Field Study 1

Republic of the Philippine
MINDANAO STATE UNIVERSITY

Fatima, General Santos City
COLLEGE OF EDUCATION
Bachelor of Secondary Education
A PORTFOLIO ON
FIELD STUDY 1
IN
BANISIL NATIONAL HIGH SCHOOL
Submitted to:
DR. MARIA THERESA P. PELONES
In Partial Fulfillment
Of the Requirements for
FIELD STUDY 1
Submitted by:
CHARIE MAE C. MAGALLANES
BSED-Filipino
OCTOBER 2014
TABLE OF CONTENTS
FIELD STUDY 1: THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
Title Page…………………………….…………………...…………………………I
Table of Contents…………………………………………………………………..II
Student’s Resume……………………………………….………………….….…..III
Teaching Beliefs………………………………………………….………….…….IV
Organization of Portfolio Entries
FS 1 Episode 1 The School as a Learning Environment……………………....5
FS 1 Episode 2 The Learner’s Characteristics and Needs…………….……….19
FS 1 Episode 3 Classroom Management and Learning…………………..……28
FS 1 Episode 4 Individual Differences and Learner’s Interaction……….…….42
FS 1 Episode 5 Individual Differences and Learner’s Interaction………….….53
FS 1 Episode 6 Home School Link…………………………………………….….62
Documentations:
Form 48………………………………………………………………………….……63
Letter of accommodation……………………….……......................................64
Certificate of micro seminars……………………………………..………….…..…65
Pictures ………………………………………………………………………………66
Reflection………………………………………………………………………..……67
Rubrics of the Portfolio………………………………………………………...…….68
Mindanao State University, General Santos City Episode 1- The School as a Learning Environmen
TEACHING BELIEFS
Teaching is one of the noblest professions that exist. It is not an easy
profession because you need an adjustment on it. You will deal with the differences
of the students as well as with their parents.
It is hard but self – fulfilling profession that can make everyone happy although
problems are cannot be avoided. As a teacher, you must know how to handle
problems especially when it comes to your class. You are expected to solve it
because you are the head of the class.
Being a teacher you should always have a positive disposition, it can help
you to motivate and lift up your students whenever they feel down. “A good teacher
teaches from the heart not from the book”. Our knowledge from the book is just a
finite thing and often we forget about it, in just a hour or minute. But when the
teacher has something to do with that knowledge, it will be remember by the
students as they remember the teacher, it will be inculcated in their mind that their
teacher teaches them such kind of things. As a teacher, we should teach good
things to the students, not only this but the most precious job of a teacher is molding
with developing the students to be a better one and help them reach the star they
dream.
EPISODE 1:
THE SCHOOL AS A LEARNING

ENVIRONMENT
Episode 1:
THE SCHOOL AS A LEARNING ENVIRONMENT
Name of FS Student: Charie Mae C. Magallanes

Course: BSED-FILIPINO Year & Section: 3rd Year/
Resource Teacher: Mrs. Riza Rivas Signature: Date: 08-13-14
Cooperating School: Banisil National High School
My Target
At the end of this activity, I will be competent in determining a school environment
that provides social, psychological, and physical environment supportive of learning.
My Performance (How I will be rated)

Field Study 1 Episode 1- The School as a Learning Environment
Focused on: Determining a school environment that provides social, psychological, and
physical environment supportive of learning.
Exemplary Superior Satisfactory Unsatisfactory

Tasks
4 3 2 1
Observation/ All tasks were All or nearly all Nearly all tasks were Fewer than half of tasks
Documentation: done with tasks were done done with acceptable were done; or most
outstanding with high quality quality objectives met but with
quality; work poor quality
exceeds
expectations
4 3 2 1
My Analysis Analysis questions Analysis questions Analysis questions Analysis questions were
were answered were answered were not answered not answered.
completely; in completely completely
depth answers; Grammar and spelling
thoroughly Clear connection Vaguely related to unsatisfactory
grounded on with theories the theories
theories
-Exemplary Grammar and Grammar and spelling
grammar and spelling are acceptable
spelling. superior.
4 3 2 1
My reflection Reflection Reflection Reflection statements Reflection statements

statements are statements are are shallow; are unclear and shallow
profound and clear but not supported by and are not supported
clear, supported clearly supported experiences from the by experiences from the
by experiences by experiences episode. episode.
from the episode. from the episode.
4 3 2 1
My portfolio Portfolio is Portfolio is Portfolio is Portfolio has many
complete, clear, complete, clear, incomplete; lacking components; is
well-organized well-organized supporting unorganized and
and all supporting and most documentation is unclear.
documentation supporting organized but is
are located in documentation lacking.
sections clearly are available
designated. and/or logical and
clearly marked
locations.
4 3 2 1
Submission Before deadline. On the deadline. A day after the Two days or more after
deadline. the deadline.
4 3 2 1
Subtotals
Rating based on
Overall Score transmutation:
______________________________ _________________
Signature of FS Teacher above printed name Date
Transmutation of Scores to Grades/ Ratings

Score Grade Rating Score Grade Rating
20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
My Map
A general observation of the campus and the classroom is an exciting
way to start my observation.
My mission is to do the following tasks:
1. Visit a school. Look into facilities and support learning areas in the campus, then in
the classroom.
2. Accomplish the checklist as you move around the school premises.
3. Based on your gathered data in the checklist, describe the school environment.
4. Make a reflection on the characteristics of a school environment that promotes
learning.
5. Present your idea of a good school environment through any of these:
a. Descriptive paragraph
b. Photo essay
c. Sketch or drawing
d. Poem, song or a rap
My Tools
As you move around the campus, activity forms are provided for you to document your
observations. It is advised that you read the entire worksheet before proceeding to the school site. A
good understanding of the activities and tasks to be accomplished in the activity sheets will yield
better learning results.
SCHOOL FACILITIES CHECKLIST

Familiarize yourself with the different areas and facilities of the school. Check the column to indicate
their availability. Give a brief description of those that are available on the last column.
Facilities Available Not available Description
Well-ventilated, air-conditioned
Office of the Principal and you can see there data
about the teachers.
Library Their library is small, the book

are limited and it is rarely used.
Counseling room Small room and it is located

beside the clinic.
Canteen/ Cafeteria They have two small canteen

and separated.
Medical Clinic Very small room and the facilitie

are not enough.
Audio-visual/ Media Center
Reading center
Speech Laboratory
Science Laboratory It is just a simple classroom. The

have charts about science bu
lack of science related facilities.
Gymnasium
Auditorium
Home Economics Room Looks like kitchen in the house

and they have no enough
utensils.
Industrial Workshop Area
Very small room that only 2 to

PTA Office three persons can be
accommodated.
Comfort Room for Boys They have many comfort room

for boys but few are used.
Comfort Room for Girls They have many comfort room

for girls but few are used.
Others (please specify)
An Observation Guide for the CLASSROOM VISIT
Read the following statements carefully. Then write your observation report on the provided space.
1. Describe the community or neighborhood where the school is found.

