RATIONALE

Field study 2 is an integral part of the new teacher education curriculum. It is a

course that focuses on the pre-service teacher’s observation of the mentor’s
classroom management skills in the teaching-learning process applied in the
classroom. This one-unit course will enable the pre-service teachers to identify the
various aspects of teaching, classroom management, and techniques used by the
cooperating teacher. These aspects and techniques will then be described by the
PST through a narrative report reflected as journal entries. These techniques in the
teaching-learning process and classroom management will provide students with
opportunities to examine their application in the teaching learning environment.
Good’s Dictionary of Education defines classroom management as “the
administration or direction of activities with special reference to such problem as
discipline, democratic teaching-learning techniques, the use and care of supplies
and reference materials, the physical features of the classroom, general
housekeeping and the social relationships of the learners.”
A well-managed classroom is conducive to mental growth and development of the
learners’ skills in teaching. Learning becomes interesting and enjoyable under
favorable working conditions and an organized classroom environment.

LINKS TO DEPED’S NATIONAL COMPETENCY-

BASED TEACHER STANDARDS (NCBTS):

Domain 2- Learning Environment focuses on the ideal that teachers serve as

positive and powerful role models of the values of the pursuit of learning of different
kinds of the effort
2.1.1 Maintains a learning environment of courtesy and respect for different
learners (ability, culture, gender).
2.1.2. Provides gender-fair opportunities for learning.
2.2.1 Maintains a safe, clean and orderly classroom free from distractions.
2.3.2 Encourage learners to ask questions.
2.3.3 Provide learners with a variety of learning activities
2.4.1 Handles behavior problems quickly and with due respect to children’s rights.
2.4.2 Gives timely feedback and reinforcement appropriate to learner’s behavior.
2.4.3 Guides individual learners requiring development of appropriate social and
learning behavior
2.4.4 school policies and procedures for classroom behavior are communicated and
followed.
Domain 3 – Diversity of Learners
3.1.2. – Establishes goals that define appropriate expectation for all learners.
3.1.4 provides differentiated activities for learners
3.1.6 sensitive to multicultural background of the learner
3.2.4 is sensitive to unusual behavior of learners and takes appropriate action.

Field Study 2| Classroom Management Skills in the Teaching-Learning 1

Process
 ROLES AND RESPONSIBILITIES OF KEY
STAKEHOLDERS IN FIELD STUDY 2

The Teacher Education Institution (TEI)

A. The College Dean shall:
1. Designate practicum manager to oversee and coordinate the Practicum
program of the TEI.
2. Assign practicum supervisor with 25 – 30 PST’s
3. Allocate a flexible incentive to DepEd personnel involved in student
teaching as stipulated in the MOA.
4. Initiate conferences with SDS in selecting public and private schools in the
province/City.
5. Assign space for a Practicum Office and appoints an office staff.
B. Practicum Manager shall:
1. Monitor the teachers handling Field Studies.
2. Supervise practicum office Staff.
3. Formulate policies and systems for the practicum
4. Manage administrative matters such as preparation and signing of MOA.
5. Coordinate with the SDS in the selection of cooperating schools.
6. Communicate with stakeholders and handles paperwork with regards to
the practicum program.
7. Release the PST’s from any academic loads not prescribed by the
curriculum in the final year of internship.
C. The TEI Practicum Supervisor shall:
1. Prepare the program of activities of the student teachers.
2. Coordinate regularly with the principal and cooperating teachers regarding
the performance of the student teachers.
3. Coordinate with the Principal of the cooperating school regarding the
activities and needs of pre-service teachers relative to their observation
of classes.
4. Prepare the pre-service teachers for their off-campus observation
activities.
5. Coordinate regularly with the Principal/Head Teacher/Cooperating Teacher
regarding the performance of the pre-service students.
6. Conduct post-conference, interview, case studies of pre-service teachers.
D. The Pre-service Teachers shall:
1. Perform in accordance with the basic professional expectations detailed in
these guidelines.
2. Attend all sessions and scheduled school visits with the DepEd partner
school.
3. Meet the individual objectives for performance as described.
4. Offer and perform services to the school at an appropriate level, in return
for the services which the school provides.
5. Operate and cooperate with the school community and its requirements
and expectations.
6. Observe and embrace the Ethics of the Profession.
7. Maintain a journal of the experience.

Field Study 2| Classroom Management Skills in the Teaching-Learning 2

Process
 Department of Education (DepEd)
A. Schools Division Superintendent (SDS) shall:
1. Review and subsequently approve TEI’s request for cooperating schools;
2. Conduct orientation on student teaching with the TEI’s inclusive of the
Dean, Practicum Manager, Practicum Supervisors and the School
Principals, site Coordinators, and the Cooperating Teachers.
3. Approve authority for MOA between TEI’s and DepEd.
B. The Cooperating Teacher shall:
1. Serve as mentor of the PST’s
2. Provide support to PST’s by:
a. regular class observation
b. classroom management
c. accomplishment of different forms and related work
3. Observe, coach, mentor and evaluate the performance of the PST’s
4. Model effective teaching and management techniques.
C. The Cooperating Principal shall:
1. Collaborate with TEI Practicum Supervisor in facilitating placement of pre-
service student teachers and provide the social and professional aspects
of administering practicum teaching.
2. Orient the student teachers on:
a. VMGO and organizational structure of the school
b. Orient student teachers on school policies on students and personnel
discipline
3. Identify exemplary cooperating teacher/s to handle pre-service teacher’s
exposure for FS2.
4. Coordinate with site coordinator and TEI’s on the assignment of student
teachers.
5. Monitor and provide feedback on the performance of student teachers to
TEI’s
6. Prepare required reports to the TEI’s, copy furnish the Schools Division
Superintendent
D. The Site Coordinator shall:
1. Assist the principal on the assignment and discipline of the student
teachers
2. Conduct regular conference with cooperating teachers as regards to the
performance and behavior of student teachers
3. Coordinate with the TEI supervisor of the student teachers
4. See to it that student teachers are not allowed to substitute for teachers
who are absent or on leave.

Field Study 2| Classroom Management Skills in the Teaching-Learning 3

Process
 COURSE DESCRIPTION

Field Study 2 is the second in a series of six related field study courses. It is
focused primarily on observing the teacher’s application of the teaching theories
and principles and his/her classroom management skills in the learning
environment. It has special reference to aspects such as creating a conducive
teaching-learning atmosphere, observing a child friendly school environment,
discipline, use and care of supplies and reference materials, the physical
features of the classroom and, general housekeeping.
FS 2 is also concerned with the development of the pre-service teacher’s
communication skills as he/she interacts with the buddy and cooperating
teacher.
This FS can be anchored on the following Professional Education subjects:
Facilitating Learning, and Principle of Teaching 1 & 2.

COURSE OBJECTIVES

THIS FS 2 AIMS TO
1. Provide Pre-service Students (PSTs) with opportunities to observe
and examine the different classroom management techniques
applicable in the learning environment.
2. Enriche PSTs knowledge of the teaching methods, strategies,
learning activities and appropriate instructional materials used by
teachers (mentors).
3. Reflect on the importance of a well-managed classroom in creating
a conducive and healthy teaching-learning atmosphere.
4. Develop PSTs communication skills as he/she interacts with the
buddy and cooperating teacher.

GRADING SYSTEM

Reflective Journal Writing 35%

(at least 4 entries)
Portfolio Tasks/Entries 30%
Portfolio 25%
Attendance in scheduled school visits 10%
100%
Schedule of
Activities
 FIELD STUDY 2
(Classroom Management Skills in the Teaching Learning
Process)

Schedule of Activities
Things to be accomplished
Venue Activity
Portfolio Entry Journal Entry
Laboratory
First Orientation
School
 Portfolio Entry #1:
Identifying  Journal Entry #1:
Principles of
evidence of Classroom
Laboratory Learning
Second applications of Applications of the
School Observation sheet
the principles of Principles of
 Portfolio Entry #2:
learning Learning
Acrostics
 Portfolio Entry #3:
Checklist for
Observation of
Effective Classroom  Journal Entry #2:
the classroom
Laboratory Management Classroom
Third management
School  Portfolio Entry #4: Management Skills
skills of the
Class list and Seat of the Teacher
teacher
Plan

 Portfolio Entry #5:

Observation of
Teaching-Learning
the teaching
Process  Journal Entry #3:
Laboratory strategies and
Fourth  Portfolio Entry #6: Effective Teaching-
School techniques in the
PSTs Observation of Learning Process
teaching-learning
Competency
process
Checklist
Observation on
the  Portfolio Entry #7:
 Journal Entry #4:
Laboratory communication Checklist for
Fifth Communication
School skills of teacher, Communication
Skills
students and the Skills
PSTs
Laboratory
Sixth Exit-conference
School
 HISTORY OF THE COOPERATING SCHOOL

Laureta Elementary School is situated at Purok-11, Barangay San Miguel,

Tagum City. It was established in 1945 on which originally has a total land area
of 42,745 square meters. It also lies along the provincial road where which
Tagum City Overland Terminal serves as the start point leading to the national
highway going to Davao City.

The school is one of the Five Elementary Schools in Tagum City central
district located around five kilometers away from the heart of city going to south.
Presently, there are only 23 classrooms for the primary and the intermediate,
then 2 classrooms for the Kindergarten. Almost 75% of the school buildings need
replacements since these are dilapidated and old-age structures. The school
needs a Home Economics building, Reading clinic, LRC/ Library,
nutrition/feeding center, School clinic, computer room, Principal’s Office,
supply/stock room, mini-gymnasium with stage, and comfort rooms. The physical
aspects need more improvement particularly, drainage within the school
premises, landscape, graveling, fencing and more school ground improvement.

Due to some relocated families at barangay San Miguel, there is an annual

increase in the school population. Eventually, the school serves as an evacuation
center that caters all the victims from the nearby purok during rainy seasons
which caused floods in the area.

This SY 2015-2016, there are 1,576 from Kinder Garden to grade six
learners, with 37 nationally funded teachers, 1 school administrator.

On April 15, 2004, Presidential Proclamation No. 616 with the total remaining
area of 24,832 sq. meters was awarded to Laureta Elementary School as the
actual measurement of the total school site and part of the said lot was awarded
to Laureta National High School which was established and created in the year
1995.

VISION
We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute
meaningfully to building the nation.

As learner-centered public institution, the Department of Education Continuously

improves itself to better serve its stakeholders.

MISSION

To protect and promote the right of every Filipino to equality, equitable, culture-
based, and complete basic education where:

 Students learn in a child-friendly, gender-sensitive, and motivating

environment.
 Teachers facilitate learning and constantly nurture every learner.
 Administrator and staff, as stewards of the institution, ensure an enabling
supportive environment for effective learning to happen.
 Family, community and other stakeholders are actively engaged and
share responsibility for developing life-long learners.

CORE VALUES

MAKA-DIYOS
MAKA-TAO
MAKAKALIKASAN
MAKA-BANSA
 GERALDINE B. CANLAS, Ed. D
School Administrator
GUIDANCE IN-CHARGE LIS/EBEIS COORDINATOR
CHRISTOPHER N.
YBAÑEZ MARCENITO V. PABLEO
   
   
   
KINDER GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6

AUGIS, IRISH BALILI, NUNEZ, MAJESTAD, MARTIN, VILLAMOR,

MAGHANOY,
ANN V. HERMELYN SHARON LINOR RACHEL CHARITO
CHARITO PRADO
SF4 ROMO CASIA BELARMINO FERNANDO URSAGA
COORDINATOR

PALLER, MELENDRES, GUIBELONDO, ICOY, CRISTY ESPINOSA, SILANDOTE, ERIC

UY, JOE ANN
ELVIRA HELLIE DEE G. ROCHEL ARSOLON CRISANTA C. ESTRELLA
SORIANO
JALON ADLAON

BAQUERO, MUNDIZ, AGUILAR, ESPANOLA, SUENO,

ESPIRITU SANTO, ORTUYO, ALICE
ELLEN IRIG ANSELMA RETCHEI GENNEZ SUSANA
TESSIE C. SEFE
LANGKAY LAPINID DAGOY GARCIA DANTE

LORETO, CALIG-ONAN, AGUELO,

ENRIQUEZ, RAZONABLE, GAMOSA,
JEDAH LYN EVANGELINE FLORANNIE
PRECIOUS ANGELITA V. LORENA ANINO
ORPIANO R. MAHILOM
JEAN C.
AMBE,
LIBREA, PARILLA, LEA FRESNIDO, LENI BARCO, MELISSA
ARJUNA TUTOR, LOVELY
DULCE GAMAS LINTUAN VILLARINO BUGWAS
FATIMA E. MAY PILAPIL

CABABAT, MACALAN, MARIE YBANEZ,

JENNIFER CRIS G. CHRISTOPHER N.
DUQUE

AGUILAR,
NERLYN AQUINO

PANCHO, FELIPE
PAJARON JR.

PABLEO,
MARCENITO
VARON
           
PUPILS PUPILS PUPILS PUPILS PUPILS PUPILS PUPILS
PREPARED
BY: NOTED:
GERALDINE B. CANLAS, Ed.
MARCENITO V. PABLEO D
TEACHER 1 ESP - 1
ORGANIZATIONAL CHART OF THE COOPERATING
SCHOOL
 BIOGRAPHY OF THE COOPERATING TEACHER

Name: Sharon C. Nuñez Age: 34 yrs. old Sex: Female

Date of birth: Aug. 12, 1982 Birth place: New Bataan, Comval Province
Religion: Roman Catholic
Employee no.: 7801180 Position: Teacher 1
Home Address: B3, L7, EstabilloSubd, San Miguel, Tagum City
Educational Qualification: BEEd
Date of original Appointment:
FAMILY BACKGROUND
Parent’s name: Juan L. Casa (Father)
Esmeralda B. Casia (Mother)
Husband’s name: Brian A. Nuñez Age: 34 yrs. Old
Occupation: Inventory Clerk
Children’s name: Seirge Rhoan C. Nuñez Age: 12 yrs. Old
Shane Rian C. Nuñez Age: 5 yrs. old
EDUCATIONAL BACKGROUND
Elementary: Camanlangan Elementary School
Secondary: Camanlangan National High School
Tertiary: University of Southeastern Philippines

