interest of learners in the following language literacy
domains. Write your observation in the Remarks column.

Domains Strategies Remarks

1. Oral Language Some activities like role playing The teacher boots the
and giving questions. comprehension skills of learners.
2. Phonological awareness They do some activities like The teacher motivates the
singing and poetry. interest of the learners.
3. Book and Print The teacher let the learners With this strategy is shows and
knowledge choose a book or stories they active engagement between
are interested to and let them learners and teacher.
read it aloud.

4. Alphabet Knowledge Learners are fun of watching It enjoys and relax themselves
television so the teacher use while engaging in an activity it
videos that is related to the topic. shows that the teacher really
meet her goal.
5. Phonics and Word By using games in integrating in It encourages learner to develop
Recognition their learning. their phonetics and word
recognition.
6. Fluency One strategy is by giving phrase It develops the fluency of the
reading in a day. learners.
7. Spelling Daily reading of sight word or She choose a good strategy that
unfamiliar can help our learners is suited to her topic and goals.
develop their skills in spelling.
Words games are also use in
arousing the interest of the
learners.
8. Writing and Composition By making an essay or short It helps to improve the students
story. writing and composition.
9. Grammar Awareness Promoting journal and writing. The teacher allow the students to
and Structure compose a story.
10. Vocabulary By learning one new word a day. It enhanced the student
Development vocabulary which is great thing
to do.
11. Reading Let them listen a story, song or They are actively participating
Comprehension news to a radio a let them give and didn’t get bored because in
feedback about it. the end they should answer what
is been asked.
12. Listening The teacher let them listen to They are a good listener and
Comprehension video or song which engages they actively participate in a
them in listening afterwards, I will class.

25 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 ask questions related to the
topic.

Processing

A. Based on what you have observed in class, identify the benefit of using mother tongue, Filipino, and
English as MOIs.
1. Mother Tongue
- They can easily express their thoughts and ideas by using mother tongue.
- Makes it easier for the learners to pick up or understand the lesson.
- It also helps develop the critical thinking and literacy skills of the learners.
2. Filipino
- Using Filipino as a mode of instruction, the learner will easily understand or catch up into
the topic.
- The learners can participate actively in the class by using Filipino as a mode of
instruction.
3. English
-If increase the cognitive ability of the learners.
- it helps us develop our communication skills.
B. Based on what you have observed in class, identify the strategies to improve the teacher’s ability to
help student understand mother tongue, Filipino, and English
In order for students to fully grasp the Mother Tongue language, the teacher used the strategies
such as multilingual teaching.
C. Explain how mother tongue can enrich cultural awareness of both teachers and students.
Teaching in a student’s native language may help both teachers and students to have a deeper
understanding of one another’s cultural origins and traditions.
Reflection

Complete the following:

1. I realized that different language as mode of instruction will help the students to develop their skills
and capabilities in learning especially when they are interested and motivated to the way of learning.
2. I believe that in life, it will always be a life-long learning. There is place for learners and teachers
to develop themselves especially when imparting knowledge. Language is one of the keys to understand
each other and keep the good rapport in the surrounding.
3. I feel that we must carefully plan the strategies we use that is very suitable of applicable in the
lesson that we will impact or teach to our learners. With that it will gain the interest of the learners and will
help us to teachers to reach our goals or objectives in their learning.
4. When I become a teacher, I will must gave to be successful and efficient language teacher in
regards to language competency, exceptional reading, speaking, and listening abilities, as a teacher I must
of course display high vocabulary and command language.