2. Describe the school campus. What colors do you see? What is the condition of the
buildings?
3. Pass by the offices. What impression do you have of these offices?
4. Walk through the school halls, the library, and the cafeteria. Look around and find out the
other facilities that the school has.
Name of the School Observed:
Banisil National High School

School Address:
Banisil, General Santos City

Date of Visit: August 13, 2014
1. Banisil National High School is near the highway, located beside Banisil
Elementary School. And it is located within the residential area.
2. They have clean and green campus. You can see many trees which give
shades and they also plant vegetables in different parts of their campus they
also have small cottages where you can stay and rest. Their buildings are
good and most of it is painted with color green and blue, there is also a new
building. The only problem in that school is it is very dusty.
3. As to their principal’s office, it is very welcoming and well-ventilated, that

is why it is very comforting to stay there. But other offices look likes an
ordinary classroom and very small.
4. I did not found out other facilities in that school. Their facilities are just
like with the other schools which I think not convenient for the students,
teachers and other staffs.
An Observation Guide for the CLASSROOM VISIT
Be guided by these tasks as you do observation. Then accomplish the matrix to record your data.
1. Look at the walls of the classroom what are posted on the walls? What heroes, religious
figures, lessons, visual aids, announcements, do you see posted?
2. Examine how the pieces of furniture are arranged. Where is the teacher’s table located?
How are the tables and chairs/ desks arranged?
3. What learning materials/ equipment are present?
4. Observe the students. How many are occupying one room?
5. Is the room, well- lighted and well ventilated?
CLASSROOM FACILITIES MATRIX

Classroom Facilities Description
(location, number, arrangement, condition)
In the classroom that we had observed, there were no

1. Wall Displays
wall displays because they had just transferred in a
new classroom.
There are two teacher’s tables in the classroom. One is

2. Teacher’s Table
located at the center front of the room which is used
by the teachers during the lesson and the other one is
at the back.
They have 50 learner’s desk s in the classroom and it is

3. Learner’s Desks
arranged in two columns.
There are two blackboards in the classroom and both

4. Blackboard
are newly made.
5. Learning Materials/ Visual Aids

They have limited books in their bookshelf but nothing
more than this.
6. Lightings They have enough lights. We saw 8 fluorescent in the

classroom.
7. Bookshelf They have 1 bookshelf at the back but the books there
were limited.
They only have one ceiling fan located at the center of

8. Fan
the classroom.
9. Broom Stand
They have one broom stand at the left corner back of
their classroom.
10. Shoe Rack You can see shoe rack outside their classroom, at the
lobby.
My Analysis
1. How do the school campus and the classroom in particular impact on the
learning of the students going to school? What are your conclusions?
In the classroom that we observed, since you can’t find any learning
materials except for the limited books in the bookshelf, I think it would be
boring for the students to learn because their classroom is very plain. But
since their classroom is new they can improve it to make learning more
exciting. The school campus as a whole, for me has a friendly environment.
The learning environment can affect the learning process of the
students, whether it can help them in their needs or can disturb them.
2. How does this relate to your knowledge of child and adolescent

development? How does this relate to your knowledge to your knowledge of
facilitating learning?
If the learning environment of the child is very conducive for him he might
develop well and learn easily. For example if the classroom is well-ventilated it is
very comfortable for every learner which can result to a better understanding of
their lesson because there is no disturbance and they can concentrate in their
lesson.
As a teacher, you must know how to make your classroom more

conducive for learning. It is up to you on how you beautify your classroom to
make your students comfortable and be interested to come always to school and
learn new things. You can also benefits to this because if this happens it would
be easy also for a teacher to discuss lessons in the class since the students can
focus to the discussion.
My Reflections
1. Would you like to teach in the school environment you just observed? Why or
why not?
Yes, because I like their school environment with many trees. I also
observed that the students were respectful and the teachers were also
friendly. Regarding to their classroom, it depends on the teacher on how she
make her classroom conducive for learning.
2. What kind of school campus is conducive to learning?

A campus that is conducive to learning is a campus which is free from
any disturbance. And it should be a child-friendly so that the students will not
be afraid to go to school. Lastly the school should have enough facilities for
learning and space for different kinds of activities.
3. What kind of classroom is conducive to learning?

A classroom with complete facilities use in learning and because we
are now in technology era a conducive classroom now is a classroom which
has computers, projectors and other facilities which make teaching-learning
process easier. A conducive classroom also is well ventilated and not
crowded.
4. In the future, how can you accomplish your answer in number 3?

I will limit my students into 40 or depends upon the size of the
classroom. I will also have visual aids that can help my students in their
lessons and I think computers or laptops is not a problem nowadays since
almost of the students have it now.
5. Write your additional learning and insights here.
Learning environment has a big impact to teaching and learning

process. If the learning environment is very conducive, the learners can easily
learn because they are free from any disturbance and they are comfortable
with their environment. It will be easy for the teachers to facilitate learning.
My Portfolio
My Personal Illustration of an Effective School Environment
THE Learner’s characteristics and needs
Episode 2:
THE LEARNERS’ CHARACTERISTICS AND NEEDS

Course: BSED-
FILIPINO
Year & Section:
3rd Year/
Resource Teacher:
Mrs. Riza Rivas
Signature:
Date: 08-13-14
Cooperating School:
Banisil National
High School
My Target
At the end of
this activity, I will gain
competence in
differentiating the characteristics and needs of learners from different developmental areas.

Field Study 1 Episode 2- The Learners’ Characteristics and Needs
Focused on: Differentiating the characteristics and needs of learners from different developmental
areas.

Tasks
4 3 2 1
exceeds
expectations
4 3 2 1
theories
spelling. superior.
4 3 2 1

4 3 2 1
clearly marked
locations.
4 3 2 1
4 3 2 1
Subtotals
Rating based on
______________________________ _________________
20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
My Map
To reach your target, do the following tasks:
 Step1: Observe 3 groups of learners from different levels (preschool, elementary &
high school)
 Step 2: Describe each of the learners based on your observations.
 Step3: Validate your observation by interviewing the learners.
 Step 4: Compare them in terms of their interests and needs.
My Tools
Read the following statements carefully. Then write your observation report on the
provided space. Your teacher may also recommend another observation checklist if more
detailed observation is preferred.
PHYSICAL
1. Observe the gross motor skills. How do they carry themselves? How do they move, run,
walk, go up the stairs, etc.?
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
SOCIAL
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their concerns?
EMOTIONAL
1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily cries,
mood shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustration?
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?
COGNITIVE
1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of their
thinking skills.
3. Were there opportunities for problem solving? Describe how did they show problem solving
abilities.
PHYSICAL:
As i observed the students go downstairs to transfer in their classroom, most

of the girls walked slowly while boys would run. When they do things, their actions
were harsh that sometimes they hurt physically their classmates.
Regarding with their handwriting, some of them have a good penmanship
while others are not good but you can still read it. Some of the students also have a
talent in drawing.
SOCIAL:
They interact to their teacher with respect. They talk to their teacher but I
observed that they know their boundaries. Moreover, to their classmates they have a
very good relationship, they were close and comfortable to each other. They love to
talk about different stuffs. Girls are making selfie while boys talk about computer
games and gadgets.
EMOTIONAL:
Students at their age always seem to be happy, they often smile. I observed
that they enjoy all the things they do. There were also times that their moods shift;
others get angry with their classmates because of misunderstanding. Whenever they
want something from their classmates, they want to get it right away and they cannot
wait. They are also self-conscious especially the girls.
COGNITIVE:
The language that the students commonly used inside and outside their
classroom is Cebuano; they are fluent in using this language. I also observed that
they are uttering vulgar words whenever they got angry to someone and sometimes
they just like to say it.
In comprehending their lessons, they cannot comprehend easily, the teacher
must have a deeper explanation about the lesson in order for them to understand.
Learner’s Development Matrix

Record the data you gathered about the learners’ characteristics and needs in this matrix. This will
allow you to compare the characteristics and needs of learners at different levels. The items under
each domain are by no means exhaustive. These are just sample indicators. You may add other
aspects that you may observe.
Development Preschooler Elementary High School

Domain Indicate age range of Indicate age range of Indicate age range of
children observed:____ children observed:____ children observed: 14-16
PHYSICAL
Gross motor skills *Girls move
consciously while the
boys move harshly.
Fine motor skills
*Some of the students
Self- help skills have a very good
handwriting while
others are not but it is
Others readable.
*Most of the girls are
conscious with their
physical appearance,
they always beautify
themselves.
SOCIAL
Interaction with *They show respect
teachers when interacting to
their teacher; they
know their limitations
and boundaries.
Interaction with *The students are
classmates/ friends close and comfortable
to each other.
*The girls talk about
Interests Korean Popular,
gadgets and fond of
Others selfie while the boys
talk about computer
games.
EMOTIONAL
Moods and *They always smile as
temperament, if they do not have any
expression of feelings problem. They also got
angry to their
Emotional classmates sometimes
independence because of
misunderstanding.
Others Most of them are hot
tempered and they
cannot wait.
COGNITIVE
Communication skills * They commonly used
the Cebuano language
and I rarely hear them
using English and
Filipino language. They
also say vulgar words.
Thinking skills * They cannot
comprehend easily, the
Problem solving skills teacher must explain
deeper the lesson so
Others that they can
understand it.
My Analysis
Write the most salient developmental characteristics of the learners you observed.
Based on these characteristics, think of implications for the teachers.
Example:
Level Salient Characteristics Implication to the
Observed Teaching-Learning Process
Preschool  Preschool like to move  Therefore, the teacher
Age range of learners around a lot. should remember to
observed 3-4 use music and
movement activities
not just in PE but in all
subject areas.
 Therefore, teachers
should not expect
preschoolers to stay
seated for a long period
of time.
Level Salient Characteristics Implication to the

Observed Teaching-Learning Process
Preschool
Age range of learners
observed_______
Elementary
Age range of learners
observed_______
High school
Age range of learners *High school students are *Therefore the teacher
observed: 14-16 fond of talking about the should have an activity about
stuffs they like. their lessons that will suit to
the interest of the students.
*Therefore the teacher must
have an adjustment in
dealing with the students and
must have knowledge about
current trends that the
students would always want.
My Reflections
1. While you were observing the learners, did you recall your own experiences when
you were their age? What similarities or differences do you have with learners you
observed?
Whenever we do our observation, I really smile because I can see myself in
the past 3 years to the students that I observed. There is always a flashbacks when I
see them doing things that I also did when I as in their age. Just like them I always
wanted to talk to my friends during our breaktime, my friends and me talked about
the things we like or the current television program. But if the students that I
observed were very comfortable with all their classmates, in my case I am just
comfortable with my friends and I interact and talk less with my other classmates.
I am also conscious with my physical appearance but unlike them, I am not
applying make ups and lipstick, I just comb my hair and apply a powder on my face.
2. Think of a teacher you cannot forget for positive or negative reasons. How did
she/he help you with your needs (physical, emotional, social, and cognitive)? How
did it affect you?
I always remember my first year adviser since she was my very first teacher I
high school. I become close to her because she always talked to me and she always
assigned me as a leader whenever we have an activity and even in doing classroom
chores. It really affects me especially in terms of social development because before
I enter high school I am not a sociable person, I rather stay alone at the corner than
to interact with other person. But because what she did to me, as a leader I should
interact to my classmates in order for me to to share my opinions and suggestions
regarding to our class activity. I also develop a little self-confidence because I can no
talk and interact with more people.
3. Share your other insights here?

Students in a classroom have a different behavior and as a teacher you must
know how to adjust and deal with their behavior. The teacher must correct the
wrong behaviors of his/her students and must teach them the right one. Student’s
behavior must be develop well inside the classroom.
Teachers have always a responsibility to their student’s development; they
must shape their students well and must comply the needs of the students in terms
of learning.
My Portfolio
Which is your favorite theory of development? How can this guide you as a
future teacher?
Clip some readings about this theory and paste them here.
By the use of Piaget’s Development theory, I will be guided on how I will
handle my class in th future.
Based on it (the role of maturation) i should have a class routin and
procedure that will suit to the ages, needs and capacity of my students. And if I will
have an activity I should also based on what kind of learners are they. Lastly, as a
teacher I should not expect an extraordinary performance from my students instead
I should develop their skills and capabilities as they mature.
EPISODE 3:
classroom management and learning
Episode 3:
CLASSROOM MANAGEMENT AND LEARNING

My Target
At the end of this activity, I will gain competence in managing time, space and
resources to provide an environment which is appropriate to the learners and conducive to
learning.
Field Study 1 Episode 3- Classroom Management and Learning

Focused on: competence in learning time, space and resources to provide an environment
which is appropriate to the learners and conducive learning.

Tasks
4 3 2 1
Observation/ All tasks were All or nearly all Nearly all tasks were Fewer than half of
Documentation: done with tasks were done done with tasks were done; or
outstanding with high quality acceptable quality most objectives met
quality; work but with poor quality
exceeds
expectations
4 3 2 1
My Analysis Analysis Analysis Analysis questions Analysis questions
questions were questions were were not answered were not answered.
answered answered completely
completely; in completely Grammar and spelling
depth answers; Vaguely related to unsatisfactory
thoroughly Clear connection the theories
grounded on with theories
theories Grammar and
-Exemplary Grammar and spelling acceptable
grammar and spelling are
spelling. superior. 2 1
4 3
My reflection Reflection Reflection Reflection Reflection statements
statements are statements are statements are are unclear and
profound and clear but not shallow; supported shallow and are not
clear, supported clearly supported by experiences from supported by
by experiences by experiences the episode. experiences from the
from the episode. from the episode. episode.
4 3 2
1
and all and most documentation is unclear.
supporting supporting organized but is
documentation documentation lacking.
are located in are available
sections clearly and/or logical
designated. and clearly
marked locations.
3 2 1
4
Submission Before deadline. On the deadline. A day after the Two days or more
deadline. after the deadline.
4 3 2 1
Subtotals
Rating based on
______________________________
_________________

20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 Below
14 2.25 84
My Map
To reach your targets do the following tasks:
 Observe a class
 Using a checklist, find out the evident classroom components.
 Describe how the classroom is structured/designed to allow everyone to participate
in the learning activities.
 Relate the data in your checklist to the learners’ behavior.
 Reflect on how classroom management affects learning.
My Tools
Use the activity form provided for you to document your observations.
An observation Guide for the Learners’ Characteristics
Read the following statements carefully. Then write your observation

report on the provided space.
1. As you observe the class, look into the characteristics of the learners. Note their
ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own behavior?
4. Can the learners already work independently?
5. Describe their span of attention.
6. Look into their listening skills and ability to concentrate.
Name of the School Observed: Banisil National High School
Location of the School: Banisil General Santos City
Date of Visit: August 13, 2014
An Observation Guide for the Classroom Visit

Be guided by these questions as you do your observation of the classroom

management. It is also good to ask the teacher for the additional information so you can
verify your observation. Write your notes below; and then organize your data in the table
that follows.
1. Are there areas in the classroom for specific purposes (storage of teaching aids,
books, students’ belongings, supplies, etc.) Describe these areas.
At the back portion of the classroom, there is a small bookshelf where you
can find limited textbook and I think it is not used. While outside the classroom at
the lobby, they have a shoe rack because in their school they are not allowed to
wear shoes inside the classroom.
2. Are there rules and procedures posted in the room?