BIOGRAPHY OF THE PRE-SERVICE TEACHER

Name: John Wesley A. Quintero                       Contact Number: 09350177916
Date of Birth: March 29, 1994                              Age: 23
Civil Status: Single
Place of Birth: Tagum City, Davo Del Norte      Religion: Foursquare
Citizenship: Filipino
Weight: 70                                                                       Height: 5’6”
Address: Prk. Pinetree Brgy. North Tagum City

FAMILY BACKGROUND:
Name of Father: Isidro G. Quintero                                Occupation: Employee
Name of Mother: Betty A. Quintero                                Occupation: Employee
Name of Brother(s): Melkie A. Quintero

EDUCATIONAL BACKGROUND:                                          Year:

Elementary: Magugpo Pilot Imelda Elementary School      2001-2007
Secondary: Liceo De Davao                                                   2007-2010
Tertiary: Magugpo Institute of Technology                          2010-2014
Tertiary: University of Southeastern Philippines                 2015-2017
 Portfolio
Tasks/Entries
 Portfolio Entry # 1
Principles of Learning Observation Sheet
Name of PST: John Wesley A. Quintero Date: Feb 8, 2017
Name of CT observed: Mrs. Sharon C. Nuñez
School:Laureta Elementary School
Grade& Section: 2 – Apple Subject Area: ___________________

Teaching Behavior of the Teacher/

Principles of Learning Learning Behavior of the Learners
as Proof of the Application the
Principles of Learning

1. Learning is an experience which Teaching behaviour: the teacher will

occurs inside the learner and is give an activity and the students will do
activated by the learner. the learning activity that is assigned to
them. The teacher will only supervise
the students.

Learning behaviour: the students will

draw the different shapes and teacher
will supervise them.

2. Learning is the discovery of the Teaching behaviour: the teacher lets

personal meaning and relevance of her students go to the library and a do
ideas. research about photo synthesis.

Learning behaviour: the students will

explain what they have learned about
photo synthesis and they will explain it
with their own ideas and
understanding.

3. Learning is a consequence of Teaching behaviour: the teacher makes

experience an activity as an experience.

Learning behaviour: students gain their

knowledge through the activity they do.

4. Learning is a cooperative and Teaching behaviour: the teacher give’s

collaborative process. a group activity to the students.

Learning behaviour: the students are

making their group activity
cooperatively. They are sharing their
ideas with one another. They are open-
minded with their group mate’s opinion.
5. Learning is an evolutionary process. Teaching behaviour: the teacher let her
students count by 5.

Learning behaviour: after the students

know how to count 1-100, they will
eventually learn how to count 5-10-15-
and so on.

6. Learning is sometimes a painful Teaching behaviour: the teacher got

process. angry to the students.

Learning behaviour: the students get

scolded by their teacher because of
their unnecessary behaviour.

7. One of the richest resources for the

learning is the learner himself. Teaching behaviour: the teacher let her
students go to the library to study on
their own.

Learning behaviour: the students go to

the library to read books and etc. so
that they can learn on their own without
the supervision of their teachers.

8. The process of learning is emotional Teaching behaviour: the teacher show

as well as intellectual. an emotion to students depending on
the situation to express her thoughts
about the class participation.

Learning behaviour: the student’s

reaction base on what the teacher
shown in the class was made an
impact to be more aware of their
learning.

9. The process of problem solving and Teaching behaviour: the teacher aware
learning is highly unique and individual. of the diversity of the students she test
their intellectual skills as a whole class.

Learning behaviour: the student shows

an individual outputs prior to their
knowledge about the activity.

Cooperating Teacher’s Signature:

Mrs. Sharon C. Nuñez

 Rubrics for Portfolio Entry # 1:
Principles of Learning Observation Sheet

Point
weight
s
1 2 3
beginning developing exemplary
Content & X7 Examples Clear Exceptionally
Focus given lack examples clear, focused,
clarity and which interesting
focus; poor maintain a examples cited;
analysis of consistent cogent analysis
ideas relevant focus; of ideas relevant
to the inconsistent to the principles
principles analysis of
ideas
relevant to
the
principles
Style & X3 Poor editing. Careful Superior editing.
Convention - spelling and editing. Rarely makes
s grammatical Makes few errors in the
errors make it errors in the following areas:
difficult to following - spelling and
read areas: mechanics
- spelling - correct usage
and and grammar
mechanics
- correct
usage and
grammar
TOTAL
/30
 Portfolio Entry # 2
Acrostic Poem

Name of PST: John Wesley A. Quintero Date: Feb 8, 2017

Direction: Explain learning in your own words through the letters found in the
acrostic below.

L iving in this world is gaining

E verything provides knowledge and its overpowering

A cquiring those things is amazing, yet

R eceiving ideas for improvement is quite rewarding

N ot everything is learned in school, but

I t’s gained, through various experiences, and it is a

N ever ending process continuously

G rowing and improving.

