You are on page 1of 6

FIELD STUDY 1

THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
Episode 1
SCHOOL AS A LEARNING ENVIRONMENT
Name of FS Student: Joel J. Patropez
ourse !EEd Year and Se"tion
#$%%%%%%%%%
&esour"e Tea"'er (rs.$nita $)on* Si*nature %%%%%%%%%%%%%%%%%

ooperatin* S"'ool al+a)o* Pilot entral S"'ool
Your Target
$t t'e end of t'is a"ti,it)- )ou .ill +e "ompetent in determinin* a
s"'ool en,ironment t'at pro,ides so"ial- ps)"'olo*i"al- and p')si"al
en,ironment supporti,e of learnin*.
Your Map
$ *eneral o+ser,ation of t'e "ampus and t'e "lassroom is an e/"itin*
.a) to start )our o+ser,ation.
Your mission is to do t'e follo.in* tasks:
Your Tools
$s )ou mo,e around t'e "ampus- a"ti,it) forms are pro,ided for )ou to
do"ument )our o+ser,ations. It is ad,ised t'at )ou read t'e entire .or0s'eet
+efore pro"eedin* to t'e s"'ool site. $ *ood understandin* of t'e a"ti,ities
and tas0s to +e a""omplis'ed in t'e a"ti,it) s'eets .ill )ield +etter learnin*
results.
1. 1isit a s"'ool. Loo0
into fa"ilities and
support learnin* areas
in t'e "ampus- t'en in
t'e "lassroom.
2. $""omplis' t'e
"'e"0list as )ou mo,e
around t'e s"'ool
premises.
3. !ased on )our
*at'ered data in t'e
"'e"0list- des"ri+e t'e
s"'ool en,ironment.
#. (a0e a re4e"tion on
t'e "'ara"teristi"s of a
s"'ool en,ironment
t'at promotes learnin*.
5. Present )our idea of a *ood s"'ool en,ironment t'rou*'
an) of t'ese: a6 Des"ripti,e Para*rap'7 +6 P'oto Essa)7 "6
S0et"' or dra.in*7 d6 Poem- son* or rap
AN OBSERVATION GIDE !OR THE SCHOOL VISIT
&ead t'e follo.in* statements "arefull). T'en .rite )our o+ser,ation report
on t'e ided spa"e.
1. Des"ri+e t'e "ommunit) or nei*'+or'ood .'ere t'e s"'ool is found.
2. Des"ri+e t'e s"'ool "ampus. 8'at "olors do )ou see9 8'at is t'e
"ondition of t'e +uildin*s9
3. Pass +) t'e o:"es. 8'at impression do )ou 'a,e of t'ese o:"es9
#. 8al0 t'rou*' t'e s"'ool 'alls- t'e li+rar)- t'e "afeteria. Loo0 around
and ;nd out t'e ot'er fa"ilities t'at t'e s"'ool 'as.
SCHOOL !ACILITIES CHEC"LIST
Familiarize )ourself .it' t'e di<erent areas and fa"ilities of t'e s"'ool.
'e"0 t'e "olumn to indi"ate t'eir a,aila+ilit). =i,e a +rief des"ription of
t'ose t'at are a,aila+le on t'e last "olumn.
Fa"ilities $,aila+le
Not
a,aila+le
Des"ription
>:"e of t'e Prin"ipal on"rete and .ell?
,entilated
Li+rar)
ounselin* &oom on"rete and loo0s *ood
anteen@afeteria Not all fa"ilities are
"on"rete
(edi"al lini"
$udio@1isual@(edia
enter
&eadin* enter
Spee"' La+orator)
S"ien"e La+orator) on"rete and t'ere is
enou*' spa"e
=)mnasium
$uditorium
Aome E"onomi"s &oom
Industrial 8or0s'op
$rea
PT$ >:"e
omfort &oom for !o)s on"rete
omfort &oom for =irls on"rete
>t'ers(Please specify)
8rite )our o+ser,ation report 'ere.
AN OBSERVATION GIDE !OR THE CLASSROOM VISIT
!e *uided +) t'ese tas0s as )ou do )our o+ser,ation. T'en a""omplis'
t'e matri/ to re"ord )our data.