There were no rules and procedures posted in the room and you cannot see
anything posted in their wall since they had just transferred in a new classroom.
3. Did the students participate in making the classroom rules? (Ask the Resource
Teacher)
Since the rules were made for the students to follow, every students had
given the chance to suggest what rules should be impost. Everyone cooperated in
making classroom rules and even the teacher gave her on rules too.
4. What are the daily routines done by the teacher? (Prayer, attendance, assignment
of monitors, warm-up activities. Etc.) How are they done?
The teacher starts the class by reviewing their past lesson and asking the
students if there are any assignments given. Since she is pregnant she discussed her
lesson briefly and instead of lecturing she is giving activities to the class so that she will
not talk a lot.
5. Is there a seating arrangement? What is the basis of this arrangement?

In the classroom that we have observed the seating arrangement is based on
the gender of the students. In the left side are the boys and girls on the right.
6. Observe the noise level in the classroom. How is this managed?

Since the class often does a group activity, they cannot avoid to make some
noise because they have to share different ideas. If someone is very noisy the
teacher will call his/her attention and by doing this the students will be quiet.
Although their teacher cannot talk a lot, they still respect the teacher by not making
any disturbing and annoying noise.
7. If a learner is nit following instruction or off-task, what does the teacher do?
Describe the behavior strategies used.
If the teacher observed that there is someone who is not participating in the
class activity, she will call the attention of the student and will warn that she will
deduct a points to his/her grade.
The teacher will motivate the students through giving rewards amd
punishments, she is giving additional points to those who participate well in activity
and deduct some points to those who not.
8. What does the teacher do to reinforce positive behaviors? (behavior strategies)

There were times that the class is not doing well, making some annoying
behaviors, if this happen the teacher will remind the students about their grades.
She will say that if the students will keep quiet or behave well they can have good
grades but if they do not they might fail.
Observation Notes:
The classroom that we have observed was not really organized since they had just
transferred to it. You cannot see any visual aids posted in the wall and they lack some facilities that
can help the students in their class and can make the classroom more beautiful. But I believe that
they can improve it soon.
In their lesson proper, I can say that the teacher’s daily routine is good, atleast by reviewing
their past lesson, the students can remember what they had tackled in their previous meeting
before going to the next topic. I observed also that the teacher is good in handling the students and
managing the class. She has the authority over her students which make the students follow her
instruction, and she manage the class more effectively by the used of conditioning.
CLASSROOM MANAGEMENT MATRIX
Aspect of Classroom Description Effect o the Learners

Management (to be filled up after you
answer the analysis
questions)
1. Specific areas in the At the back portion of the Students cannot
classroom classroom where you can appreciate it because they
find the mini bookshelf and are not using it. With their
a shoe rack at the lobby shoe rack, they will be
responsible with their
belongings.
2. Classroom Rules There were no classroom Since the students did not
rules posted in the classroom see their classroom rules
but as we observed there are inside their room, they
rules that they follow often forget and disobey
it.
3. Classroom Procedures There were no classroom The students are not
procedures in class. aware of it.
4. Daily Routines Review their pat lessons, They can always

asked if there were remember their previous
assignments given and will lessons and can connect it
start another lesson to the new topic that they
will discuss.
5. Seating Arrangement Seating arrangement is The students will create
based on gender, on the some noise because they
left side were the boys and have a chance to talk with
girls on right their seatmate.
6. Handing misbehavior/ The teacher will call the The students will behave
off-task behavior attention of the students well because they are
and she will warn it that afraid of getting failing
there will be a score grades.
deduction
7. Reinforcement of For those who behave well The students will strive
Positive Behavior and participate in class more and hard to gain
activity will be given positive or high grades.
reward by means of giving
high grade or additional
points
My Analysis
1. How did the classroom organization and routines affect the learners’ behavior?
Regarding with their classroom organization, since their classroom is new
and the wall is very plain, they also lack some facilities that will beautify their
classroom, the students cannot appreciate and get bored to stay in the classroom.
As to their seating arrangement, although it is nice to see that girls are separated
from girls, there is a tendency that they will make noise because almost of them
seated beside their friends.
In their routines, because they do it daily they already know what to do
everyday from the start of the class up to the end.
2. What should the teacher have in mind when she/he designs the classroom
organization and routines? What theories and principles should you have in mind?
The teacher should consider first what kind of learners she had, what are
their needs, what do they like and dislikes, and everything about her students before
planning on how she will organize her class. The teacher should always remember
that she is doing all of this for her students and not for herself. She must design a
classroom organization that will suit to her students. Lastly, she must have a
classroom organization and routines that can encourage her students to learn and
go to school everyday.
3. Which strategies were effective in managing the behavior of the learners? In

motivating students? Why were they effective?
Using the two kinds of conditioning, classical and operant conditioning are
the most effective strategies in motivating student, even in managing their behavior.
Using the extrinsic reinforcement like giving additional points will surely help the
teacher to manage the behavior of the students. And with the use of intrinsic
motivation, the teacher can motivate the students by helping them understand the
importance of learning.
They were effective because as I observed our cooperating teacherdoing and

applying it, the students really listen and follow what she say and the students really
strive to get high scores
My Reflections
1. Imagine yourself organizing your classroom in the future. In what grade/year level do
you see yourself? What routines and procedures would you consider for this level?
Why?
If I am to organize my classroom in the future I really like and love to handle a
grade 7 class because I think students in this level is easy to handle and deal with and
they will follow the teacher’s instruction since they are liitle bit afraid of what will
happen to them in their high school life.
I will also impost or have a very simple routines and procedures that will suit to
their age and needs, like checking the attendance, reviewing past lessons and fun
activities and games that they will surely like because they are not really matured and
they are just starting their high school life,
2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?
*Respect one another
*Be discipline.
*Be responsible.
I chose these rules because I think these are the basic rules that the students
should always remember. These are very basic but most of the students do not know
about it.
Respect one another so that there will be peace and unity in every learner.
Be responsible so that learning and studying would be easy for them.
Be discipline so that the students can follow all the rules and will know how to handle
themselves.
3. Should learners be involved in making the class rules? Why?
Yes, the learners should be involved in making classroom rules and the rules
should be from their own opinions and suggestions. Since classroom rules are made for
the students to follow, they should also make it because if they made their own rules
they will be responsible and ready to follow it. The teacher’s part here is just to guide
and remind the students about their classroom rules and she may suggest some rules
that she thinks can help her students.
My Portfolio
Include here pictures of the classroom/s you observed. Write descriptions/annotations
about what you observed in each photo.
Teacher’s table and bookshelf

at the back of the classroom The student is reading a story.
Mrs. Rivas introducing new lesson
Students listening to the teacher
EPISODE 4:
Individual differences and learner’s

interaction
Episode 4:
Individual Differences and Learner’s Interaction

Name of FS Student:
Charie Mae C.
Magallanes
Course:
BSED-
FILIPINO
Year
& Section: 3rd
Year/
Resource Teacher:
Mrs. Riza
Rivas Signature:
Date: 08-
13-14
Cooperating School:
Banisil National High School
My Target
At the end of this activity, I will gain competence in determining, understanding and
accepting the learners’ diverse backgrounds.

