Field Study 1 Format

DAVAO WINCHESTER COLLEGES, INC.
FD.RD#4 STO. TOMAS, DAVAO DEL NORTE
Field
Study 1
LEARNING EPISODE 1
THE SCHOOL AS A LEARNING
ENVIRONMENT
SUBMITTED
BY:
JEVIE
GASCON
POLO
BSED-II
SUBMITTED TO:
MARTHA V.
INSTRUCTOR
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 task to be accomplished in
the activity sheet 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, and say
how each will contribute to the student’s learning and development.
Will it contribute to the

Facilities  Description students learning and
development? Why?
The office of the
principal is organized
Office of the The principal office is big that the
 and so many
Principal students can go there.
documents, tables and
chairs.
Yes, they contribute learning to
So many books, chairs
Library  the students for they assignments
and tables.
and projects.
Clean, organized there Their contribute learning if there
Counselling Room  so many educational are some mistakes or problems
sayings. such as in terms of emotion.
There are to many Yes, because food can help to
Canteen/Cafeteria  nutritious foods that the the students for their energy all
students can choose. day.
Medicine, tables and If there are some students will

Medical Clinic 
chairs. gonna sick and for all aspects.
Audio
Projector, computer,
Visual/Learning  We can use it if we need it.
tables and chairs.
Resource Center
Yes, because this would help the

Apparatos, materials
Science Laboratory  students to improve their
for their expirement.
knowledge.
There gymnasium is They can undergo several
Gymnasium  small. activities that can develop their
talents and more.
Speaker or sound The students will be involve in

Auditorium 
system . many different events.
There are plenty of Beautiful garden can help them to

Outdoor Garden  flowers, vegetables be proud enough that they involve
plants and trees. that area.
Home Economics Very clean and In this area they will learn on how

Room organized room. to cook & to prepare things.
This area is the perfect place to

Industrial Workshop Not organized, no
 learn on how to do carpentry and
Area sewing machine.
others.
There are chairs for
They will know that they suppost
PTA Office visitors and they have
to be payed.
table also.
Comfort Room for It is not totally for boys They could free themselves for

Boys it is for all. natural distruction.
It is important for the girls have a

Comfort Room for They don’t have private place such as CR

Girls specific room for girls. because there are instances that
they need some privacy.
They have a separate
Others (Faculty It is important to clean their hands
 area for washing their
Room) to avoid germs.
hands.
An Observation Guide for the Classroom Visit
Read the following statements carefully. Then write your observation report
on the space provided
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, the cafeteria. Look around and
find out the other facilities that the school has.
Name of the School Observed Dujali National High School

School Address Purok1 B.E Dujali Davao del Norte
Date of Visit June 27, 2016
1. There’s a lot of house and sari-sari store at the front of the school
campus.
2. In Dujali there’s a lot of students and teachers but some of the

students are not in their classrooms because there classrooms because
there classroom is need to renovate.
3. My first impression in the offices is organized very clean and there’s a

lot of reminders to the students and their offices is amaze.
4. There science garden , GPTA office and guidance office.

_________________________________________________________________
An Observation Guide for the CLASSROOM VISIT ____________
Be guided by these tasks as you do your 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, announcement, 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-lit and well-ventilated ?
CLASSROOM FACILITIES MATRIX

Description
Classroom Facilities (location, number, arrangement,
condition)
Mission and Vision, Core Values,
1. Wall Display Evacuation plan, Religious sayings.
At the center of the classroom and
2. Teacher’s Table beautiful.
Arrangable separated from the boys
3. Learner’s Desks and girls.
Different from the other side and also
4. Blackboard there are using the white board.
There are using visual aids during their
5. Learning Materials/ report.
Visual Aids
There are very noisy and sometimes
6. Observing the students there are not sitting there own chair.
There are 34 students in their
7. Occupying one room classroom, actually there are 42 some
students are absent.
Not clean there are some waste in the
8. Comfort Room cr.
Their garbage is not in the right waste.
9.Garbage/ Trashcan
They have a mirror & it is located inside
10. Personal Corner of the room beside the door.
WRITE YOUR OBSERVATION REPORT HERE.
Name of the School Observed Dujali National High School

School Address Purok1 B.E Dujali Davao del Norte
Date of Visit June 27, 2016
My observation in Dujali National High School is need to improve

because the other classroom is renovating some students are in gymnasium and
the other is in the playground and also I like the students in Dujali National High
School because some of the students are respectful and discipline and also the
teacher’s.
MY ANALYSIS
How do the school campus and the classroom in particular impact on the
learning of the student going to school? What are your conclusions?
How does this relate to your knowledge of child and adolescent

development? How does this relate to your knowledge of facilitating
learning?
MY REFLECTIONS/INSIGHTS_____________________________________________
1. Would you like to teach in the school environment you just observed?
Why? Why not?
Yes, I like to teach in Dujali National High School because the students are fast
learner and they are respectful to the teachers.
2. What kind of school campus is conducive to learning?
In school campus is need to facilitate and they have enough for silling fan .
3. What kind of classroom is conducive to learning?
In classroom they help and they enough of chairs, blackboard , cr, selling fan and
tables.
4. In the future, how can you accomplish your answer in number 3?
In the future, I need to teach my students very well and I need to secure my
students are safety and I need to beautify my classroom that my students would
empress.
5. Write your additional leanings and insights here.
My additional learning is how to teach the students very well and how to get there
attention in my class.
INTEGATING THEORY AND PRACTICE
Directions: Read the items given below and encircle the correct answer.
1. With the NCBTS as guide, an ideal learning environment should have the following
characteristics, EXCEPT
A. The learning environment promotes fairness

B. Is safe and conducive for learning
C. Builds many professional linkages
D. Establishes and maintains consistent standards of learner’s behaviour
2. Which facilities are present in health-promoting school environment?
I. Canteen that sells all kind of food including junk food

II. Comfort rooms common for boys and girls
III. Sanitary drinking fountains
IV. Safe playground
A. II, III and IV

B. I, II, III and IV
C. I and II
D. III and IV
3. Which physical school environment supports learning?
A. Availability of flexible classroom furniture

B. Presence of spacious classroom
C. Prominence of bulletin boards in every building
D. Tall school
MY LEARNING PORTFOLIO______________________________________
My Personal Illustration of an Effective