26 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

LESSON 7 Classroom Communication Strategies

Communication plays a fundamental role in our daily lives, most specially in teaching and learning.
This lesson distinguishes numerous verbal and non-verbal classroom communication strategies that
support learner understanding, participation, engagement, and achievement. The objectives of this lesson
are the following:
1.differentiate verbal from non-verbal communication;
27 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER
 2.observe how communication strategies are used in the classroom;
3. determine how communication strategies support the learners’ understanding of the
lesson; and
4. discover how communication strategies improve the learners’ academic performance.
Education Theory

`communication skill is one of the 21 st century competencies that every student needs. It is essential
in exchanging information between people. Communication makes teaching and learning easier.
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 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 communication in
the following forms:
1.facial behavior
2.vocal behavior
3.gesture and body movement
4.eye behavior
5.face and body physiognomy (nonverbal cues for trait impressions)
6.proxemics and haptic interaction (the closeness continuum)

Observation

A. Identify the verbal and nonverbal forms of communication used by teachers and students in the
classroom.
Verbal Nonverbal Remarks
Oral communication Hand gesture and facial The teacher was able to
Teachers expression. teach using verbal and
non-verbal
communication as long as
she can deliver the topic
smoothly.
Recitation (oral Raising hand, and The students can learn
Students communication) listening. using verbal or non-verbal
communication if they are
going to use their five

28 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 senses.

B. Check (/) the box that corresponds to what you have observed in class. Write your remarks in the
class column.
Communication Strategies for Teachers Observed Not Remarks
Observed
Communication with a friendly tone  The calmness
of the teacher
to her students
can bring a
smooth
communication
to the class.
Thinks before speaking to avoid utterance of  When it’s time
irrelevant words to respond, the
teacher
requires her
students to
rice their
hands.
Speaks clearly and articulately delivers the  The teacher
message he or she is trying to convey delivered her
topic in a clear
way speaking
that her voice
has a
mandatory
tone.
Speaks with confidence  When
presenting or
giving her
views and
ideas to the
class, the
teacher must
be confident in
her ability to
communicate,
as must the
students.

Communication Strategies for Teachers Observed Not Remarks

Observed
Demonstrates ability to produce intelligent and fluent  The
discourse teacher’s
concepts
and
explanation
of the
lesson
were
accurate.
Demonstrates skills in written communication  The
teacher
makes an

29 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 activity
which
students
can write to
enhance
their writing
skills.
Demonstrates proficiency in oral communication  The
teacher
must have
mastery in
her subject
and was
able to
effectively
deliver it.
Manifests positive attitude towards students  The
teacher
must
appreciate
the ideas
given by
the
students to
be fair for
them.
Other comments and observations:
The relationship between the teacher and the students is positive. This is due to the
teacher’s ability to come up with engaging activities for her students.
Processing

Read carefully and answer the following questions based on what you have observed in class.
1. How important are the verbal and non-verbal forms of communication to the teachers?
Communication, both and verbal and nonverbal, is crucial for learning because it helps the
teacher and students understand the point being said. Without these communication tools, the
teacher and student may misunderstand or misinterpret one another. Verbal communication is the
use of mouthed words, whereas nonverbal communication involves the body language, facial
expressions, paralinguistic, and other technique to convey meaning or a point.
2. How do verbal and non-verbal forms of communication affect the students’ learning?
Through increased interaction with each individual, verbal and nonverbal communication
has an impact on students learning and is crucial for their personal development. This will improve
their interpersonal relationships and communication skills. Communication helps students learn,
achieve their goals, broaden their learning options, improve student-teacher relationships, and
foster an enjoyable experience overall.
3. What forms communication do the teachers and the students need to improve on?
The oral recitation for the students, especially when teacher asks questions to the
students, they are hesitant to answer the questions asked by the teacher.
Reflection

Complete the following:

1. I realized that in our daily life especially in part of learning two types of communication, the verbal
and nonverbal are important for our growth of experiences and personal development. It gives us the
benefits to improve ourselves.

30 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 2. I believe that without the means of communication, we might really misunderstand and
misinterpret each other especially if the passage is not clear to one another. It might tend to have an
ambiguous understanding or meaning to the other people. So, communication us indeed powerful.
3. I feel that having a good communication will achieve a harmonious discussion and good rapport to
a teacher and students.

4. When I become a teacher, I will become an engage listener because you will not only have a
greater understanding of the other person, but you will also make them feel heard and understood, which
can help you from a stronger bond. I will also pay attention to the non verbal signals or communication, on
how you look, move, listen, and interact to the other person can reveal more about how you are
experiencing than words alone.

31 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER