INTRODUCTION

Field Study 1 is the first of six sequence studies offered by the Teacher

Education Institutions (TEIs) in the Bachelor of Elementary Education and

Bachelor of Secondary Education Programs (BEED and BSED). The first field

study is related to the subject of professional education. The TEI has the

discretion to match with an appropriate subject such as Child and Adolescent

Development, Principles of Teaching, or Facilitating Learning.

The learners, the school organization, and the community are the focus of

Field Study 1. Since this is the student teachers' first exposure to a school

environment, they are expected to take note of the school and classroom

amenities, as well as the school's organizational structure. In the actual learning

environment, the student teacher must monitor the learners' behaviour. Student

teachers will increase their understanding of realistic techniques to enhance

learning based on their observations of learners at various stages of growth and

development.

RATIONALE

One of the primary goals of Teacher Education Institutions (TEI) is the

development of new educational orientations. The learner's experiences are

aligned with the National Competency-Based Teacher Standards (NCBTS) in this

Field Study 1 book. Every session included learning experiences that were

designed to generate meaningful and satisfying encounters for students to sense

the joy of teaching and learning.

Furthermore, the teaching practicum is to give students with classroom

teaching experience. Faculty supervisors who are in charge of the classes where
the practica take place provide teaching and feedback to the students. The focus

placed on instructional time, course development (e.g., preparing a syllabus,

assignments, and bibliography), assignment marking, and other curriculum

review and planning issues and duties will differ depending on the students'

practica.

Field Study 1 is essential because it will offer students with a favorable

learning environment in which they can observe and comprehend the

implementation of building construction technologies that they have learned in

class.

COURSE DESCRIPTION

Field Study 1 will introduce observers to the behavior of learners at various

stages of development, as well as the school environment and community. As

they observe the school structure, classrooms, school facilities, teachers,

parents, and students, it provides them with options and prospects for career

advancement. As they communicate ideas with their buddy, cooperating

teachers, students, and parents during this observation course, they will be able

to improve their communication skills. The way teachers engage with one other,

with students, with parents, and with other stakeholders is part of this

observation.

DepEd’s NATIONAL COMPETENCY-BASED TEACHER STANDARDS

Domain 1- Social Regard for Learning

Competencies:
1.1 Acts as positive role model for students.
1.1.1 implements school policies and procedures
1.1.2 demonstrates punctuality
 1.1.3 maintains appropriate appearance
1.1.4 is careful about the effect of one’s behavior on students

Domain 2 - Learning Environment

Competencies:
2.1 Creates an environment that promotes fairness.
2.2 Makes the classroom environment safe and conducive to learning.
2.3 Create a healthy, psychological climate for learning.

Domain 3 - Diversity of Learners

Competencies:
3.1 Determines, understands and accepts the learners’ diverse backgrounds
knowledge and experiences.
3.2 Determines, understands and accepts the learners’ diverse backgrounds
knowledge and experiences.
3.3 Demonstrate concern for holistic development of learners.

Domain 4 : Curriculum and Planning

Competencies:
4.1 Demonstrated mastery of the subject.
4.2 Communicates clear learning goals for the lessons that are appropriate for
learners.
4.3 Makes good use of allotted instruction time.
4.4 Selects teaching methods, learning activities and instructional materials or
resources appropriate to learners and aligned to the objectives of the
lesson.
4.5 Teacher recognizes general learning processes as well as unique processes
of individual learners.
4.6 Teacher promotes purposive study.
4.7 Teacher demonstrate skills in the use of information and communication
technology in teaching and learning.

Domain 5 - Assessing and Reporting

Competencies:
5.1 Communicates promptly and clearly to learners, parents and superiors about
the progress of learners.
5.2 Develops and uses a variety of appropriate assessment strategies to monitor
and evaluate learning.
5.3 Monitors regularly and provides feedback on learner’s understanding of
content.

Domain 6 - Community Linkages

Competencies:
6.1 Establishes learning environment that respond to the aspirations of the
community.
Domain 7 - Personal Growth and Professional Development

Competencies:
7.1 Takes pride in the nobility of teaching as a profession.
7.2 Builds professional links with colleagues to enrich teaching practice.
7.3 Reflects on the extent of the attainment of learning goals.