School Environment
Through the best plan and strategies to encourage the parents and teachers
understanding the students in orders to have the unity in progress of the school
everyday and captivated by the beautiful sorroundings of the school .
There are plenty of ways on how to achieve an effective school environment

but for me I wanted to improve the outdoor garden and the proper position of their
garden such as flowers outside because there are possibilities that the students
or even the teacher would have a feelings of relaxation.
Complete facilities well-ventilated classrooms, well arrang offices and

building are the roots of quality education
My Learning Rubric (How did I perform this episode?)
Field Study 1, Episode 1- The School as a Learning Environment
Name of FS Student JEVIE G. POLO Date Submitted: June 27, 2016

Year & Section II- PIAGET Course: Bachelor of Secondary Education
Learning Exemplary Superior Satisfactory Needs
Episodes 4 3 2 improvement
1
All episodes were All or nearly all Nearly all episodes Fewer than half of
done with episodes were done were done with episodes were done;
Learning Activities outstanding quality; with high quality acceptable quality or most objectives
work exceeds were met but need
expectations improvement
3 2 1
4
All question/ episodes Analysis questions Analysis questions Analysis questions
were answered were answered were not answered were not answered.
completely; in depth completely. completely. Grammar and
Analysis of the answers; thoroughly Clear connection Vaguely related to spelling
learning episodes grounded on theories. with theories the theories unsatisfactory
Exemplary grammar Grammar and Grammar and
and spelling spelling are superior spelling acceptable
4 3 2
1
Reflection statements Reflection Reflection statements Reflection statements
are profound and statements are clear, are shallow; are unclear and
clear; supported by but not clearly supported by the shallow and are not
Reflections/ Insights the experiences from supported by the experiences from the supported by the
the learning episodes experiences from the learning episodes experiences from the
learning episodes learning episodes
4 2 1
3
Portfolio is complete, Portfolio is Portfolio is Analysis questions
clear, well-organized complete, clear, well- incomplete; were not answered.
and all supporting; organized; most supporting Grammar and
documentations are supporting documentations are spelling
Learning Portfolio located in sections documents are organized but are unsatisfactory
clearly designated available and logical lacking
and clearly marked
4 locations
3 2 1
Submitted before the Submitted on the Submitted a day after Submitted two days
Submission of deadline deadline the deadline or more after the
Learning Episode 4 3 2 deadline
1
COMMENT/S Over-all Score Rating:
(Based on
3.5
9 transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
Dr. Martha V. Timtim June 27, 2016
Signature of FS Teacher Date
Above Printed Name
LEARNING EPISODE 2
THE LEARNERS’ CHARACTERISTICS AND NEEDS
My Learning Episode Overview

Episode 2 provides me with an opportunity to observe learners of different
ages and grade levels. It highlights the differences in their characteristics and needs.
As a future teacher, it is important for me to determine my learner’s characteristics
and needs so that I will be able plan and implement learning activities and
assessment that are all developmentally appropriate.
My Intended Learning Outcomes

In this Episode, I must be able differentiate the characteristics and needs of
learners from different developmental levels.
My Performance Criteria
I will be rated along the following:
● quality of my observations and documentation,
● completeness and depth of analysis,
● depth and clarity of classroom observation-based reflection,
● completeness, organization, clarity of portfolio and
● time of submission of portfolio.
My Learning Essentials
Here are major principles of development relevant to this episode:
1. Development is relatively orderly, Development follows directional patterns
such as, from the head to the toe (cephalocaudal), and from the center of the body
then outwards (proximodistal)
2. Development take place gradually.
3. All domains development and learning-physical, social and emotional, and
cognitive – are important, and they are closely interrelated (NAEYC, 2009)
4. Development proceeds toward greater complexity, self- regulation, symbolic
or representational capabilities, (NAEYC, 2009)
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. Your teacher may also recommend another
observation checklist if a more detailed observation is preferred.
Physical
1. Observe their gross motor skills. How they carry themselves. How they
move, walk, run, 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-shifters)
2. How they express their wants/needs? Can they wait?
3. How they handle frustrations?
4. Describe their level of confidence as shown in their behaviour. 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
the evidence of their thinking skills.
3. Were there opportunities for problem solving? Describe how they show
problem solving abilities.
Learners’ Development Matrix

Development Pre-schooler Elementary High School
Domain Indicate age range of Indicate age range Indicate age range of
children observed: 4-5 of children children observed: 15-
yrs old observed:9-10 yrs 16 yrs old
Krystal Gail M. old Arnel D. Alambra
Gultiano Maybeth G. Carlet
Physical
Gross-motor skills
She can walk normal She can walk He can walk faster and
and run she don’t normally and she run and they know how
Fine-motor skills know how to carry run and she carry to carry themselves.
itself. itself. They good in writing
and they need more
Self-help skills
Some of the students They need to enhance to reading.
are good in writing, enhance their
drawing some are not physical aspects. Students are behave
they need more during their classes
enhance. Some of the and during their
students are need to activities.
For their self-skills are enhance to their
need to improve and selves what are
enhance. good to them.
Social
Interaction with Teachers

Pupils is very hyper to Their interaction There are good
their teacher and they during the teacher students & there are
Interaction with don’t know what they teach them there behave when the
Classmates/friends are doing. are cooperative. teacher were going to
teach them.
Interests Some pupils are Some students are There are good
talking to their talking to their students when they
Others classmates and some classmates and they interact their
are very noisy. helping each other . classmates or their
friends and if they have
They need to improve They interest is to an activity there are
their physical aspects learn more and going to help each
to itself. need to enhance other or teamwork.
their physical . They need to learn
more and enhance.
Emotional
Moods and temperament,

expression of feelings There moods is There are always There are always
normal and they are smiling and some of smiling when the
always smiling. are making their teacher teach them
Emotional Independence own topic and they and the student are
don’t listen to the very cooperative when
Others They independence teacher. the teacher call their
emotional is when They independence names.
they go home there emotional is normal Sometimes the
are very happy and there are some students are very shy
because the teacher serious and during and they getting
tell them you are the teacher teach nervous.
freedom. there are so very They are good
noisy . students & respectful
during the teacher will
come with them.
Cognitive
They don’t know the They communicate The students are
Communication skills
words of they are their ideas by talking and their
saying and there are speaking their language use is more
Thinking skills language is ‘bisaya’ language which on tagalog or bisaya
and they don’t speak tagalog. they don’t know how to
tagalog. speak English well.
Problem solving
If the teacher given an They don’t easily to Sometimes the
instruction they don’t comprehense their students are not easily
Others easily to understand skills and sometimes to understand what
and they need to ask they ask to the there are talking about.
the teacher again. teacher if what they Some of the students
They go to their gonna do . in La Libertad their
teacher and ask how it ability to solve their
could be done . problems they ask to
the teacher, they ask
for advise.
My analysis
Level Salient Characteristic Implications to the Teaching-