Cooperating Teacher’s Signature:

Mrs. Sharon C. Nuñez

 Rubrics for Portfolio Entry # 2:
Acrostic Poem

Categories
Weight Points

Beginning Developing Exemplary

Neatness The acrostic The acrostic is The acrostic is
cannot be read. generally neat neatly written or X1
with a few typed without
eraser marks. eraser marks.
Spelling/ There are more There are three There are no
Grammar/ than three or less errors in errors in spelling,
Punctuatio errors in spelling, grammar and X1
n spelling, grammar and punctuation.
grammar and punctuation.
punctuation.
Follows The poem The poem The poem has all
poetic form doesn’t follow follows some of of the
the format of an the characteristics of X1
Acrostic poem. characteristics an Acrostic poem.
of an Acrostic
poem.
Content The poem does The poem The poem closely
not relate the somewhat relates to the X4
topic. relates to the topic.
topic.
Use of The poem The poem uses The poem uses
vivid words doesn’t create a some vivid vivid words that
picture in the words. paint a picture in X3
readers mind. the readers’ mind.
The words used
are common.
TOTAL /30
 Portfolio Entry # 3
Checklist for Effective Classroom Management

Name of PST: John Wesley A. Quintero Date: Feb 15, 2017

Name of CT observed: Mrs. Sharon C. Nuñez
School: Laureta Elementary School
Grade & Section: 2 – Apple Subject Area: ___________________

Direction: The checklist below should be accomplished by the PSTs as he/she

observes the teacher’s classroom management styles.

Classroom Management Skills YES NO An example of this is …

1. The teacher checked attendance using The teacher checks the

the learner’s name in assigning their
proper seat arrangement.
2. There was a definite place for storage
of materials needed and used in the
classroom.
3. The teacher systematically distributed
or collected materials.
4. There was a system observed on how
students enter/leave the classroom.
5. The teacher interacted positively and
effectively with the learners.
6. The learners’ behaviors were
addressed and given attention by the
teacher.
7. The teacher used some techniques to
control disruptive behavior of the
learners.
8. The teacher was fair, open-minded and
consistent in dealing with the learners’
inappropriate behavior.
9. The teacher has an effective approach
in grouping learners for different
learning activities.
10. Classroom was structured to enhance
attendance before starting the

class.
The classroom has cabinet
and book shelves.

It happens during quizzes,
exams and group or individual

activities.
The students greet their
teachers and classmates

before and after entering the
classroom.
This happens the whole
duration of classes.

When they start misbehaving
during classes hours.

By calling their name and
make theme part on class

discussion.
Instead of scolding the
students the teacher shows
positive response on the
 student’s inappropriate
attitude. The teacher will just
talk to the students and give
some advice.
The teacher let those good
students in the class be the
leader or be part on the group
 with those average students
so that it will be pair there
would be someone that can
guide them.
There are attractive designs, 2
 learning (display boards, lights,
ventilation, etc.)
11. Board work, visual aids and
instructional materials were prepared
ahead of time.
12. The teacher was flexible in his/her
time management
13. The teacher maintained order and
discipline in classroom
14. The teacher used non-threatening
styles of discipline.
15. There was a provision for the safety
and security of students.
16. The teacher reinforced students for
appropriate behavior and refrained
from using physical punishment.
Cooperating Teacher’s Signature:
Mrs. Sharon C. Nuñez
Rubrics for Portfolio Entry # 3:
 doors, electric fans, books and
etc. and the room is very
conducive for the students
learning.
The teacher is well prepared
when she begins her classes.

All Instructional materials are
ready.
The teacher really begins her
classes on time and end on

time.
The teacher always correct
whenever students commit

misbehaviour in the class. And
she also teaches them values.
The teacher will just get the
attention of the students or just

look at them in the eye.
The teachers make sure that
the students are safe inside
the classroom; she doesn’t
 want her students to go out
when it’s still class’s time.
Whenever students do well the
teacher praises them so that

they will know that their action
are good.
 Checklist for Effective Classroom Management

Criteria Weight Score

1 2 3
Examples The examples The
do not serve somewhat examples
as a support provide provide
to the idea support for thorough and
given. the idea with convincing
few facts, and support/evid
Accuracy details. ence for the X4
idea which
includes the
effective use
of sources,
Evidence facts, and
and details.
Elaboration Examples of The examples The
the elaborated examples
evidence do some of the clearly and
not ideas. effectively
elaborate on elaborate
Comprehe the idea. ideas, using
X3
nsiveness precise
language,
comprehensi
ve evidence
and
elaboration.
Examples Examples are Examples
Grammar
are not written in a are written in
and Format
written in a sentence a clear and
(includes
clear and form, with few accurate
spelling of
accurate spelling, sentence
words
sentence grammatical form, with no
used,
form, with and spelling, X3
usage of
many punctuation grammatical
appropriate
spelling, errors. and
grammar
grammatical punctuation
and
and errors.
punctuatio
punctuation
n)
errors.
Total /30