SCHEDULE OF ACTIVITIES

Episode Time frame Venue Activities Details

1 Google meet Online class Class discussion The school for the
3hours/day by the teacher learners as their
learning environment
was tackled. As well
as describing the
school's programs for
meeting the
developmental
requirements of
students.
2 Google meet Online class Class discussion The classroom as
3 hours/day by the student learning environment
reporters for the student
nurtures their
developmental stage.
3 Google meet Online class Class discussion Flashback as
3 hours/day by the student learners will draw
reporters similarities and
differences of
learner’s
characteristics across
domains and stages
of development.
4 Google meet Online class Class discussion Understanding the
3 hours/day by the student learners was the
reporters highlight of this
episode. BEEd and
BSED students was
emphasized with their
cognitive
developmental aspect.
5 Google meet Online class Class discussion Applying knowledge of
3 hours/day by the student learners cognitive
reporters characteristics to
instructional strategies
is the main objective
of the learner’s
 development and
instruction.
6 Google meet Online class Class discussion The importance of a
3 hours/day by the student teacher as a
reporters classroom manager
is one of the effective
learning strategies
and is vital in the
teaching-learning
engagement.
7 Google meet Online class Class discussion The teacher as a
3 hours/day by the student facilitator of
reporters assisted learning or
guided participation in
the classroom
requires scaffolding in
order to support the
students as they grow
in independence as a
learner.
8 Google meet Online class Class discussion The teacher as an
3 hours/day by the student implementor of
reporters purposeful
assessment identify
ways in which
assessment ca be
used for teaching and
learning.
9 Google meet Online class Class discussion Drawing lessons from
3 hours/day by the student good test
reporters administration
practices is one of the
task of a teacher as
an effective
administrator.
10 Google meet Online class Class discussion Observing the
3 hours/day by the student school community
reporters as a learning
resource offers many
opportunities for
purposeful learning
experience that
connect the basic
skills taught in the
school with application
in the context of the
community.
 COOPERATING TEACHER’S PROFILE

Name: BERNADETH B. EBARLE

Position: Teacher 1

Home Address: Purok 1 Apitong La Libertad, Sto. Tomas, Davao del Norte

Contact Number : 09384819575

Place of Birth: La Libertad, Sto. Tomas, Davao del Norte

Citizenship: Filipino

Educ. Qualification: BSEd English

Eligibility: LET

PRC No.: 1232654

GSIS ID No.: 8107530

PAG-IBIG No.: 121114451382

PHILHEALTH No. : 16-050618777-7

Date of Original Appointment: August 15, 2017

 PRE-SERVICE TEACHER’S CURRICULUM VITAE

Name : ANALEA C. CABASARES

Contact Number : 0947610473

Date of Birth : January 07, 1982

Age : 39

Place of Birth : Sto. Tomas, Davao del Norte

Civil Status : Married

Citizenship : Filipino

Religion : Roman Catholic

Weight : 116.84 lbs.

Height : 4’11”

Address : Purok 1 Menzi Sto. Tomas, Davao del Norte

Name of Spouse : Emanuel Ogay Cabasares

Occupation : OFW Fisherman

Name of Father: Panfilo F. Cabeltes

Occupation : Deceased

Name of Mother : Lolita J. Cabeltes

Occupation : Deceased

Name of Siblings : Catherine C. Sedra

Daniel J. Cabeltes III

Luz Bella C. Peñaranda

 Marissa J. Cabeltes

Nerissa C. Matsumoto

Brylen C. Costelo

Aiza C. Salugsugan

Educational Background : Year :

Elementary : Marsman Elementary School 1994-1995

Secondary : Marsman National High School 1998-1999

Tertiary : Magugpo Institute of Technology 2001-2002

Tertiaty : Sto. Tomas, College of Agriculture, 2021-2022

Sciences and Technology (STCAST)

 THE SCHOOL VISION AND MISSION

1. Vision

Sto. Tomas College of Agriculture, Sciences and Technology (STCAST), a

leading college institution in the region embracing the philosophy of quantity
education and in line with the Local Government’s Unit mandate and commitment
to progress and development, thereby shaping and producing globally
competitive human resource.
2. Mission

The Sto. Tomas College of Agriculture, Sciences and Technology will be:

 Socially and morally driven learning institution

 Unwavering in its focus to values development and competency
 Closely collaborating with the community
 Creating culture of excellence
 Ensuring quality and affordable education and
 Securing job opportunities and placements thru
 Sustained quality education
“Basta Sto. Tomas SUCCESS”
3. Goals

The Sto. Tomas College of Agriculture , Sciences and Technology commits to:

1. Provide a quality, industry-needed and tailor-fit educational programs imparted.

and administered by highly competent and values driven faculty and staff.

2. Espouse an Educational culture of excellence.

3. Create an environment with sufficient human and financial resources and

adequate compliant and standard facilities.