1. Loo0 at t'e .alls of t'e "lassroom. 8'at are posted on t'e .alls9 8'at
'eroes- reli*ious ;*ures- lessons- ,isual aids- announ"ements- do )ou
see posted9
2. E/amine 'o. t'e furniture is arran*ed. 8'ere is t'e tea"'erBs ta+le
lo"ated9 Ao. are t'e ta+les and "'airs@des0s arran*ed9
3. 8'at learnin* materials@eCuipment are present9
#. >+ser,e t'e students. Ao. man) are o""up)in* one room9
5. Is t'e room .ell?li*'ted and .ell?,entilated9
CLASSROOM !ACILITIES MATRI#
Classroo$ !a%&l&t&es
Des%r&pt&o'
(lo%at&o') 'u$*er) arra'ge$e't)
%o'+&t&o',
1. 8all Displa)s Ne. and lo"ated in e,er) .alls
2. Tea"'erBs Ta+le It loo0s *ood and it is lo"ated in front
and at t'e +a"0.
3. LearnerBs Des0s Plasti" "'airs and arran*ed in t.o
"olumns
#. !la"0+oard It loo0s *ood- it 'as 2 "'al0+oards
one in t'e ri*'t and one in t'e left
side
5. Learnin* (aterials@1isual $ids Loo0 *ood and it .as pla"ed in a
"a+inet
D.
E.
F.
G.
OBSERVATION REPORT !OR SCHOOL VISIT
Name of t'e S"'ool >+ser,ed al+a)o* Pilot entral S"'ool
S"'ool $ddress !r*). 8est $.an* al+a)o* it)
Date of 1isit Jul) 15- 2H13
I .as assi*ned to al+a)o* Pilot entral S"'ool and I
re"o*nized it as a *ood and "'ild friendl) s"'ool due to its lo"ation e,en
t'ou*' it doesnBt "o,ers a .ide area. T'e s"'ool "ampus is more
attra"ti,e due to t'e li*'t "olors t'at it possessed. T'e +uildin*s loo0 *ood
+e"ause of it .as reno,ated last s"'ool )ear t'atBs .') it loo0s stron*-
"on"rete and safe. 8'en it "omes to t'eir o:"es- I .as impressed
+e"ause it is .ell or*anized and eas) to lo"ate unli0e to t'ose s"'ools t'at
I ,isited. $s I .al0 t'rou*' t'e s"'ool 'alls- "afeteria and ot'er fa"ilities- I
didnBt see li+rar) +ut ot'er o:"es are present. $ll o:"es 'as t'eir
fa"ilities t'at are suita+le for t'eir o:"e. So- in t'is s"'ool ,isit I
"onsidered it as a *ood e/perien"e +e"ause it .ould a<e"t m) "reati,it)
and ,ie.s a+out t'e desi*n of t'e s"'ool
1H.
8rite )our o+ser,ation report 'ere.
AN OBSERVATION GIDE !OR THE CLASSROOM VISIT
Your A'al-s&s
OBSERVATION REPORT !OR CLASSROOM VISIT
Name of t'e S"'ool >+ser,ed al+a)o* Pilot entral S"'ool
S"'ool $ddress !r*). 8est $.an* al+a)o* it)
Date of 1isit Jul) 15- 2H13
$s I loo0 t'e .alls of t'e "lassroom- posters are posted t'ere li0e
'eroes- reli*ions- ;*ures- lessons- ,isual aids- announ"ement and ot'er
posters t'at are related to its "orrespondin* su+Ie"t areas. T'e furniture
.as arran*ed properl) and it *ains attra"tion +e"ause it is pla"ed on its
appropriate lo"ation t'at "annot distra"t. T'e tea"'erBs ta+les are lo"ated
in front of t'e students and at +a"0 of t'e students. T'e ta+les and "'airs
or des0s are arran*ed properl) .it' enou*' spa"e pro,ided for t'e
students to +e more "omforta+le.