Field Study 1 Episode 4- Individual Differences and Learner’s interaction
Focused on: Differences in gender, racial, religious backgrounds

Tasks
4 3 2 1

exceeds
expectations
4 3 2 1
theories
spelling. superior.
4 3 2 1

4 3 2 1
clearly marked
locations.
4 3 2 1
4 3 2 1
Subtotals
Rating based on
______________________________ _________________
20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
My Map
The learners’ individual differences and the type of interaction they bring surely
affect the quality of teaching and learning. This episode is about observing and gathering
data to find out how student diversity affects learning.
Step 1. Observe a class in different parts of a school day (beginning of the day, class time,
recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and social and
cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom.
Step 4. Interview your Resource Teacher about the principles and practices that she uses in
dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interaction.
My Tools
An Observation Guide for the Learners’ Characteristics
Read the following carefully before you begin to observe. Then write your
observation report on the space provided. Then write your observation report on the
space provided on the next page.
1. Find out the number of students, Gather data as to their ages, gender, racial
groups, religious and ethnic backgrounds.
The students in the classroom range from 40-45. There are many boys than
girls and they almost have the same ages (15-16 years old). They have different
ethnic backgrounds and religions, some of them are Christians and other is
Muslim. Most of them are Cebuano.
During Class:
1. How much interaction is there in the classroom? Describe how the students
interact with one another and with the teacher. Are there groups that interact
more with the teachers than others do?
They interact normally although they have different racial groups and
religions, but because their ages range in almost the same level, they have
common interests that make them close to each other. And all of them were
closed to their teacher but they highly respect their teacher.
2. Observe the Learners seated at the back and the front part of the room. Do
they behave and interact differently?
I observed that those students seated at the front are more active in
participating in the class than those at the back. Students at the front behave well
because the teacher can see directly what they are doing, although the teacher
gives attention to students at the back, they can do whatever they want that their
teacher cannot notice. Since the teacher is pregnant she sit most of the time, she
interact more to students at the front.
3. Describe the relationship among the learners. Do the learners cooperate with
or compete against each other?
The learners cooperate with each other. I can see this everytime they are
doing their class activity. Most of them cooperate and give opinions regarding to
their activity. But of course competition is always present in a classroom because
students want to be recognize when they excel in the class.
4. Which students participate actively? Which students ask for most help?
Students seated in the front especially girls often participate actively, there
were also boys but very few. While those students seated at the back really need
attention and help in order for them to follow the instruction and participate in
class activity and discussion.
5. When a student is called and cannot answer the teacher question, do the
classmates try to help him? Or they do raise their hands so that the teachers
will call them instead?
When the teacher asked one student about their lesson and the student
cannot answer the question, other students who knows the answer raise their
hand while saying “ma’am, ma’am” to be recognized by the teacher.
Outside class:
1. How do the students group themselves outside class? Homogenously, by age?
by gender? by racial or ethnic groups? Or are the students in mixed social
groupings? If so, describe the groupings.
Most of the students group themselves by gender regardless of their ages

and ethnic backgrounds. Each group have their own topics according to their
interests.
2. Describe how the learners interact with each other. What do they talk about?
Since the students have different groups, they have also different topics.
Most of the girls talk about KPop or Korean Popular and sometimes about
gadgets while boys talk about computer games and other stuffs.
Observation Report
School Address: Banisil, General Santos City
Date of Visit: September 9, 2014
In the class that we have observed, I can see the differences and uniqueness of every
student. They have different religion, some are Christians others are Muslim, they also have
different racial group and ethnic backgrounds but they disregard it and interact normally with each
other. Their ages range from 14-16 years old and because of this most of them have the same
interest which influence on how they group themselves inside and outside the classrooms. Gender is
not an issue to them, it is normal that boys interact to girls and vice versa.
Despite of many differences they have, they are all friends and interact to each other
without discrimination and bullying although there are misunderstanding sometimes. They accepted
what and who are their classmates. Inside the classroom, they have unity and good interaction to
everyone.
My Analysis
1. Identify the persons who play key roles in the relationships and interactions in the
classroom. What roles do they play? Is there somebody who appears to be the
leader, a mascot/ joker, an attention seeker, a little teacher, a doubter/ pessimist?
In a classroom, students have their own roles. In the class that we observed,
they have a little teacher who takes care the class and asked by the teacher to give
the activities to the class whenever their teacher is busy and cannot go to their
room.
There are passive students also, who are not giving attention to the class.
During their class activity, there is a leader who really strives to do the given
activities and assists her/his classmate to do the given task.
2. Are students from the minority group accepted or rejected by the others? How is
this shown?
The students disregard the ethnic background of their classmates, it is not a

matter for them if one of them came from a minority group and they accepted each
other. They respect one another despite of their differences and have unity inside he
classroom.
3. How does the teacher influence the class interaction considering the individual
differences of the students?
The teacher show to her students that everyone in her class is special and
unique, everyone has strength and weakness.
In their class activity, the teacher groups the students fairly so that all of her
students will have the chance to interact with their classmates and to know each
other better.
4. What factors influence the grouping of learners outside the classroom?

The interests of the students influence their grouping outside the classroom.
If they have the same likes and dislikes, they belong to one group.
My Reflection
1. How did you feel being in that classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learners?
The sense of oneness or unity is present in the class that we observed. It is
good to see that everyone accepted the differences of each other. Regardless of
their gender, age and ethnic identity, they were friends. In addition, the teacher is
good in handling the differences of every learner.
2. In the future, how would you want the learners in your classroom to interact? How
will you make this happen?
As a future teacher, I want my students to interact normally with each other despite
of the differences they would have. I want everyone to be accepted in the class and all of
them should be friends. There should be no bullies so that there will be unity in my class.
And to make it happen, I will show to my students that all of them is special and unique. I
will always remind them that they should respect everyone and bullying and racial
discrimination is not good.
M y portfolio
Post a collection of quotations advocating for celebrating diversity in the classroom.
Using these quotations, explain how you will encourage all learners, regardless of religious,
ethnic or racial background to interact and participate well.
By the use f this quotations, it will be easy for me to explain to my class that despite
of their differences they should interact and be friends to everyone. I can share these
quotations to my students so that they can understand more about the diversity in class.
EPISODE 5:
Individual differences and learner’s

interaction
Episode 5:
Individual Differences and Learner’s Interaction

My Target
At the end of this activity, I will gain competence in determining teaching
approaches and techniques considering the learner’s differences in level of abilities.
Field Study 1 Episode 5- Individual Differences and Learner’s interaction
Focused on: Determining teaching approaches and techniques considering the learners’
differences in the level of abilities

Tasks
4 3 2 1
Observation/ All tasks were All or nearly all Nearly all tasks were Fewer than half
Documentation: done with tasks were done done with acceptable of tasks were
outstanding with high quality quality done; or most

quality; work objectives met
exceeds but with poor
expectations quality
4 3 2 1
My Analysis Analysis questions Analysis questions Analysis questions Analysis
were answered were answered were not answered questions were
completely; in completely completely not answered.
depth answers;
thoroughly Clear connection Vaguely related to Grammar and
grounded on with theories the theories spelling
theories unsatisfactory
spelling. superior.
4 3 2 1
My reflection Reflection Reflection Reflection statements Reflection