Observed Learning Process
Preschool
Age range of learners ● Preschoolers like to move ● Therefore, the teacher should do
Observed 4 years old around and talking to their an decision how to get the
classmates. preschoolers attention.
● Therefore, teacher should

perserverance to the preschoolers.
Elementary
Age range of learners ● Elementary students are ● Therefore, the teacher should
Observed 9 years old like to make an art or other able to conduct a challenging
coloring booklet. activities to encourage the students
and also to make them animate.
Secondary
Age range of learners ● Students like to talks to ● Therefore, the teacher will give
observed15 years old their classmates the students an activities for them
to listen the instruction.
My Reflections/Insights
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
the learners you observed?
- The similarities or differences when I was their age when they have an
activity or group activity I remember that my members is cooperating and they
are resourceful. Sometimes I recalled in my mind when we are grouping
activity they make the group silent and no one can talk if don’t needed to the
group their so very serious and sometimes when we are reporting at the class
my other classmates are not studying their report they do on the spot they
don’t have an visual aid no one can do except me .
2.) Think of a teacher you cannot forget for positive or negative reason. How did
she/he help or not help you with your needs (physical, emotional, social and
cognitive). How did it affect you?
- The teacher I cannot forget when I was in 4 th year High School my adviser his
name is Ismael Ilagan he is a gay , he can’t help me in my emotional problems
because he don’t know what is may ‘aura’ every day and he don’t know what is
my need and wants but sometimes he gave me my needs and I’m not demanding
him of what I need in the school he want to help me because that time I was down
on myself.
3.) Share your other insights here.
- My insights here is how to communicate to other people and how to get their
attention and having the ability to know or understand things without any prof or
evidence r having characterized by intuition .
INTEGRATING THEORY AND PRACTICE

Directions: read the items given below and encircle the correct answer.
1. A 14-year-old felt ignored by her crush whom she believes is her one true love. She is
crying incessantly and refuses to listen and accept sound advice that the teacher is
offering. Her refusal to accept is because.
A. She thinks what she feels is too special and unique, that no one has felt like this
before.
B. The teenager’s favorite word is “no”, and she will simply reject everything the
teacher says.
C. 14-year-olds are not yet capable of perspective taking and cannot take the
teacher’s perspective.
D. Teenagers never listen to adult advice.
2. A preschool teacher is thinking about how best to develop to fine motor skills of the 4-
year-olds. Which of the following should be best to consider?
A. Provide daily coloring book activities.

B. Ask the children to do repeated writing drills everyday.
C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand muscles daily.
3. A preschool teacher is thinking about how best to develop the fine motor skills of the 4-
year-olds. Which of the following should be best to consider?
A. Formal operational stage

B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage
MY LEARNING PORTFOLIO____________________
Which is you’re your favorite theory of development. How can this guide you as a
future teacher?
Clip some readings about this theory and paste theme here.
The Three Components and Personality Adjustment
Freud said that a well-adjusted person is one who has strong ego, who can help
satisfy the needs for the id without going against the superego while maintaining the
person’s sense of what is logical, practical and real. Of course , it is not easy for the ego, to
do all that and strike a balance. If the id exerts too much power over the ego, the person
becomes too impulsive and pleasure-seeking behavior takes over one’s life. On the opposite
direction , one may find the superego so strong that the ego is overpowered. The person
becomes so harsh and judgmental to himself and others’ actions. The person’s best effort to
be good may still fall short of the superego’s exceptions.
The ability of a learner to be well-adjusted is largely influenced by how the learner
was brought up. His experiences about how his parents met his needs, the extent to which
he was allowed to do the things he wanted to do , and also how he was taught about right
and wrong, all figures to the type of personality and consequent adjustment that a person
will make. Freud believed that the personality of an individual is formed early during the
childhood years.
How can this guide you as a future teacher ?
- To be a future teacher they guide as for this develops parents, teachers and other persons
who exert influence impart to be good or moral. The superego linkened to conscience
because it exerts in influence on what one consider right and wrong to their individual
personality.

Field Study 1, Episode 2 – The Learners’ Characteristics and Needs
Name of FS Student JEVIE G. POLO Date Submitted: 07/19/16

1
3 2 1
4
4 2
3 1
4 2 1
3
and clearly marked
4 locations
3 2 1
1
(Based on
16 transmutation) 1.75

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
DR. MARTHA V. TIMTIM July 19, 2016

Above Printed Name
LEARNING EPISODE 3
CLASSROOM MANAGEMENT AND LEARNING

Episode 3 provides an opportunity for me to examine how classrooms are
structured or designed to allow everyone’s maximum participation and effective
learning. I will be able to examine how classroom management practices affect
learning.

In this Episode, I must be able to plan on how to manage time, space, and
resources to provide a learning environment appropriate to the learners and
conductive to learning.
● completeness and depth of analysis,
● depth and clarity of classroom observation-based reflection,
● time of submission of portfolio.
The classroom climate that is conductive for learning is one that is non-threating yet
business-like. It is a classroom where:
● Specific classroom rules and procedures are clear.

● Classroom rules and procedures are discussed within the first few days o f the school
● Students are involved in the design of rules and procedures
● Techniques to acknowledge and reinforce acceptable behavior are employed
My tools
Use the activity form provided for you to document you observations.
An Observation Guide for the Learner’s
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 an ability to concentrate.
Name of the School: Sto ,Tomas National High School

Observed : Grade 10
Location of the School : Menzi, Sto Toams Davao Del Norte
Date of Visit : August 02 , 2016
As I observed the learners their characteristics is changes

because some of them are not listening to their teachers and some of
them are using their cellphone during class our and some is talking to
their classmates. Their ages 15 years above and the boys are 10 and the
girls are 13. They cannot manage their own behavior they need to learn
more. They span is wide and the teacher support them. The listening skills
of the students their ability and they are active students during their
activities and they are fast learners their mind is so wide and they are
most independent students and they are wise students.
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 additional information so you can
verify your observation. Write your notes below; and then organize your data in the
table that follows.
1. Are these areas in the classroom for specific purposes (storage of

teaching aids, books, students’ belongings, supplies, etc.)? Describe
these areas.
-The areas are not good because they don’t have the storage to put the
books or their visual aids and for their things and also they don’t have a
good storage. But they have a long chair to put their things and teir other
supplies of the classroom.
2. Are there rules and procedures posted in the room? List them down.
-Yes, 1.Wears a complete, proper and prescribed uniform during school

days. 2. Observe proper dress codes in all occasions. 3. To be punctual in
going to school and all subject classes. 4. Observe appropriate, clean and
neat haircut and style. 5. Wears ID and always takes care of it.
3. Did the students participate in making the classroom rules? If yes, and he
resource teacher is available, ask him/her to describe the process.
-No, only the teachers who made the classroom rules. The classroom that
we’ve observe was the classroom of Grade 10 students who don’t yet the
ability to make a classroom rules.
4. What are the daily routines done by the teacher? (Prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
-They warm-up activities to the students for their encouraging and don’t
bored in the class activities and they are sharing their problems to their
classmates and also to their classmates rather for that they ae
comfortable with each other.
5. Is there a seating arrangement? What is the basis of this arrangement?
-Yes, They have a seating arrangement. The bases of their arrangement ;

The boys are separated from the girls and they should be mixed cause
some of the boys are noisy and boys are few than the girls and they
already know on how to sit properly in the chair.
6. Observed the noise level in the classroom. How is this managed?
-As I observed if they are very noisy, the teacher said, “Keep quiet we
have a visitor so we should have to be silent okay? “ and after the teacher
said those words the will also follow what the teacher said and they also
have a time to be noisy but not all the time.
7. If a learner is not following instructions or is off-task, what does the

teacher do? Describe the behavior strategies used.
- If when the learners or the students did not follow the instruction the
teacher most often scolded then and instruct the students over and over
reminding them what to do and motivate.
8. What does the teacher do to reinforce positive behaviors?
- The teacher on the positive reinforce strategies to reinforce positive

behavior to the students is through giving them rewards such as slumping
stars or giving extra points of the students .
My observation notes:
CLASSROOM MANAGEMENT MATRIX

Aspect of Classroom Description Effect on the Learner
Management
1. Specific Area in the There areas are very clean It will be affected on them is
classroom and organized and they clean to make them disciplined.
their classroom very well.
2. Classroom Rules They classroom rules are To make them a good

so many and they do for students and for their own
they behavior and they are selves cause someday they
the model of their class. will be a teacher if there’s
someone of them.
3. Classroom They classroom are not to The effects of these to the
Procedures done or accomplishing to learners are that they will
cause they room is newly enhance their learning.
construct.
4. Daily Routines Their routines is change The effects on these to the
they doing thing in a learners is that the learners
particular order. will improve their spiritual
value.
5. Seating They seating arrangement The effect on this in
Arrangement is very nice cause they children is that they will be
have 3 rows and they aware on their sits and they
separate with the boys and can sit very well so that
girls. they will never sit in other
chair.
6. Handling They handle there Through negative
misbehavior/ off task misbehavior if they are an reinforcement, student will
behavior enemy to their classmate reduce their mistakes and
and for the task they do their best.
helping each other.
7. Reinforcement of The student is so happy The effect of positive
Positive Behavior. when the teacher teach reinforcement to the
them very well cause the learners is that they will be
teacher encourage the inspired to do well.
students to participate
always during class.
8. Others They were many girls than -The population of girls will
boys in the classroom. affect their learnings
especially when is an
activity.
9. Others There were saying that This will motivate the
posted on every owner of students and will reflect to
the class. their mind.
My Analysis
1. How did the classroom organization and routines affect the learner’s
behavior?
- The classroom organization and their daily routines deeply affect the
learners behavior such as having prayer before the class stars, it will
enhance the moral value of a student and will reflect to his behavior
having spelling activity help students to enhance their vocabulary
words and exercise activity to relive child activeness.
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 teachers should hear in mind that the designs to he posted are
organized and very creative to attract students. If teachers also should,
3. Which behavior strategies were effective in managing the behavior of
the learners? In motivating students? Why were they effective?
1. Imagine yourself organizing your classroom in the future. In what grade/year
level do you see yourself? What routines and procedure would you consider
for this level? Why?
- I imagine myself what would my classroom in the future in grade 10 level.
2. Make a list of the rules you like to implement in this level. Why would you
choose these rules?
- My rules 1. Wear a complete uniform every day. 2. Observe appropriate,

clean and neat hair cut for boys and for the girls fixed their selves. 3. Wear
your ID always when you go to school and take care of it. 4. Be honest to
your co classmates and also to your teachers. 5. Be punctual in going to
school. I choose al this rules because this is for all their own selves and for
goodness and to accustomed to their selves and that all responsibilities
cause they are the students.
3. Should learners be involved in making the class rules? Why?
- Yes, they should be involve in making the class rules it is because they
should know how to handle the classroom and how to make it organized and
clean and they should be able to know how hard to make a classroom rules
and they should be practical of what they are doing in the classroom and
they should do to their personality that there are good students and learners
to their teachers and be polite to the teachers to premises.

1. Focusing on the natural consequences of students’ behavior develop more self- regulation
in the students. Which of the following teacher statements demonstrates focusing on
natural consequences?
A. “Those who were noisy today during seatwork will not be allowed to play games
in the computer later.”
B. “If it takes you longer to finish the seatwork because time is wasted with chatting,
then we won’t have time to go to the playground anymore.”
C. “Those who are well-behaved in class will be given plus 5 points in the quiz.”
D. “If you get a grade of 95 or higher in the first two assignments, you will be
exempted from the third assignment.”
2. Learners are more likely to internalize and follow classroom rules when
A. the teacher clearly explains the rules she prepared

B. the learners know the punishments for not following the rules
C. the learners participate in the rule-making process
D. the teacher gives additional points for those who follow the rules
3. For a teacher to establish and maintain consistent standard of learners’ behavior, they
should do all EXCEPT:
A. Give immediate feedback to reinforce appropriate behavior of learners

B. Be open to exceptions each time a learner misbehaves in class
C. Communicate and enforce school policies and procedures clearly and consistently
D. Handle behavior problems promptly and with due respect to learners’ rights
MY LEARNING PORTFOLIO
Should learners be involved in making the class rules? Why?
Yes, they be involve in making the class rules it is because and how to make it
organized and clean and they should be able to know how hard to make a
classroom rules and they should be practical of what they are doing in the
classroom and they should do to their personality that there are good students
and learners to their teacher to premises and be respectful, courteous and never
forget PO and OPO exebits proper behavior or in public like never shouting to
someone for no reason at all and be open minded and does not easily give up
whenever commits mistakes but instead uses those mistakes to become better
the next time around and uses things and loves people and does not use people
just to have things he wants and takes care and values family, friends and
country and even simple things in life uses his mind, follows his heart and trusts
God for everything he does. Follows the rules, policies, agreements, and
regulations set in the school and even tries to meet what is expected from him.

Field Study 1, Episode 3 – Classroom management and learning
Name of FS Student JEVIE G. POLO Date Submitted: August 02, 2016

Year & Section II- Piaget Course: Bachelor of Secondary Education
1
3 2 1
4
4
3 2 1
4 2 1
3
and clearly marked
4 locations
3 2 1
1
(Based on
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
Dr. Martha V. Timtim

Above Printed Name
LEARNING EPISODE 4
INDIVIDUAL DIFFERENCES AND LEARNERS’
INTERACTION

Episode 4 provides an opportunity for me to observe how differences in
gender, racial, cultural and religious backgrounds affect interaction in school,
and learn about practices that teachers use in dealing with diversity in the
classroom.

In this Episode, I will be able to:
● demonstrate understanding and acceptance of the
learner’s diverse background
● identify best practices in dealing with diversity in the
Classroom
An effective teacher who celebrates students diversity in her
Classroom:
● uses strategies to bulid a oaring community in the
Classroom
● models respect and acceptance of different cultures and
religious
● bring each of the student’s home culture and language
Into the shard culture of the school
● provides more opportunities for cooperation than
competition
My Tools
An Observation Guide for the Learners Characteristic
Read the following carefully before you begin to observe. 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.
- As I observe the class , I observe that there are 42 students. Their ages are
14,15,16 and the highest is 19 there are lot of female and the male are few they feel
comfortable to interact to their classmates who are their age and gender they
groups commonly according to their gender. Mostly of them are Roman Catholic.
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
teacher than others.
- As I observe the classroom I can say that the interaction is quite because there
is learning. The interaction of the students to the teacher is by participating.
2. Observe the learners seated at the back and the front part of the room. Do they behave
and interact differently?
- The students seated at the back are commonly boys. There are sometimes they
don’t listen to their teacher. On the other side the student seated at the front are
focused or listening to the discussion.
3. Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?
- The relationship among the learners is good because I can see that the student
are united and they cooperating with each other they are really helping each other
especially when they find a good or better answer.
4. Who among the students participate actively? Who among them ask for most help?
- The student who are participate in the class are those who are seated at the front.
There more focused and alternative in listening to their teacher. The students
seated at the back need more helps because they don’t understand the lesson
always.
5. When a student is called and cannot answer the teacher’s question, do the classmates
try to help him? Or they raise their hands, so that the teacher will call them instead?
- When a student cannot answer the teacher question sometimes the other
classmates will help them by telling the answer but most of their classmates are
competitive and raise their hands so that the teacher will call them and they answer
very well .
Outside class:
1. How do the students group themselves outside class? Homogenously, by age? By gender?
By racial or ethnic groups? Or the students in mixed social groupings? If so describe the
groupings.
- After the class the student will separated go their groups most of them are by
gender and they buy what they want they will go back to their classrooms.
2. Describe how the learners interact with each other. What do they talk about?
- They interact with respect and good attitude and they are good to approach when
they have a visitor and they are good learner and they talking about their
themselves.
My Analysis__________________________
1. Identify the person who play key roles in the relationships and interactions in the classrooms.
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?
- The person who play an important roles in the classroom interactions are the teachers
and the students there are students appeared to be the leader and a little teacher the one
who teaches their classmates who have less knowledge on the subject matter.
2. Are students coming from minority group accepted or rejected by the other? How is this
shown?
- There are situation where in the student belong the minority group they accepted
minority because they can join with their classmates and give them wisdom probably,
these kind of situation are found in every institution in which this could affected of every
student.
3. How does the teacher influence the class interaction considering the individual differences of the
students?
- The teacher influence the class interaction consideration the individual differences of
the student by manifesting a fairly values inside the classroom the teacher doesn’t show
biases according to her student performance and routines when they were inside the
classroom.
4. What factors influence the grouping of learners outside the classroom?
- This is comparable is the grouping of the learners outside the classroom the person
having a common interact with one group the factor that manipulated the religious
background. For instance one student has a good to choose a friend who has the same
gender and to other groups.
My Reflections/Insights______________
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?
- While I am seating at the back of the classroom observing watching the learners I
feel an optimistic that as if I am already a teacher of them. Within my mind I could see
sense to oneness and unity among the learner and the teacher because the learners inter
mingled positively so their teacher, when their teacher ask a question they respond it
instantly without any hesitation to themselves. This is shown by the student who have a
full self-confidence and trust to himself.
2. In the future, how would you want the learners in your classroom to interact? How
will you make this happen?
- In the future, I want the classroom interaction to be very interactive and participate
where in the learners could express their ideas in varied modes and participate activity in
every classroom facilitator rather activities as a prospective teacher I am the facilitator
of the learning process providing direction and feedback to the student rather than give
them correct instruction and I will focus to them I will teach very well as the best I can do
everything.
Observation Report
Name of school observed: Kapalong National High School
School Address: Kapalong, Maniki Davao del Norte
Date of Visit: August 10, 2016
Yes, They should be involve in making the class rules it is because they should
know how to handle the classroom and how to make it organized and clean and they
should be able to know how to clean it very well to their classroom and also the
teacher will proud of them. An effective teacher who celebrates students diversity in
her classroom uses strategies to build a oaring community in the classroom, models
respect and acceptance of different cultures and religions, bring each of the student’s
home culture and language into the shared culture of the school provides more
opportunities for cooperation than competition.
1. Which statement on student diversity is CORRECT?
A. Teacher must do his/her best to reduce student diversity in class.

B. The less the diversity of students in class, the better for teacher and students.
C. should accept and value diversity.
D. Student diversity is purely due to students’ varied cultures.
2. Which student thinking/behavior indicates that he/she values diversity?
A. He/she regards his culture as superior to other’s cultures.

B. He/she regards his culture as inferior to other’s cultures.
C. He/she accepts the fact that all people are unique in their own way.
D. He/she emphasizes on the differences among people and disregards their
commonalities.
3. What is a teaching-learning implication of student diversity?
A. Compare students.
B. Make use of a variety of teaching and assessment methods and activities.
C. Do homogeneous grouping for group activities.
D. Develop different standards for different student groups.
Field Study 1, Episode 4 – Individual Differences and Learners’ Interaction
Name of FS Student Jevie G. Polo Date Submitted: August 18, 2016

Year & Section: II – Piaget Course: Bachelor of Secondary Education
1
3 2 1
4
4 2
3 1
4 2 1
3
and clearly marked
4 locations
3 2 1
1
(Based on
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
Dr. Martha V. Timtim August 18, 2016

Above Printed Name
EPISODE 5
INDIVIDUAL DIFFERENCES AND
LEARNERS’ INTERACTION
My Learning Episode Overview__________________

Episode 5 provides an opportunity for me to observe how differences in
abilities affect interaction in school, and learn about strategies that teachers
use in addressing the learner’s different needs to effective learning.
My Intended Learning Outcomes________________

In this Episode, I must be able to:
● identify the needs of students with different levels of

Abilities in the classroom
● choose effective strategies to address the diverse needs
Of the learners
My Performance Criteria_________________________
● completeness and depth of analysis
● depth and clarity of classroom observation-based reflection
● time of submission of portfolio
My Learning Essentials___________________________
Here are principles and concepts relevant to this episode:
1. Development and learning proceed at varying rates of child to child, as well as at uneven
rates across different areas of the child’s functioning (NAEYC 2009)
2. Development and learning is maximized when learners are challenged to achieve at a
level just above their current level of mastery, and also when they have many opportunities
to practice newly acquired skills.
3. Differentiated instruction is a student-centered approach that aims to match the learning
content, activities and assessment to the different characteristics, abilities, interest and
needs of the learners.
My Tools
An Observation Guide for Individual Differences
Read the following carefully before you begin to observe. Then write your
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 be
behind.
3. Validate your observations by asking the teacher about the background (family, socio
economic, presence of some learning disability, etc.) of these children.
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
Name of the school observed: Carmen National High School
School Address:
Date of Visit: August 16, 2016
As I observed in the class Grade 7 Simplicity they are so respectful

students and they are doing what the teacher tell them and they are so
quick and they are asking to the teacher if they don’t recap what they are
noting and they note their pointers for there examination this coming
Thursday and Friday so that they can study more in their house. The
students are behave and they are not like an elementary students they
are so independent students and I think they are fast learner students
because they know all about what they are doing and I believe on them
because they are not bullying with each other and they control their
selves of what they are doing and sometimes as I observed the students
some of them are behave even then are doing their activity and as I
observed I meet a student his name is Joel Ilana Jr. he is always asking
on me what I doing in their classroom and I tell him that I’ll be going to
observe their behaviorism.
My Analysis
1. 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 behaviors helped you identify them? (Volunteering to
answer, responding to teacher’s direction, etc.)
- As I observed the students who are not performing well the teacher
volunteering his students and he helped are those who are not and he help the
student during their activities or quiz I believe the teacher who teaching on
them cause he so industrious teacher and I like him. The behavior is they are
always positive students and also their teacher.
2. Describe the difference 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?
- Yes, They are some of students are performing well and the other are not the
students who performing well are the students who understand what the
teacher’s direction and the students who perform are those girls and some of
them are the boys but only few of them.
3. Describe the methods used by the teacher in handling the student’s

differences in abilities. How the students did responds to the teacher? Did
the teacher use differentiated instruction? If yes, describe how.
- The methods used by the teacher in handling the students is she teaching
or helping the students who didn’t know very well the activity she handling her
students in level or average she is not only prioritized the students who
performing well but rather she also focusing to the students who are not.
1. 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 Grade 6 in elementary, I remembered my classmates who were

low achievers and high achievers. Usually, low achiever students were seated at
the back and preffered to keep in silent. While high achievers were usually seated
at the front of the classroom.
Our teacher dealt with their different abilities by just knowing our needs, both
low and high achievers.
During my primary stage, I can conclude that my previous teacher were

effective because I really learned from their lessons and when I am in
intermediate stage, I became more interested because they were more effective
teachers.
In my high school days, I found the wide and great gap of my learning during
elementary.
Most of my teachers in high school were having an effective abilities of
teaching or strategies that is why we became more great achiever.
Integrating Theory and Practice
1. Read the following comments by the teacher. Which of these

comments will most likely make a child try harder, rather than give up?
A. Sinuswerte ka ngayon dito sa test, ha?

B. Hindi ka talaga magaling dito sa paksang ito, ‘no?
C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa
paksang ito para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maaari kitang tulungan.
2. Which of the following demonstrates differentiated instructions?
A. The teacher groups the learners by their ability level and makes
the group work with the same topic but assigns a different task
appropriate to each group to accomplish
B. The teacher divides the class into three heterogeneous groups
and assigns the same activity for each group to work on.
C. The teacher group the learners by their ability level and assigns
different content topics for the groups to work on
D. The teacher group the learners by ability levels and assigns each
group a different task on the same topic, and then request three
different teachers, each to assess one of the groups
3. Which teaching practice gives primary consideration to individual

differences?
A. Allowing children to show that they learned the stages of mitosis
in a way where they feel most comfortable.
B. Allowing children to show that they learned the stages of mitosis
in a way where they feel most comfortable except by lecturing.
C. Preparing two different sets of examination, one for the fast
learners and another for the slow learners.
D. Applying two sets of different standards.
My Learning Portfolio
With the principle of individual differences in mind, what methods and strategies
will you remember in the future to ensure that you will be able to meet the needs
of both the high and low achievers in your class? Make a collection of strategies
on how to address the student’s different ability levels.
As a future education, the method that I will be going to use is trough knowing
first the needs of my students.
I will also use the learning mechanism reinforcement, like giving them rewards if
they made something good or they achieve something good. For example when
they got higher grades those students who got an average 95% they will no
longer take the examination.
So my strategies in addressing the students different abilities is by knowing who

among them have sense defect like color, blindness, deaf and handicap. For deaf
students I must give them much attention and time so that they will not be behind
in the class and they won’t feel meglected.
Field Study 1, Episode 5 – Individual Differences and Learners’ Interaction
Name of FS Student JEVIE G. POLO Date Submitted: ______________________