M- Perso'al Illustrat&o' o. a' E/e%t&0e S%1ool E'0&ro'$e't
1. Ao. do t'e s"'ool "ampus and t'e "lassroom in parti"ular "reate impa"t
on t'e learnin* of t'e students *oin* to s"'ool9 8'at are )our
"on"lusions9
$s I o+ser,ed +ot' t'e s"'ool "ampus and "lassroom- I 'a,e
realized t'at it *reatl) "ontri+utes in t'e learnin* of t'e students upon
*oin* to s"'ool. It is +e"ause if +ot' s"'ool "ampus and "lassroom are
attra"ti,e- t'e tenden") is t'at t'e learners .ill +e en"oura*e to *o to
s"'ool e,er) da) espe"iall) if +ot' of it are ,er) mu"' "ondu"i,e for
learnin* and also if t'is pro,ide t'e students t'e feelin* of +ein*
"omforta+le and se"ured.
2. Ao. does t'is relate to )our 0no.led*e of "'ild and adoles"ent
de,elopment9 Ao. does t'is relate to )our 0no.led*e of fa"ilitatin*
learnin*9
8it' t'is o+ser,ation- I "an relate to m) learnin*Bs on "'ild and
adoles"ent de,elopment and fa"ilitatin* learnin* +) means of ;rst on t'e
"'ild de,elopment- .ants- interest and indi,idual di<eren"es- +e"ause as
t'e .ants or needs of t'e students are presented or *i,en t'e) .ill +e
more interested dependin* upon t'eir indi,idual di<eren"es or to t'eir
li0es and disli0es. $nd I "ould also relate t'is to m) fa"ilitatin* learnin*
more parti"ularl) on t'e "lassroom stru"turin*- standards on t'e "'oi"e of
materials and moti,ational fa"tor.
Your Re2e%t&o's
1. 8ould )ou li0e to tea"' in t'e s"'ool en,ironment )ou Iust o+ser,ed9
8')9 8') not9
In t'e s"'ool en,ironment t'at I 'a,e o+ser,ed- t'is is t'e s"'ool .'ere I
li0e to tea"' +e"ause it is or*anized and it possessed t'e "'ara"teristi"s
of an ideal s"'ool en,ironment. !ut I .ant it to 'a,e li+rar) and some
ot'er fa"ilities t'at .ould stren*t'en t'e .illin*ness of t'e "'ild to learn
inside t'e s"'ool.
2. 8'at 0ind of s"'ool "ampus is "ondu"i,e to learnin*9
T'e 0ind of s"'ool "ampus t'at is "ondu"i,e to learnin* must 'a,e all
ne"essar) fa"ilities and o:"es- it must also 'a,e enou*' area or spa"e
and it s'ould +e painted .it' li*'t "olors t'at are "ool to our e)es. It
must +e a "'ild friendl) s"'ool "ampus .'erein t'e students "ould feel
t'e feelin* of +ein* se"ured and "omforta+le.
3. 8'at 0ind of "lassroom is "ondu"i,e to learnin*9
T'e 0ind of "lassroom t'at is "ondu"i,e to learnin* is t'e "lassroom t'at
t'at is "on"rete- .ell?,entilated- fres' and 'as more attra"ti,e
edu"ational materials as .ell as t'e "'oi"e of "olor in t'e room t'at "ould
+e "ool in t'e e)es of t'e students and also t'e "'airs must 'a,e a spa"e
.'erein it is not "ramped.
#. In t'e future- 'o. "an )ou a""omplis' )our ans.er in num+er 39
In t'e future I "an a""omplis'ed m) ideal "lassroom en,ironment t'at is
"ondu"i,e to learnin* +) means of pro,idin* ne"essar) materials t'at
are needed upon t'e "ompletion- and I "an also adapt some ideas to me
to "reate and ideal "lassroom en,ironment. T'us- m) o+ser,ation reall)
'elps me to understand t'e .or0 of a prospe"ti,e tea"'er.
5. 8rite )our additional learnin*Bs and insi*'ts 'ere.
8it' t'is o+ser,ation I .as a+le to 0no. t'e importan"e of 'a,in* a
s"'ool "ampus and "lassroom t'at are "ondu"i,e for learnin*- to*et'er
.it' all t'e fa"ilities t'at *reatl) "ontri+utes to learnerBs .illin*ness to
learn. It is +e"ause if all t'is fa"ilities are present in t'e "ampus
en,ironment and full) fun"tional t'en- all learnerBs .ill +e a+le to feel
t'e feelin* of +ein* "omforta+le and se"ure.