statements are statements are are shallow; statements are
profound and clear but not supported by unclear and
clear, supported clearly supported experiences from the shallow and are
by experiences by experiences episode. not supported
from the episode. from the episode. by experiences
from the
4 3 2 episode.
1
My portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, clear, complete, clear, incomplete; many lacking
well-organized well-organized supporting components; is
and all supporting and most documentation is unorganized and
documentation supporting organized but is unclear.
clearly marked
locations.
4 3 2 1
Submission Before deadline. On the deadline. A day after the Two days or
deadline. more after the
deadline.
4 3 2
1
Subtotals
Rating based on
___________________________ _________________
20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
My Map
1. Observe two or more learners of different abilities but from the same grade or year
level.
2. Find out some information about their background.
3. Observe them as they participate in a classroom activity.
4. Write a narrative report and a brief reflection on your experience.
My Tools
An Observation Guide for Individual Differences
observation report on the space provided.
1. Observe the class to see the differences in abilities of the learners.
2. Try to identify the students who seem to be performing well and those
that seem to behind.
3. Validate your observations by asking the teacher about the background
(family, socio-economic, presence of some learning disability, etc.)
4. Observe the behavior of both the high achieving and low-achieving
learners. Note their dispositions, pace in accomplishing tasks, interaction
with teacher, and interaction with others.
5. Observe the teacher’s method in addressing the individual learning needs
of the students in his/ her class.
Observation Report
School Address: Banisil, General Santos City
Date of Visit: September 16, 2014
Students in a classroom would always have different abilities; there are students
who perform well and students who are slow learners.
In two classes of Mrs. Rivas that we had observed, we see the differences of each
learner. We observed a group of students who perform well in class and there are also
students who seem to be left behind in their lessons.
Students who perform well in the class (mostly are girls) in class have shown an
interest to their lessons. They listen attentively to their teacher when she discussed her
lessons and give instruction for the activity they will do. Those students also participate
actively to their class discussion and would be able to answer the given question to them.
And whenever they have a group activity, those students always lead their group and guide
some of their classmate on what to do.
On the other hand, students at the back portion of the classroom were the students
that seem to be behind in the class. They never show interest to their lessons, they would
prefer to do other things than to listen to their teacher. They were passive and most of the
time they are not learning and cannot answer when the teacher asked them a question.
And sometimes they become burden to group activity because they cannot do the assigned
task to them since they do not have any idea on what to do.
Mrs. Rivas always call the attention of the students who are not giving attention to
her lectures and she will talk sarcastically to those students in order for them to know that
she is not happy on what they are doing. When we conducted an interview with Mrs. Rivas,
she said that she wants that all of her students will learn something to her lessons and to
achieve it she motivates her class by giving rewards if they do well in class and punishment
if they don’t. But she added that there were really students who remain passive I class
despite of all the motivations and effort she did.
My Analysis
5. Did your observation match the information given by the teacher? Were you able
to correctly identify who among the students performed well and who did not?
What behavior helped you identify them? (Volunteering to answer, responding to
teacher’s direction, etc.)
Yes, Mrs. Rivas confirmed our observation. She said that girls seated in front
really perform well and those students at the back were slow learners.
I identified students who perform well and slow learners based on how they
perform in their class and their behavior towards their study. They belong to high
achiever students because they are active in class discussion and they have
confidence to answer questions. And students were slow learners because they do
not have an interest with their lesson and were busy doing other things instead of
listening to their teacher.
6. Describe the differences in ability levels of the students in the class. Is there a wide
gap between the students who are performing well and those that are not?
The students who perform well in class have a confidence to answer question
of their teacher and they always want to sit in front so that their teacher can
recognize them. They also have the capacity to do task independently. While those
students who were left behind seem to be physically present but mentally absent
and they are not interested to learn.
7. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the students respond to the teacher?
The teacher always motivates her students to learn by giving additional
points to those who listen to her discussion. And she always calls the attention of
the students who are not listening. She is also giving an activity so that her students
will have to do something that can make them involve in the class and at the same
time enjoy her subject.
There were students who follow what the teacher’s said and do the given
activity but there were some who remain passive.
My Reflection
3. Recall the time when you were in the elementary or high school. Recall the high
and low achievers in your class. How did your teacher deal with differences in
abilities? Was your teacher effective?
When I was in high school, most of my classmates were high achievers since
we belong to the first section but we also have classmates that were left behind. Our
teacher especially in Math discussed our lesson fast that would suit to the abilities of
those high achievers and low achievers cannot cope up with the lesson. But our
teacher also pays attention to those slow learners by calling their attention and most
of the times letting them answer board activities so that she would know if her
students learn from her lecture.
We also did group tutoring, our teacher groups us based on our abilities, 4
high achievers to 1 slow learner. We help our classmates to cope with our lesson
and by doing this we can lift up those low achievers at the same time we can share
our different ideas regarding to our topic/lesson. And because of this group tutoring,
we really strive so that our low achiever groupmate will get high score in quizzes and
exams because if we did our group will gain an additional 5 points.
EPISODE 6:
Home-school link
Episode 6:
HOME-SCHOOL LINK
My Target
At the end of this activity, I will gain competence in identifying and describing the
influencing factors in the home environment that impact student’s learning.

Field Study 1 Episode 6- HOME-SCHOOL LINK
Focused on: Identifying and describing the influencing factors in the home environment that
impacts student’s learning.

Tasks
4 3 2 1
Observation/ All tasks were All or nearly all Nearly all tasks were Fewer than half
Documentation: done with tasks were done done with acceptable of tasks were
outstanding with high quality quality done; or most
quality; work objectives met
exceeds but with poor
expectations quality
4 3 2 1
My Analysis Analysis questions Analysis questions Analysis questions Analysis
were answered were answered were not answered questions were
completely; in completely completely not answered.
depth answers;
thoroughly Clear connection Vaguely related to Grammar and
grounded on with theories the theories spelling
theories unsatisfactory
spelling. superior.
4 3 2 1
My reflection Reflection Reflection Reflection statements Reflection

statements are statements are are shallow; statements are
profound and clear but not supported by unclear and
clear, supported clearly supported experiences from the shallow and are
by experiences by experiences episode. not supported by
from the episode. from the episode. experiences from
the episode.
4 3 2 1
My portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, clear, complete, clear, incomplete; many lacking
well-organized well-organized supporting components; is
and all supporting and most documentation is unorganized and
documentation supporting organized but is unclear.
clearly marked
locations.
4 3 2 1
Submission Before deadline. On the deadline. A day after the Two days or
deadline. more after the
deadline.
4 3 2
1
Subtotals
Rating based on
______________________________
_________________
20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84
My Map
 Select a learner from the class whom you have observed.

 Interview the teacher about the learner’s characteristics.
 Conduct a home visit to your selected learner’s residence.
 Interview the parents about
-the rules they implement at home concerning their child’s schooling.
-the learner’s activities and behavior while at home.
 Describe the family in terms of
-number of siblings
-number of siblings in school.
 Identify the factors in the home environment that might affect the learner’s
school performance.
 Reflect on how a teacher can communicate effectively with the home.
My tools
An Observation Guide for the Learners’ Characteristics
observation report on the space provided. Then write your observation report on the
space provided on the next page.
1. Make a general observation of the learner. Describe him in each of the domains of
development.
 Physical body built and height (thin, chubby, underweight, overweight). Level
of physical activity (fast, slow, lethargic, active, etc)
 Social-interaction with teachers and classmates (loner, shy, sociable, friendly,
gets into fights, liked by others, etc.)
 Emotional moods, temperament, cries easily, loses temper, happy, shows
enthusiasm, excited, indifferent, etc)
 Cognitive (appears to understand lessons, copes with the lessons, excels, lags
behind, shows reasoning skills, turns in assignments and requirements, etc)
Interview the Teacher
1. What are the most noticeable characteristics of the learner? (emotional disposition,
behavior and discipline, sense of responsibility, study habits, academic performance,
relationship with pees, relationship with adults, social adjustments)
2. How does the teacher communicate with parents? How often? What do they
discuss? Agree on?
Interview with parents
1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly,
family pictures in the living room.)
2. Use the Interview Questions on the next page. Just ask the questions with which you
feel comfortable.
Suggested Parent Interview