Portfolio Entry # 4
 Class List and Seat Plan
Name of PST: John Wesley A. Quintero Date: Feb 15, 2017
Name of CT observed: Mrs. Sharon C. Nuñez
School: Laureta Elementary School
Grade & Section:2 – Apple Subject Area: ___________________
Class list
Grade:2
Section: Apple
Class Adviser: Mrs. Sharon C. Nuñez
MALE FEMALE
1. Aguilar, Fernando Villanueva Jr.
2. Burguire, John Mark Montivez
3. Dela Cruz, Chariz Justine Conlas
4. Evacuado, Vanz Ike Dolino
5. Lo, Jercel Revira
6. Malawan, Kharim Indagacan
7. Manalo, Abe Tan Garnet
8. Maturan, Rimart Mina
9. Nazareno, Christian Glenn Malinao
10. Pasar, Ndel Alo Jr.
11. Pocot, Tg Balonga
12. Sede, Jayrald Mijares
13. Servande, Steven Penaranda
14. Sumbe, Rexyl Geones Abenoja
15. Uy, Ronnie Vince Sorano
16. Tautho, Chris Allen Corpus
17. Villegas, John Dave Marikit
Seat Plan
Grade – 2 Apple
1. Ayade, Kylie Arban
2. Besinga, Jenelyn Momo
3. Crosostonio, Jacinth Villareal
4. Curativo, Rejen Mei Fulguerinao
5. Custodio, Jonna Mae Tator
6. Fiel, Leah Mae Selargia
7. Gorospe, Juliana Andreal Patenio
8. Japay, Angela Cabriel
9. Jinayon, Alayanah Barriga
10. Mapayo, Jhyreen Mundez
11. Milallos, Angel Mae Postrano
12. Obejero, Chelann Lou Datulayta
13. Pepito, Quenie Cambangay
14. Rebosura, Precious Arfea Ramos
15. Rebosura, Princess Alria Ramos
16. Regis, Ruby Krizia Manabuag
17. Selma, Jona Moricawa
18. Tubot, Herlice Mae Parojinog
 Teacher’s Board

Front Table

JINAYON / PRECIOUS / POCOT / VILLEGAS /

EVACUADO PRINCESS MAPAYO TUBOT
REBOSURA

CRISOSTOMO AYADE / NAZARENO / SERVANDE /

/ DELA CRUZ TAUTHO MILALLOS FIEL

JAPAY / FERNANDO /
PEPITO / UY LO, JERCEL
MANALO BESINGA

GOROSPE / SELMA / MALAWANI / BURGUITE /

MATURAN SEDE CUSTODIO
OBEJERO

REGIS / SUMBE / CURATIVO,

PASAR REXIEL REJEN MAE

Back Table

Why is the class list and seat plan important?

Class list is important so that the teacher will be able to monitor the child’s
attendance in the class and so that you will be able to know the names of your
students. Seat plan is also important so that the teacher can monitor the where
their students seat and it is easier to identify when a students are absent on not
on their proper chairs.

Do you think the seat plan of the classroom observed contributes to the
effective classroom management of the teacher? Why?

Yes! Because this will help the teacher put those naughty students away
from each other so that they can’t disturb their other classmates when its classes
time.

Cooperating Teacher’s Signature:

Mrs. Sharon C. Nuñez

 Portfolio Entry # 5
Teaching-Learning Process
Name of PST: John Wesley A. Quintero Date: Feb 22, 2017
Name of CT observed: Mrs. Sharon C. Nuñez
School: Laureta Elementary School
Grade & Section: 2 – Apple Subject Area: ________

Direction: Observe a class and in the table below list: the teaching
methodologies and strategies, instructional materials, learning activities, subject
matter, objectives, and evaluation (assessment) strategies used by the
teacher/mentor.

A.
Teaching
Assessment
Subject Matter Lesson Objectives strategies
strategies used
activities

To identify the Board work The teacher gives

different types of short quiz after the
Mathematics Group activity
the shapes and be discussion so that
able to differentiate she will be able to
them know if the students
understand the
discussion.