4. Establish an institutionalized research culture across discipline and courses.

5. Trail-blaze in creating a culture of collaboration amongst stakeholders and

members where respect, values, support and challenges are paramount.

6 . Pioneer programs for community development and improvement

 CLASSROOM PROGRAM

S. Y. 2020-2121

Grade 10 - Rizal

Teacher: BERNADETH B. EBARLE

Employment Status: REGULAR/PERMANENT
Educational Qualification: BSEd ENGISH
Teaching Experience: 4 YEARS

GRADE 8 - DUTERTE
TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
7:15-7:30 PREPARATION OF LEARNERS
7:30-8:30 Psycho- English English English Performance
social Output
activity Assessment
8:30-9:30 MAPEH MAPEH MAPEH
9:30-9:45 Retrieval/ SNACK TIME Weekly/Unit/
9:45-10:45 Math Math Math
Distribution Periodical
10:45-11:45 Filipino Filipino Filipino
11:45-12:00 of Modules READING REMEDIATION CLASS Test
12:00-1:00 LUNCH BREAK Feedbacking
1:00-2:00 Retrieval/ TLE TLE TLE
2:00-3:00 Science Science Science
Distribution
3:00-4:00 AP AP AP
4:00-4:15 of Modules HOMEROOM GUIDANCE MATTER

Certified correct: Prepared by:

ENER M. JUDIT BERNADETH E. EBARLE

School Principal II Teacher

Approved :

DEE D. SILVA, DPA, CESO V

Schools Division Superintendent
Class list
Grade 10 - Rizal
 MALE FEMALE
1. Albarico, Eron A. 1. Andoy, Khyll Kith R.
2. Andales, Jonh Carlo P. 2. Balunos, Irish Reyn Krisandra J.
3. Cabrillos, Christian Mark A. 3. Bell, Nikki Jean M.
4. Caspillo, Jerald A. 4. Bercasio, Jhaslyn S.
5. Darullo, Welmark A. 5. Calvo, Karsten C.
6. Galicha, Juven Jay D. 6. Colalio, Elaiza Mae G.
7. Galicha, Richard D. 7. De Felipe, Martha M.
8. Hikelan, Eugene Kurt S. 8. De Felipe, Mathy M.
9. Hulleza, Mark John V. 9. Dela Peña, Julyca P.
10. Jaralba, Andrei S. 10. Gumapac, Rosalinda E.
11. Lobrigo, James Travis P. 11. Lagno, Jill Stecy T.
12. Magallanes, Raven B. 12. Laruan, Necle L.
13. Magalop, Joeynor 13. Manigos, Riza E.
14. Magluyan, Meldwin P. 14. Mortera, Rocel Ruzzel R.
15. Magluyan, Melvin P. 15. Rance, Collin D.
16. Mella, Edmar John D. 16. Redito, Lyca Joy M.
17. Millara, Ivan Jay P. 17. Rivera, Aivy T.
18. Mirandilla, Alwynn M. 18. Santarin, Jesheryl C.
19. Montepio, Reymon G. 19. Semolava, Rency Q.
20. Mugas, Erwin B. 20. Tanawan, Marian KC B.
21. Nebria, Clark James B. 21. Torremocha, Jessica M.
22. Palencia, Prince Marion B. 22. Torremocha, Angela
23. Paris, Dylan J.
24. Pedroso, Christian M.
25. Rabaya, Mark Joshua S.
26. Sobrevilla, Mikko N.
27. Suerto, Jay T.
28. Torremocha, Demver B.

CLASS DIAGRAM

BLACK BOARD TV

TABLE
Entrance Door
 BOOK SHELF
Exit Door

CR
BOOK SHELF

BULLETIN BOARD

SEAT PLAN

BLACK BOARD

TABLE
TABLE

GROUP 1
COURSE
CONTENT
A. Learner’s Behavior

a. Task 1 (Learner’s Profile)

Learner’s Profile
Name: Julyca P. Dela Peña

Age: 13 Sex: Female

Ordinal Position in the Family: 3rd child

Parent’s name (Father) : Ronnie O. Dela Peña

Occupation: Farmer

Parent’s Name (Mother): Arlene P. Dela Peña

Occupation: Housewife

Religion: Roman Catholic

Ethnic group: Bisaya

Address: Purok 4 San Miguel Sto. Tomas, Davao del Norte

Grade School Level: Grade 8 Section : Duterte

Class adviser: Ms. Bernadeth Ebarle

Club affiliation: Girl scout

Most liked subject: Filipino

Why? Because it is very easy for me.