Your teacher may ask you to use a more detailed interview guide. Be free to translate the
questions if necessary.
Name of Learner :JR LERIN

Date of birth: January 23, 2014 Age: 14 years old
Grade/ year level: Grade 9 Gender: Male

Number of siblings: 7
Birth order: 1st
Parents
Mother: Regina Lerin
Age: 36 yrs. old Educational attainment: High School
Graduate
Occupation: Housewife
Father: Jessie Lerin Educational attainment: High School
Level
Occupation: Fisherman
Learner’s physical aspects:

Health
Mother’s Health during pregnancy with the learner:
Mrs. Lerin said that she is healthy during her pregnancy with JR. she never had
any health problem that time.
Ailments or health problems of the learners as a child:
According to JR’s mother, he is a healthy child. He doesn’t have any serious

ailments. He got sick sometimes but a mild fever, cough and colds only.
Food preferences of the learner as a child and at present:
When he was a child JR wants to eat vegetables especially pakbet but as he

grows old he become choosy to what foods he will eat. He now likes fried chicken, like
any other girls and boys JR would also prefer meats rather than vegetables.
Who took care of him/her as a child?
Since birth until the present, Mrs. Lerin takes care JR and his other siblings.
Learner’s social aspects:

Describe your child’s sociability(friendly, outgoing or shy, lone)
Mrs. Lerin said that JR is a kind child. He has friends and they hang out
sometimes. He is also a sociable child because he is easy to deal with, many children
like to be friends with him.
Who were the learner’s playmates?
When he was a child he played together with our neighbors children, he has
also a best friend named Kenneth; they were playmates since they were young until
now.
As a child then was he/ she allowed playing outside?
Yes, he was allowed to play outside.
Is he/ she allowed to go out with friends?

Do you have rules for him/ her to follow regarding going out?
What are these rules?
According to Mrs. Lerin, JR is allowed to go out with his friends but he should
finish first doing the household chores assigned to him. He should not also go far
from their house and should go home early.
Emotional Moral:
What are your expectations of your child?
Mrs. Lerin said, “JR as my first and eldest child, I always expect that he would
be responsible in doing things like taking care of his younger siblings when I am not
around and he should be responsible in his study.
How do you provide a nurturing environment for your child?
“In our home we give all what they need. We also show care and love to them
so that they would feel that they are important to us. Sometimes we also reprimand
them but they should know that we are doing this for them to know the right things,
said Mrs. Lerin.
Does your child go to you when she/ he feels down or has problem? What do you
do to meet his/ her emotional needs?
Mrs. Lerin said that she never experience that JR share what he feels to her
and he never share his problem, but as JR’ s mother, she knows that sometimes JR
has problem about something. Everytime Mrs. Lerin feels
What do you do when he/ she is not successful in something?

Mrs. Lerin said that as Jr’s mother she never expects that JR would do
everything perfectly and she knows that JR has many flaws. When he is not
successful in doing something Mrs. Lerin talked to him seriously and asked if there
is any problem.
How do you discipline your children?

Mrs. Lerin: usually my husband is the one who disciplines our children. He will
scold and give punishment to the children if they have done something wrong.
Do you have rules in the house? What are they?

Mrs. Lerin: Yes, we have, like they should do the assigned tasks to them. they
should not also go out without our permission and they should go home early from
school.
How do you impose the rules?

Mrs. Lerin: we always remind them about the rules and everytime they
disregard it they will be punished.
What are the consequences of breaking the rules?

Mrs. Lerin: if they break the rules, they will be scolded by their father and will
be punished.
Leaner’s cognitive aspects:

What are the Child’s interests?
“Given that JR is a boy, he really have an interest in computer gaming. During
his free time, he always goes to an internet café to play.
What are he/ she good at in school?

“He usually got good grades in Science compare to his other subjects. And I
think it’s his favorite subject.”
In what subject/s does he/ she have difficulty?

“He really has difficulty in Math as well as in Mapeh.”
How do you monitor his/her performance in school? How do you motivate him/
her?
“ I monitor his school performance through his report card and if I see that he
has a low grades I will tell him to study hard and do his best for the next grading so
that he can improve it.”
Do you have rules at home to help him develop good study habits? What are these
rules? How are they implemented?
“Yes, we have, we always study first before they can play or watch television.
We give them a time to study and if they fail to do it they couldn’t play or watch
TV.”
The Learner’s Development Profile

Name of the Learner: JR LERIN
School: Banisil National High School
Date of Home Visit: September 19, 2014
Date birth: January 23,2000 Age: 14 years old
Grade/ year level: Grade 9 Gender: Male
Family Profile
Number of Siblings: 7
Birth order: 1st
Parent
Mother: Regina Lerin
Age: 36 years old
Occupation: Housewife Educational Attainment: High school graduate
Father: Jessie Lerin
Occupation: Fisherman Educational Attainment: High school level
Physical Development
In a paragraph form, describe the physical development of the learner. Combine the
teacher’s, parent’s responses, and your own observations.
JR Lerin is a small boy; his height is like an elementary student and his classmate call him
“putot”. He has a normal body built and fair skin.
Social Development
In a paragraph form, describe the social development of the learner. Combine the teacher’s,
parent’s responses, and your own observations.
JR is a kind child; he has friends because he is easy to deal with. Sometimes he is bossy
and he wants that all his order will be follow and I would result in misunderstanding but he can
cope to it easily. His classmates also bully him because of his height but he just disregards it.
Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner. Combine the
teacher’s, parent’s responses, and your own observations.
JR seems to be happy always as if he does not have any problems. He always wears a
smile and very energetic inside the classroom. He has a positive disposition towards his life.
Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine the teacher’s,
parent’s responses, and your own observations.
JR is an average student; Mrs. Rivas said that he can comprehend easily compared to his
classmates. While his mother said that he is good in science. He learn things kinesthetically, he
wants to have an activity after their class so he can understand more their lesson.
Findings
Write here your salient findings about the learner.
Since JR is a kinesthetic learner, his teacher gives some activity that would suit to his
ability and to the learners that has the same ability with JR. he always move around inside the
class because he is learning through it.
Conclusions
Write your conclusions after you have analyzed the impact of the school and the home on the
learner’s development. The question in Your analysis portion of this learning episode can help
you.
There are family factors that affect the behavior of the student. JR as the eldest child of
the family, he is responsible in his early age and when he go to school he till have this
characteristic. And he, being bossy, I think it is because he is the eldest so he is superior over
his younger siblings. Moreover, the activities given by the teacher help him to understand the
lesson easily since he is learning by doing.
Recommendations
Write your recommendations.
To JR’s parents, I am recommending them to pay more attention to him especially in his
school performance and they should have connection to JR’s teacher so that they can check his
progress in school.
For Ma’am Rivas, I recommend her to have a long patience with JR’s attitude and she
should help JR to excel more in class.
And to JR he should continue his attitude being positive and omit those negative
behavior.
My analysis
Your findings and recommendations in the Learner Development Profile will you answer the
questions here.
1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.
When I interviewed JR’s mother, I discover that they have a patriarchal family.
Their father is the head of the family, all the decisions depends on the father and the
father also discipline the. They experience a strict parenting especially JR because he is
the eldest child but somehow it has a good effect to him because in his early age he
already know how to be responsible in family.
2. Relating your data with what you learned from child development, what family
factors do you think contribute to the development and over-all adjustment of the
learner in school?
JR, as the eldest among 7 siblings early developed the sense of responsibility
in him. Since he was expected to be responsible in doing their household chores and
taking care of his younger sibling, he also adopts this behavior in school (being
responsible in doing classroom chores). As what Ma’am Rivas said “he is bossy
sometimes,” I think he developed this kind of attitude since he is the eldest and he is
superior than his younger siblings.
3. Does the communication between the home-school have an effect on the learner?
If yes, what are these effects?
Yes, if there is communication between the parents and teacher of the