1
3 2 1
4
4 2
3 1
4 2 1
3
and clearly marked
4 locations
3 2 1
1
(Based on
transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
Dr. Martha V. Timtim

Above Printed Name
EPISODE 6
HOME -SCOOL LINK

Episode 6 provides opportunities for me to have a more in-depth study of factors that affect
the development of a learner. Focus will be on the early experiences and characteristics of the
learner as describe by the family and other significant others.

In this Episode, must be able to:
● describe the influencing factors in the home

Environment that affect the students’ learning
● identify effective strategies on how teachers can work together with the family

● completeness and depth of analysis
● depth and clarity of classroom observation-based reflection
● time of submission of portfolio
Urie Bronfenbrenner ‘s Bio-ecological model presents the learner within the context
Of layers of relationship system that make up the learner’s environment. The layers are:
Microsystem- includes Mesosystem- the Exosystem- the bigger Macrosystem- Chronosystem- the
the structure such as connection between the social system which Outermost layer which element of time, patterns
one’s family, school and structures in the includes the city includes cultural values, of stability and pacing of
neigborhood microsystem government, the customs and law the child’s everyday life.
workplace and the mass
media
My Map_________________________________
To realize my Intended Learning outcomes, I will work my way through these steps.
Home and
School link
● Select a learner from the class whom you have observe

● Interview the teacher about the 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 sibling 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/Interview Guide for Home-School Link
The learner
1. Make a general observation of the learner. Describe him in each 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 fight, 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 peers, relationship with adults,
social adjustment)
2. How does the teacher communicate with the 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 Guide
You teacher may ask you to use a more detailed interview guide. Be free to
translate the questions, if necessary.
Name of Learner : Beverly T. Omallao

Date of Birth : May 02, 2002 Age : 14
Grade/Year Level : Grade 9 Gender : Female
Number of Siblings : 6
Birth Order : 3rd
Parents
Mother : Carmela T. Omallao
Age : 39
Occupation : House Keeper Educational Attainment: Grade 1
Father : Job A. Omallao
Occupation : Farmer Educational Attainment: Grade 6
Learner’s Physical Aspect:

Health
Mother’s Health during pregnancy with the learner
-The mother’s health during her pregnancy was very normal sense that she always ate
vegetable and fruits which is good for her health.
Aliments or health problems of the learner as a child:

- Only fever and no serious health problems.
Age of the learner when he started to walk/talk:

- She started to walk and talk when she was 2 years old.
Food preferences of the learner as child and at present:

- The learner’s don’t have any problem sense when she was baby she fond to eats
vegetable and fruits.
Who took care of him/her as a child?

- It was only her family who took care of her. Most of the time was her mother.
Learner’s Social Aspect:
Describe your child’s sociability (friendly, outgoing or shy, loner)
- She was very friendly and outgoing child sometimes she is shyable child .
Who were the learner’s playmates?
- Her playmates were her neighbors with the same age and also her classmates.
As a child then, was she/he allowed to plat outside?
-Yes, she allowed to play outside but not so far place.
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?
-Yes, she is allowed to go out with her friends as long as its related to the school and I talk to my
child for her limitations because she is a girl.
Emotional-Moral
What are you expectations of your child?
- She is given only things that she want if she able to be a consistent honor student and she was
able to finish what course that she want in college.
How do you provide a nurturing environment for your child?
- She is given only things that she want and not too much to the point that useless already.
Does your child go to you when she/he feels down or has a problem? What do you do to
meet his/her emotional needs?
- Yes, the child will go to her mother whenever her encounters troubles with friends or even the
family.
What do you do when he/she is not successful in something?
- So far, she has not been disappointed in aiming for something maybe of her young age.
How do you discipline your children?
- She is being discipline through every day reminders on things. When she commits mistakes she is
being scolded.
Do you have rules in the house? What are they?
- Yes, rules do not make any troubles outside with your playmates.
How do you impose the rules?
- This rules is impose whenever she commits troubles with her playmates she let her also solve and
no one will help on that.
What are the consequence of breaking the rules?
- She will be scolded and punished from going outside and play with her friends.
Learner’s Cognitive Aspect:
What are the child’s interests?
- She is good in the subject English. She is interested in studying she also loves to sing and dance
but also she need to enhance.
What is she/he good at in school?
- She is good in the Filipino subject.
In what subject/s does he/she have difficulty?
-She has difficulty in the subject in math.
How do you monitor his/her performance in school? How do you motivate him/her?
-She was monitor by asking her teacher. How she performing in school she was being motivated
through always supporting her in everything that she needs in school.
Do you have rules at home to help him to develop good study habits?
What are these rules? How are they implemented?
-Yes, after school she should make all the assignments before going out to play with friends this is
implemented her mother will always check if she has any assignments.
THE LEARNER’S DEVELOPMENT PROFILE (Outline)