Least like subjects: Math

Why? I find it very hard in solving complicated math problems like algebra.

Hobbies : Dancing in tiktok

1. Favorite color: Pink

2. Favorite flower: Rose

 3. Favorite song: Do I have to Cry for You?

4. Favorite TV program: TV News

5. Favorite movie: All movies/Cartoons

6. Favorite game: Tumbang priso

2 things I like about the school are:

1. My kind and lovely teacher

2. My bubbly classmates

2 things I would like to change about the school are:

1. The school playground

2. The comfort rooms

Learner’s Profile
Name: Mark Joshua S. Rabaya

Age: 14 Sex: Male

Ordinal Position in the Family: 3rd child

Parent’s name (Father) : George Rabaya

Occupation: Laborer

Parent’s Name (Mother): Rosanna Rabaya

Occupation: Housewife

Religion: Seventh day Adventist Church

Ethnic group: Bisaya

Address: Purok 13-A Fd. Rd. 4 Sto. Tomas, Davao del Norte

Grade School Level: Grade 8 Section : Duterte

Class advise: Ms. Bernadeth Ebarle

Club affiliation: None

Most liked subject: English

Why? Because soon I speak English when I will go abroad.

Least like subjects: Math

Why? It’s difficult for me to solve complicated mathematical problems.

Hobbies : Playing basketball

7. Favorite color: Blue

8. Favorite flower: Sampaguita

 9. Favorite song: Dance with You

10. Favorite TV program: Starla

11. Favorite movie: The rock

12. Favorite game: Ross of Survival

2 things I like about the school are:

1. My friendly classmates.

2. My favorite teacher advise.

2 things I would like to change about the school are:

3. The school canteen.

4. The comfort room.

b. Task 2 (Learner’s Observation)

I have not met the two (2) learners in person, but their adviser, Ma'am

Ebarle, suggested them to me because they are highly attentive in

the modular class. They also keep their group chat updated on their

educational activities on a daily basis.

 Even though the class is modular, these two students are both

engaged in it. I don't have any doubts. These two students, according

to Ma'am Ana, are likewise at the top of her priority list. They're both

physically and intellectually competitive.

B. The School Environment

a. Chart 1
 Organizational Chart

KINAMAYAN INTEGRATED SCHOOL ORGANIZATIONAL STRUCTURE

S.Y. 2021-2022

ENER M. JUDIT
School Principal II

UTILITY PERSONNEL JACKIELOU C.PIMENTEL

Administration Assistant II

EVA F. ARROSAS JEANELINE M. MONTAÑEZ JERLYN S. BACONGA

Master Teacher I Master Teacher II Master Teacher II

KINDER TO GRADE 3 GRADE 4-6 JHS TO SHS

TEACHERS TEACHERS TEACHERS

b. Chart 2

CHECKLIST OF SCHOOL FACILITIES

Direction: Check whether the school's facilities are available or not, and indicate

the number, status, and condition. (Status can refer to construction nearing

completion, while condition can refer to whether something is functioning or not.)

School Available Not If available, write the

Available SPECIFICATIONS
Number Status Condition
1. Library with √ 1 Complete Functional
adequate number of
holdings
2. Laboratory with X
adequate number of
equipments
3 .Canteen/Cafeterias √ 1 Complete Functional
4 . Comfort rooms with √ 5 Incomplet No
lavatory
e Lavatory
5. Reading Center √ 1 Complete Functional
6. Home Economics √ 1 Complete Functional
Room
7. Industrial Art Shop X
8. Audio Visual Room X
9. Printing/ √ 15 Complete Functional
Mimeographing Room
10. Counselling Room √ 1 Complete Functional
11. Others (specify) Gymnasiu 1 Complete Functional

m
12. Others (specify) PTA Office 1 Complete Functional
SUMMARY

 They have superior facilities, which have greatly aided pupils in their many

activities. This improves their abilities in a variety of ways.

c. Chart 3

Checklist of Child-friendly School

INDICATORS YES NO If YES, give an

example of this…
1. The school has facilities and √ - gymnasium

equipment for sports and recreation. - table tennis

- badminton
2. The school has sufficient lawn space √ - oval

and vegetation. - mini-forest

3. The school has a duly assigned √ - school guard

personnel in-charge of securing its - school nurse

premises, its properties and those with -school caretaker

the pupils and teachers.

4. The school has a program for children X

with special needs.