learner, the parents will have an idea on how their children doing in class, and they
will know if there is any problem with their children. And the teacher will also know
the learner’s background that would help him/her understand more the learner. And
because of this, both the teacher and parents can help the learner to do well in
school and the learner will be motivated to do good things towards his study since he
know that his teacher has a connection with his parent and he will be reported if
ever he will do unnecessary things.
My Reflections
1. Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?
My parents were very strict when it comes to our study. We don’t have many
rules in doing household chores because we are not allowed to do heavy chores but
we should spend more our time in studying. Usually my mother disciplines us
because my father is not staying long in our house because of his work. Whenever we
do wrong, our mother will just reprimand us but when it comes to our school
performance, she is very, very strict. My mother always challenge us to have a grade
of 85 above and we must be in the top 5 and if we don’t, she will reprimand us again
and again as if we did a very bad things. And because of his, I become a honor
student since elementary until I graduated high school.
2. As a future teacher, how would you establish good home-school collaboration?

How can you work well with the parents? How can you help them? How can they
help you?
As a future teacher, to have good home-school collaboration, I should know first

the parents of my students and I should be friends with them to build a good relation.
And in order to keep our good relationship, I will have a rule that the parents should
be the one who will get the report card of their children so that we will have a time to
talk if they have any comments or problems with regards to their children’s school
performance and if there are any problems they can talk to me directly.
And the parents can also help me understand the attitude and behavior of
their children and by this I can have the idea on how to handle their differences .
My Portfolio
1. Make an artistic colorful and creative visual expression of your insights or feelings
about the influence of the home and school to the learner. Then write a few
statements on the space below about your visual art.
2. Make a reflection acrostic about the home and school link
H- umility in giving
O- utstanding inputs in order to
M- aintain and improve the stability of its
E – nvironment through a
S- ystematic and
C- ompetitive
H- umans that are capable of
O- utsourcing and processing effective
O- utcomes to enhance the
L- ife of individual by means of
L- ivelihood activities which are being

I- ntegrated in school teaching and
N- ow as a part of
K- 12 curriculum
REFLECTION
Since I enter college and take the education course, I always wanted to wear
such kind of uniform that I saw from the higher years who were taking Field Study. I
said to myself “2 years from now I can also have it and I will be beautiful when I wear
it.”
My experiences on FS 1 had helped me a lot as a finish my chosen

profession. Somehow, it changes some of my perspective in life. In this kind of
subject, I gained much knowledge about my profession.
I cannot forget our first day of observation, I’m so excited to wear my FS

uniform although it is not beautiful as I expected but it is fulfilling, “at last my dream
have come true”, I feel like a real teacher. And when we got to Banisil National High
School, I smile when the students greet us good morning but the thing that really
made me smile is the fact that most of the students are taller and bigger than me.
Whenever we do our observation, I am always in the flashback mode, I can

see myself in the past 4 years. The student’s behaviors were the same with mine
when I was at their age. I also encounter the difference of each learners. I
discovered that everyone of them is unique, have different needs and capacity in
doing things.
From my cooperating teacher, Ma’am Rivas, I learned many things from her
that I can surely use and aapply when someday I become a real teacher. She gave
us an idea on how to handle class especially the lower section. She also showed us
different teaching strategies that we can use someday.
FS 1 is a very big help to us student teacher, through it we are exposed and

able to know the real happenings in a classroom. Although we spend a lot of time
and money to accomplish it, yet it is one of my most exciting and fulfilling
experience.
MINDANAO STATE UNIVERSITY
Fatima, General Santos City
COLLEGE OF EDUCATION
Bachelor of Secondary
Education
PERFORMANCE EVALUATION IN THE

LEARNING EPISODES
NAME OF STUDENT TEACHER: Charie Mae C. Magallanes

SEMESTER: 1ST SEMESTER SCHOOL YEAR: 2014-2015
COOPERATING SCHOOL: Banisil National High School
COOPERATING TEACHER: Mrs. Riza Rivas
Learning episodes 5 4 3 2 1
1.
2.
3.
4.
5.
6.
TOTAL
RATING
LEGEND:
5- Excellent
4- Very Satisfactory
3- Satisfactory
2- Fair
1- Needs Improvement
Rated by:
MARIA THERESA P. PELONES, DM.

Practicum Supervisor
DATE

Field Study 1

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Republic of the Philippine

MINDANAO STATE UNIVERSITY

DR. MARIA THERESA P. PELONES

CHARIE MAE C. MAGALLANES

Organization of Portfolio Entries

FS 1 Episode 1 The School as a Learning Environment……………………....5

FS 1 Episode 2 The Learner’s Characteristics and Needs…………….……….19

FS 1 Episode 3 Classroom Management and Learning…………………..……28

FS 1 Episode 4 Individual Differences and Learner’s Interaction……….…….42

FS 1 Episode 5 Individual Differences and Learner’s Interaction………….….53

FS 1 Episode 6 Home School Link…………………………………………….….62

Certificate of micro seminars……………………………………..………….…..…65

Rubrics of the Portfolio………………………………………………………...…….68

THE SCHOOL AS A LEARNING

Name of FS Student: Charie Mae C. Magallanes

Resource Teacher: Mrs. Riza Rivas Signature: Date: 08-13-14

Cooperating School: Banisil National High School

My Performance (How I will be rated)

Exemplary Superior Satisfactory Unsatisfactory

My reflection Reflection Reflection Reflection statements Reflection statements

Transmutation of Scores to Grades/ Ratings

20 1.0 99 12-13 2.50 81

SCHOOL FACILITIES CHECKLIST

Facilities Available Not available Description

Library Their library is small, the book

Counseling room Small room and it is located

Canteen/ Cafeteria They have two small canteen

Medical Clinic Very small room and the facilitie

Audio-visual/ Media Center

Science Laboratory It is just a simple classroom. The

Home Economics Room Looks like kitchen in the house

Industrial Workshop Area

Very small room that only 2 to

Comfort Room for Boys They have many comfort room

Comfort Room for Girls They have many comfort room

Others (please specify)

An Observation Guide for the CLASSROOM VISIT

1. Describe the community or neighborhood where the school is found.

Name of the School Observed:

Banisil National High School

Banisil, General Santos City

3. As to their principal’s office, it is very welcoming and well-ventilated, that

An Observation Guide for the CLASSROOM VISIT

CLASSROOM FACILITIES MATRIX

In the classroom that we had observed, there were no

There are two teacher’s tables in the classroom. One is

They have 50 learner’s desk s in the classroom and it is

There are two blackboards in the classroom and both

5. Learning Materials/ Visual Aids

6. Lightings They have enough lights. We saw 8 fluorescent in the

They only have one ceiling fan located at the center of

2. How does this relate to your knowledge of child and adolescent

As a teacher, you must know how to make your classroom more

2. What kind of school campus is conducive to learning?

3. What kind of classroom is conducive to learning?

4. In the future, how can you accomplish your answer in number 3?

5. Write your additional learning and insights here.

Learning environment has a big impact to teaching and learning

My Personal Illustration of an Effective School Environment

THE Learner’s characteristics and needs

THE LEARNERS’ CHARACTERISTICS AND NEEDS

Name of FS Student: Charie Mae C. Magallanes

My Performance (How I will be rated)