MY FIELD STUDY 5 & 6

EXPERIENCES

LICEO DE DAVAO TAGUM CITY

INTRODUCTION
 " Invest in Education, Study at Liceo de Davao, the School of Future Leaders "

HISTORICAL BACKGROUND AND SOME SALIENT FEATURES

OF THE SCHOOL

Liceo de Davao has always been a constant pride of Tagum City and the nearby provinces
of our locality since it is one of the pioneering schools of Tagum City existing and operating
under the laws of the Republic. Being a private, non-profit and non-sectarian educational
institution, it molds the young minds and personalities of Liceans, our students, into a perfect and
mature one through extensive educational programs which are comprehensible and affordable to
every Licean student and/or their parents or guardians.

Our Alma Mater from being a vocational school sometime on 1970 's by the founding
couple, Mr. Antero S. Delos Reyes, Sr. (Died on August 10, 1992), a retired public school teacher
and an administrator with his loving wife Mrs. Erlinda Cabeguin-delos Reyes (died on January 28,
2002), formerly a private school teacher. The founders are now survived by their three (3) married
children namely: Engr. Antero C. delos Reyes, Jr.; Atty. Joel C. delos Reyes; Mrs. Janet delos
Reyes-Riogelon. Said children are currently managing the affairs and operations of the school.

The school basically started its operation by offering technical courses like typewriting,
bookkeeping, stenography, tailoring, auto-mechanic and other short-term vocational courses with
the name of Mindanao Business School (MBS). But sometime on 1980, it devolved into an
academic institution when it formally offered secondary courses but still carrying with the
vocational courses. Year 1989, it again marked its change when the name MBS was changed to
Liceo de Davao for the reason that the former name like a business in nature since technical
courses were still the being offered. The word "Liceo" taken from latin dictionary which means
"School" and "de" means "of. Thus, if we are to translate the whole name of Liceo de Davao", it
means "School of Davao". Having it changed, the present name is now focusing more on the
academic courses being offered up to present.

The prestige and honor of Liceo de Davao stands still, even up to the current times not
withstanding on our situational crisis suffered by most of our fellow Filipinos nowadays.
Academically, we are the first and only the school duly recognized by the Department of
Education (DepEd) offering Sunday school classes in the entire Davao del Norte province and
Tagum City with a population evenly increasing every school year. We also offered late afternoon
classes or the so called evening classes aside from our regular secondary classes. These academic
programs somehow ease and qualify the less fortunate ones especially the working students who
wanted to avail and uphold legitimate diploma despite the hectic schedule of work and study.
Even with our extra-curricular activities, we showed our commitment with the local activities of
our city government in various participation in civic, literature, and other sports involvements.

Today, Liceo de Davao is offering complete Pre-School, Elementary, Secondary, Short-

term Vocational courses and some college degree courses which are duly recognized by the
Department of Education (DepEd); Commission on Higher Education (Ched) and Technical
Education and Skills Development Authority (TESDA). The school is now fully equipped with
sophisticated and some state of the art facilities which are duly acknowledged by the aforesaid
concerned government agencies. It is now located in two (2) different campuses which are all
situated in a much conductive venues for learning. One is at Briz District, Brgy. East as our main
campus and another is at Agan District, Brgy. Magdum, our annex campus. Likewise, the school
was able to branch out as far as Cagayan de Oro City and at Trinidad, Bohol.
 The administration and staff of the school strongly believed that education is a matter of
right and not a privilege. Therefore, it has to be availed of by everyone if possible irregardless of
color, religion, creed, civic, economic and political aspirations of everyone who wanted to
somehow upgrade his dream and way of living. That is why the school is born to let every Licean
parent/guardian know that we care and we affirm the idea that we are part and parcel of every
Licean students’ life as he/she grows older. The institution is always here willing to endure just to
guide and mold the young minds and personalities of our dear Liceans, the future progressive
children of Tagum City, Davao del Norte province, Region XI, in the island of Mindanao and the
Philippines of the Asian continent in particular and the whole World in general.

GOALS AND OBJECTIVES OF THE COLLEGE

In consonance with Mission Statement of Liceo de Davao, it is committed to provide the

students with a liberal education through the colleges of Teacher Education, Commerce, etc. and
the various Technical-Vocational courses with competencies in specific personalized skill of
computer literacy and para-medical knowledge.

The ultimate objective of the college is to mold the Liceans in wisdom and eloquence. It
desires to educate men and women who think clearly, discriminate among values, appreciate
beauty, communicate effectively, possess professional competencies and work initiative,
dedication and creativity. These attributes and achievements are geared to the personal
development and fulfillment of the students, but most importantly they are reserved for the
development of leaders who will put out their talents and professional achievements at the service
of others.