B.
Teaching
Learning Activities Instructional Materials
Methods/Strategies

Discussion method Board work Pictures, Charts, Visual

aids.
Group activity

Cooperating Teacher’s Signature:

Mrs. Sharon C. Nuñez

 Rubrics for Portfolio Entry # 5:
Teaching-Learning Process

(weigh Point
t) s
1 2 3
beginning developing exemplary
Substan Clarity Examples Clear Exceptionally X2
ce given lack examples clear, focused,
clarity which interesting
maintain a examples cited;
consistent
focus;
Focus poor analysis inconsistent cogent analysis X2
of ideas analysis of of ideas
relevant to ideas relevant to the
the principles relevant to principles
the principles
Accurac Example/s Example/s Example/s X3
y cited poorly cited cited best
describe/s somehow describe/s the
the principle describe/s principle or
or idea the principle idea
or idea
Form & Conventi Poor editing. Careful Superior X3
Style ons - spelling and editing. editing. Rarely
grammatical Makes few makes errors in
errors make errors in the the following
it difficult to following areas:
read areas: - spelling and
- spelling and mechanics
mechanics - correct usage
- correct and grammar
usage and
grammar

TOTAL /30
 Portfolio Entry # 6
PSTs Observation of Competency Checklist
Name of PST: John Wesley A. Quintero Date: Feb 22, 2017
Name of CT observed: Mrs. Sharon C. Nuñez
School: Laureta Elementary School
Grade & Section: 2 – Apple
Direction: During your classroom observation, provide one example of the
following competencies you observe.
COMPETENCY
1. Provides lessons with a variety of
learning experiences
2. Designs or selects learning
experiences suited to the different
kinds of learners.
3. Adopt strategies to address needs
of differently-able students.
4. Identifies varied method and
strategies used in the learning
environment.
5. Selects, prepares and utilizes
instructional materials appropriate
to the learners and to the objects of
the lesson.
6. Engages and sustains learner’s
interest in the subject through the
use of appropriate audio-visual
materials.
7. Provides varied enrichment
activities to nurture the desire for
further learning.
Subject Area: ___________________
OBSERVED EXAMPLE
The teacher relate each
 given examples to the
daily activities in each
individual experience.
The teacher uses the daily
 experience that students
encounter so that learning
becomes easy to them
because they experience
it on their own.
Not Observed
The teacher always
 makes group work to
facilitate learning.
The teacher makes her
 instructional materials
before during no class
days before the day of it
use. The instructional
materials are related to
the topic that the teacher
discussed.

The teacher uses audio or
songs to make the topics
easier to memorize by the
students or learners.
The teacher gives
 assignments to the
students after every
discussion.
8. Creates stress-free environment. The teacher jokes around
 when she feels that the
environment needs some
breather from the lesson.
9. Encourages free expression of The teacher always
ideas.  acknowledges the
answers of the students
and appreciates the effort
of those who doesn’t have
the correct answer.
10. Recognizes that every learner has The teacher
strength and worth as a person.  acknowledges everyone
on where they are good at
and promotes new
activities that will help the
students create new skills.
11. Recognize multi-cultural The teacher
background of the learner.  acknowledges the
diversity of the students to
insure the adjustments of
the learning in accordance
of the appropriate
teaching skills the teacher
will impose to the learners
by recognizing their
culture.

Cooperating Teacher’s Signature:

Mrs. Sharon C. Nuñez

 Rubrics for Portfolio Entry # 6:
PSTs Observation of Competency Checklist

Criteria Weight Scor

e

1 2 3
Examples The examples The
do not serve somewhat examples
as a support provide provide
to the idea support for thorough and
given. the idea with convincing
few facts, and support/evid
Accuracy details. ence for the X4
idea which
includes the
effective use
of sources,
Evidence facts, and
and details.
Elaboration Examples of The examples The
the elaborated examples
evidence do some of the clearly and
not ideas. effectively
elaborate on elaborate
Comprehe the idea. ideas, using
X3
nsiveness precise
language,
comprehensi
ve evidence
and
elaboration.
Examples Examples are Examples
Grammar
are not written in a are written in
and Format
written in a sentence a clear and
(includes
clear and form, with few accurate
spelling of
accurate spelling, sentence
words
sentence grammatical form, with no
used,
form, with and spelling, X3
usage of
many punctuation grammatical
appropriate
spelling, errors. and
grammar
grammatical punctuation
and
and errors.
punctuatio
punctuation
n)
errors.

Total
 Portfolio Entry # 7
Checklist for Communication Skills

Name of PST: John Wesley A. Quintero Date: March 1, 2017

Direction: Check the appropriate box that will assess your own communication
skills and that of your buddy as you interact with each other and with the
cooperating teacher. The mentor will use the same instrument in rating the PST
buddies assigned under him/her.