The Learner’s Development Profile
Name of the learner Beverly T. Omallao
School Magwawa Elementary School
Date of Home Visit October 04, 2016
Date of Birth: May 02, 2016 Age: 14
Grade/Year Level: Grade 9 Gender: Female
Family Profile
Number of Siblings: 6
Birth Order: 3rd
Parent
Mother: Carmela T. Omallao
Age: 39
Occupation: House keeper Educational Attainment: Grade 1
Father: Job T. Omallao
Occupation: Farmer Educational Attainment: Grade 6
Physical Development
In paragraph form, describe the physical development of the learner. Combine the
Teacher’s, parent’s responses and your own observation.
- She is physically normal without deficiency.
Social Development
In paragraph form, describe the physical development of the learner. Combine the Teacher’s,
parent’s responses and your own observation.
Emotional-Moral Development
parent’s responses and your own observations.
-Learner was well discipline and she can manage her emotion when it comes to her
own trouble.
Cognitive Development
parent’s responses and your own observations.
- Her cognitive development is good, she extended effort in academic and study hard to
understand the subject.
Findings
Write here your salient findings about the learner.
- As what I observe Beverly T. Omallao is fat, socially active and competent.
Conclusion
Write your conclusion after you have analyzed the impact of the school and the
Home on the learner’s development. The questions in the portion of
this learning episode can help you
-Therefore, I conclude that the school and home a great impact in contributing the development in
cognitive aspects of the learner.
Recommendations
Write your recommendations.
-Therefore, I recommend that teach teacher must be diligent , responded and patient in
handling the learners.
My Analysis
Your findings and recommendations in the Learner Development Profile
will help 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 conducted an interview to the parents of the learner, I was able to know the
style of parenting they have on their child is authoritative type in which this type of
parenting the learning is self-governing but there are still rules parents that limit her in
her play, action and joining with friend.
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.
- As what I have learned in child and adolescent development the factors that I am
going to contribute to the development and over-all adjustment of the learner in school
are first it contributes how the learners are nurtured by her parents their financial setting
and cultural background of the family units.
3. Does the communication between the home-school have an effect on the

learner? If yes, what are these effects?
-Education begins at home, this quote helped me in finding and understanding the
behavior of the learner, what she did in school reflects how she is nurtured and reased
by her parents at home one of these effects for instance, if the learner act and
possessed misconduct in the classroom, there what she did especially when it is a
serious type then surely her parents are expected to visit school and consult for the
performance of her child to her adviser or teacher.
1. 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 a child until this present I observe that the style of parents I have is
authoritarian type of parenting wherein my parents are always in authority and rules are
given but even if these type of parenting is not available I could still manage my time
because I inherit the attitude of my father which makes them happy that at this age of
mine. I do not even engage myself in going out with my peers in the sense that I am
afraid of the influence that might bring me to descend and as what my parents say.
Temptation are always there in sorrounds you so be careful in doing something.
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 teacher to be, I could establish good home school collaboration by observing the
behavior of the learner in my class. I would be responsible enough on their attitude for
instance. If ever there is a trouble behind that create a conflict problem in my students
subsequently I will call the parents of that learner such that even they will be able to
know how their child performed in my class where in through this, we can say that there
is relationship between home school link.
Integrating Theory and Practice

1. Which are most likely the kinds of children raised by authoritarian

parents?
I. Fearful
II. Inhibited
III. Hostile
IV. Withdrawn
A. I and II
B. I, II and III
C. II and III
D. I, II, III and IV
2. If a child was raised by authoritative parents, how will most likely will
he/she behave in class?
A. Relates well to classmates

B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence
3. Which parenting style/s contribute/s to the development of children who

have low level of responsibility?
A. Authoritarian
B. Authoritative
C. Permissive
D. Neglecting and permissive
My Learning Portfolio
MAGWAWA ELEMENTARY SCHOOL

H-ouse with a good behavior
O-f the family to
M-anage her children to good
E-nvironment values or in the learning
S-tudent’s learning should be

C-onfine by teachers parent through is
H-ome school link in
O-order to have supervision
O-n the learning of the student that shape
L-ife the
L-earning in
I-ndividual mistakes and successes
N-urture us to be
K-nowledge as we go along with journey

Field Study 1, Episode 6 – Home – School Link
Name of FS Student JEVIE G. POLO Date Submitted October 09, 2016

1
3 2 1
4
4 2
3 1
4 2 1
3
and clearly marked
4 locations
3 2 1
1
(Based on
transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
Dr. Martha V. Timtim October 09, 2016

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DAVAO WINCHESTER COLLEGES, INC.

FD.RD#4 STO. TOMAS, DAVAO DEL NORTE

SCHOOL FACILITIES CHECKLIST

Will it contribute to the

Medicine, tables and If there are some students will

Yes, because this would help the

Speaker or sound The students will be involve in

There are plenty of Beautiful garden can help them to

This area is the perfect place to

It is important for the girls have a

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

Name of the School Observed Dujali National High School

2. In Dujali there’s a lot of students and teachers but some of the

3. My first impression in the offices is organized very clean and there’s a

4. There science garden , GPTA office and guidance office.

Be guided by these tasks as you do your observation. Then accomplish the

CLASSROOM FACILITIES MATRIX

Name of the School Observed Dujali National High School

My observation in Dujali National High School is need to improve

How does this relate to your knowledge of child and adolescent

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 leanings and insights here.

A. The learning environment promotes fairness

2. Which facilities are present in health-promoting school environment?

I. Canteen that sells all kind of food including junk food

A. II, III and IV

A. Availability of flexible classroom furniture

My Personal Illustration of an Effective

There are plenty of ways on how to achieve an effective school environment

Complete facilities well-ventilated classrooms, well arrang offices and

Name of FS Student JEVIE G. POLO Date Submitted: June 27, 2016

TRANSMUTATION OF SCORE TO GRADE/RATING

My Learning Episode Overview

My Intended Learning Outcomes

An Observation Guide for the Learners’ Characteristics

Read the following statements carefully. Then write your observation

Learners’ Development Matrix

Interaction with Teachers

Moods and temperament,

Level Salient Characteristic Implications to the Teaching-

● Therefore, teacher should

3.) Share your other insights here.

INTEGRATING THEORY AND PRACTICE

A. Provide daily coloring book activities.

A. Formal operational stage

The Three Components and Personality Adjustment

How can this guide you as a future teacher ?

My Learning Rubric (How did I perform this episode?)

Name of FS Student JEVIE G. POLO Date Submitted: 07/19/16

TRANSMUTATION OF SCORE TO GRADE/RATING

DR. MARTHA V. TIMTIM July 19, 2016

My Learning Episode Overview

My Intended Learning Outcomes

● Specific classroom rules and procedures are clear.

Name of the School: Sto ,Tomas National High School

As I observed the learners their characteristics is changes

1. Are these areas in the classroom for specific purposes (storage of

-Yes, 1.Wears a complete, proper and prescribed uniform during school

-Yes, They have a seating arrangement. The bases of their arrangement ;

6. Observed the noise level in the classroom. How is this managed?

7. If a learner is not following instructions or is off-task, what does the

8. What does the teacher do to reinforce positive behaviors?