5. The school coordinates with the √ - foundation day

barangay and local authorities to ensure - WATCH program

the safety and protection of the students. - Feeding program

- YES-O
6. The teacher use non-threatening √ - motivation

modes of discipline

C. The Classroom Environment

a. Checklist of Classroom Facilities

Classroom Available Not If available, write the

Available SPECIFICATIONS
Number Status Condition
1. Two (2) doors (1 √ 1 Good Functional
entrance, 1 exit)
2. Wall Fan √ 2 Good Functional
3. Teacher’s desk √ 1 Durable Functional
4 . Comfort room with √ 1 Good No
lavatory
Lavatory
5.chairs/desks √ 25 Durable Functional
7. cabinets √ 1 Good Functional
8. shelves √ 1 Good Functional
9. Bulletin boards √ Good Functional
10. Flourescent lamp √ 4 Good Functional
11. Chalk board √ 2 Good Functional
13. Others (specify) Reading 1 Good Functional

corner
SUMMARY

 The learning environment in the classroom is excellent.

b. Reflective Journal Entry No. 1 and 2

The classroom setting is conducive to learning for the students. It

features a well-lit chamber where they can use the four (4) flourescent

lamps on the ceiling when it gets dark outside due to rain. The armchairs

were appropriately organized, and the two teacher's desks were placed in

the front and the back, respectively. The reading area is located in the

room's right corner, where students can read books during their leisure
 c. Reflective Journal No. 3

I  saw that the facilities are beneficial to learning because the

classroom is solid and has well-maintained armchairs in a well-lit

environment. Simultaneously, there is a smart TV and a chalkboard, which

are crucial instructional resources for learning and teaching engagement.

However, because there is no face-to-face connection, students will only

travel to their classroom to receive their modules. Regardless of the

situation, the adviser took care of the classroom facilities. For the

expected visitors, an alcohol and foot bath are always provided at the front

door. The teacher always make sure that the minimum standard health

protocol was followed in her classroom.

D. Post Conference
 a. Reflective Journal Entry No. 4

As a pre-service teacher, Field Study is extremely important to me.

I believe that a great formula for achievement is effort learning paired with

real-life experiences. As a result, I was able to examine other educational

environments in order to extend my horizons as a prospective teacher. My

observation experiences have influenced my decision to continue with my

plan to pursue a teaching career in general. I saw so much passion in the

teachers I met, and it inspired me to follow in their footsteps. I imagined

myself one day instructing my students with a loving, energetic, and caring

attitude toward them. Being a teacher is a noble job since it has the
PRE/POST CONFERENCE PHOTO DOCUMENTS/CERTIFICATES
potential to transform the lives of all students into great people.
(photo with critic teachers, photo documentation, certificates if they have)

With my Cooperating Teacher Grade 10-Duterte room At KIS

 The facade of KIS The school ground of KIS 1

With my colleagues and School Principal 1

MONITORING SHEET

CRITERIA

a. For Assessment No. 1

 GLOSSARY OF TERMS

Student Observers - University students of Sto. Tomas College of

Agriculture, Sciences and Technology who

are enrolled in Field Studies assigned to

observe the school and classroom environment

in DepEd schools.

Pre-service Teachers (PSTs) - University students of BEEd and BSEd who

are enrolled in the higher Field Study Courses

and are involved in micro teaching, team

teaching and teaching whole lesson.

Supervising Teachers (CTs) - DepEd faculty directly responsible for

supervising, monitoring and providing support

to the university student in on/off campus

school experience.

Cooperating Teacher - Normally a classroom teacher at the

laboratory school directly responsible for

 providing mentoring support to the student

teacher.

School Coordinator - He/She is responsible for assigning students

in classroom and scheduling classes for

observation and participation who is usually the

Principal of the cooperating school.

Site Coordinator - He/She is responsible for assigning pre-

service students in the classrooms.

Practicum - This is referred to as the Field Experience or

Field Study course which involves exposure to

all types of schools of the Deped.

Elementary Grades - These refer to the six grade levels of the

primary and elementary under the Basic

Education Curriculum of the DepEd.

Secondary Years - These refers to the four year levels of the

secondary course using the Basic Education

Curriculum of the DepEd.

Briefing - Serves as general orientation and workshop

on what are to be done at the practicum

program

Debriefing - It is a critical appraisal done by student

teachers in their observations at the field study

course.

Teacher Education Institutions - Refers to the college and universities offering

Teacher Education Courses with Curriculum

 aligned with that of CHED. There are twenty

one of these from region XI, XII & ARMM which

established partnership with BEAM and DepEd.

Department of Education Schools - Serve as the laboratory of the Extended

School Experience of the student teachers.