The Liceo de davao, in the totality of its populace attempts to be responsive to the way of
life and needs of the locality where it is conductively situated at the heart of the City of Tagum,
Davao province. It sets its goals focusing on the existing livelihood trends of agricultural,
industrial, ecological, commercial, governmental, ethical, educational, spiritual and more broadly
socio-cultural aspects of the local area. It demands moreover, that students and Faculty with the
parents/guardians' support must involve themselves in the Licean community and acquaint
themselves with the aspirations of its people in order to give relevance and direction to their
academic pursuits.
 As a community of Scholars in which students, faculty members, parents/guardians and
the School Administrators collaborate to know and live what is true and good, the college aims to
achieve these goals and objectives in an atmosphere of openness, participation, dialogue, equality,
respect and freedom.

FSS BIOGRAPHY

Name: Shella Mae H. Pormento

Age: 31
Course: Bachelor of Science in Education
Major in English
I am Shella Mae H. Pormento, a fourth year BSED English
student at NDC Tagum Foundation. If everything goes
alright I will be getting my bachelor’s degree next year. I am taking this course because of my
passion that keep on pushing me up to this point. I chose English major to challenge myself to
maximize my competency to prove people around me that I can be. It has been a long journey
since then, and not I am on a brim to get my credit. All things belong to God’s will.

BELIEFS ON TEACHING AND LEARNING

Teaching is a passion. It is a calling that cannot be avoided. Teaching is a noble profession
of all profession because all dreams start in school with guidance of teacher. I believe that
teaching is also unlocking the power of student competency. It is an instrument to navigate the
individuals’ journey.

In my interaction with students, I will strive always to be respectful, especially when

dealing with differing opinions that may arise as product of scientific thinking. I want my students
to learn to think critically, not merely to accept our ideas and opinions; my drive to pursue higher
education was due in part to several teachers who inspired catalyst for other people to pursue their
dreams.
CERTIFICATE OF COMPLETION
 REFLECTION

FS 5 and 6 is a preparation into the world of teaching. This is the stage wherein the pre-
service teacher needs to adopt the environment, races and the culture of school as aground in
sharpening the student’s competency. However, I have not experienced those things because of
this pandemic that hindered me to go forward, but regardless of all burdens I somehow perform
my duty as a pre-service teacher through some meditations that being agreed by my cooperating
teacher.

During my observation at Liceo de davao, I also learned about myself as a developing

teacher. As I interviewed Mr. Shemar Jove Pormento, I learned to be comfortable in the classroom
setting by becoming familiar with how it feels to be in front of students and how important it is to
keep their attention and focus. I have studied the different ways that students learn, but it was
completely different to see these varied learning styles fall into play. I knew that as the teacher of
the moment, it was my responsibility to incorporate as many different styles of learning as I could
so I could engage as many students as possible. Accomplishing this task was definitely a
challenge that I faced, but I handled it well. For example, when I was working with the seventh
grade class and the Spanish alphabet, I involved bodily/kinesthetic learning, verbal learning,
visual learning, musical/rhythmical learning, and both interpersonal and intrapersonal learning.
Into my lesson plan, I incorporated Around the World, auditory repetition exercises, movies as
visual aids, a CD with the alphabet song, group review, and individual writing review. I felt that
after this lesson I had achieved my goal or engaging as many types of learners as I could. I found
confidence in myself as a teacher when I realized how many activities fall under more than one
learning style category and that planning a successful lesson is not as hard as it may seem. I feel
that my strengths as a teacher are student involvement, interaction, and motivation.

EVIDENCES OF LEARNING
 RETROSPECTION

Field Study 5
Assessment is used to measure a students ability to learn about a topic. An appropriate usage of
assessment methods in the classroom is very important because genuine assessment is a way to
determine if the student learned and didn't just regurgitate the same thing back during test.
Teachers assessment tools are an important part of judging the capabilities, progress and
development of students. It help teachers judge how much a student knows at the beginning of a
school year, semester or subject. It also help track progress and inform the teacher when the
subject matter has been adequately learned by the students. Through assessment tools, you can
measure if the child understands what is your lesson all about. Through this, you can determine if
the assessment methods you used is effective or not. So, if it's not effective, think of an
assessment methods that can cater the needs of your students and can caught their interest.

Field Study 6
Teacher plays an important role in education of every student. There are many opinions about
what are the qualities of a good teacher. Somebody think that it is knowledge of the subject, but
there are those who claim that charisma is more important. In my view, personal qualities of the
teacher is important than education. To begin with, teacher must to know how to draw students’
attention, and charismatic teacher can do it. Also, good teacher should be able to tell interesting.
You know, it is difficult to assimilate information, if the teacher says without enthusiasm, boring
monotone voice. No doubt that nowadays teacher is not only a conductor of knowledge but a
person who is responsible for the future of his or her students. That is why teacher must be
reliable and responsible person. Finally, good teacher is that teacher, who is able to find an
individual approach to each student – it is very important try to find abilities in every child. In
contrast, there are those, who claim that the best teacher is someone who is very knowledgeable
about the subject. They say that person with great education surely can be great teacher. They
can’t be justified! The teacher’s foremost duty is intellectual to impart knowledge, training for
management, decision-making, leadership qualities, wisdom and understanding about practical
life problems and respect for individual diversity so the teacher must be knowledgeable and
hands-on to the children’s performances.