PART 1: My Buddy and I

Communicatio Always Usually Sometimes Seldom Never
n Skills observed observe observed observed observed
5 d 3 2 1
4
1. Consistently Me 
uses correct
Budd 
grammar
y
2. Uses 
language in Me
effective ways
that enhance 
Budd
the meaning of y
the message
3. Listen 
attentively and Me
interacts with
buddy and 
Budd
cooperating
y
teacher
4. Expresses 
Me
thought fluently
Budd 
y
5. Responds 
appropriately to Me
both verbal and
non-verbal Budd 
messages y
6. uses 
Me
appropriate
vocabulary Budd 
y
PART 2: My Cooperating Teacher’s Communication
Skills

Communication Skills Always Usually Sometime Seldom Never

observed observed s observed observed observed
5 4 3 2 1
1. Consistently uses 
correct grammar
2. Uses language in 
effective ways that
enhance the meaning
of the message
3. Listen attentively 
and interacts with
buddy and cooperating
teacher
4. Expresses thought 
fluently
5. Responds 
appropriately to both
verbal and non-verbal
messages
6. uses appropriate 
vocabulary

Cooperating Teacher’s Signature:

Mrs. Sharon C. Nuñez

Journal Entries
Name: John Wesley A. Quintero Date: Feb 8, 2017

Cooperating School: Laureta Elementary School

Journal Entry # 1

Classroom Applications of the Principles of Learning

1. What is the impact of the Cooperating Teacher’s observance of these

principles on the teaching-learning process and on the learners?

The impact of the Cooperating Teacher’s observance to those principles had

made the students engage in classroom activities and boost their confidence. It
makes the learners learn effectively and sufficiently by applying these principles.

2. Which learning principle was applied most?

“Learning is cooperative and collaborative process”, this is principle was

applied most. The teacher is always capable of this principle because she always
grouped her students, and the students feel free to share their ideas to their
group mates and come up with a best output or doing brain storming in their
activities. In other words, Social Interaction has a big impact in children's
development especially in learning as what Lev Vygotsky stated on his theory.

3. Which learning principle was applied least or not all applied?

“Learning is sometimes a painful experience” is the principle that applied least

because the teacher doesn’t discourage a certain students even If students has
an incorrect answer prior to her test or activities, thus, she still appreciate it and
say “ at least you try”. a child in a young developmental stage I have learned that
in this stage young students are the most vulnerable they need to be guided
because it will affect their motivation in learning if the teacher educate them in a
rude way or else they might lose their self-esteem.
 4. Do you agree with these principles of learning? Or have you
discovered that they are not always correct?

All those principles of learning is important, as what I had observed, the

principles applied was effective in a good way where I can see students gaining
knowledge and also increases their classroom involvement prior those principles.
Students meet themselves at their best like being responsive, motivated and
interested to their lesson.

5. My reflections on my observation of my Cooperating Teacher’s

observance of these principles. Did my Cooperating Teacher adhere
to these principles?

Based on my observation, my Cooperating Teacher really adheres to the

different learning principles. My Cooperating Teacher will also let her students do
the tasks individually and after that report it to the class, and also she let her
students answer her question based on their common sense. Even though some
principles are not clearly shown on the way she teaches, still I can see that her
teaching is effective because of the principles applied. My Cooperating Teacher
had shown us what a real teacher is.

6. Lessons I have learned from my observations on the classroom

application of the principles of learning

I have learned that applying these principles of learning is really important

in making the classroom to be more effective and productive. I learned that
students is most responsive, in a collaborative task, if they can relate to the
question and also if the teacher is really dwelling in them.

Cooperating Teacher’s Signature:

Mrs. Sharon C. Nuñez

 Rubrics for Journal Entries

5 4 3 2 1

Reflections The journal Observations The journal No journal

indicate an contains and has all visits presented
ability to examples of reflections are recorded.
evaluate the ability to clearly and However, the
observations synthesize logically observations Or
and provide information recorded. and
comments gathered The journal reflections
about during school provides are The journal
environments and comments on superficial. does not
that enhance classroom specific include
learning. observations. observations observations
These are The student and indicates and reflections
supported by can relate thinking about for every
examples of this to being the teaching classroom
observations a teacher. profession. visit.
and
experiences in
school.
Name: John Wesley A. Quintero Date: Feb 15, 2017

Cooperating School: Laureta Elementary School

Journal Entry # 2

Classroom Management Skills of the Teacher

1. What have you observed regarding the general atmosphere of the

classroom? Was the instructional environment conducive to
learning?

The one factor that can make the most difference in improving student is a
“knowledgeable, skillful teacher”. It is important that the teacher must know how
to manage her instructional environment. Teacher Nuñez’s classroom is well-
organized and it is very conducive for learning. In times of teaching, our
Cooperating Teacher really has a system of teaching.

2. Was there a system in distributing and collecting materials of

instruction? Describe how the teacher handled the following routine
in order to economize on time and energy in teaching and learning:

In times of teaching, our Cooperating Teacher really has a system of

teaching.

a. roll call of attendance

On taking an attendance, the teacher asks her whole class if anyone were
absent.
 b. distribution and collection of resource materials and devices
such as: examination papers (quizzes, activity sheets).

In distribution of the instructional materials, each row must have a row

leader, and that leader has the responsibility to distribute the materials into the
whole class. When the class is having their quizzes, Leaders will take charge as
they finished and pass their paper into the front without standing.

c. use of resources and materials such as books, apparatus,

equipment, etc.

The system of ma’am Nuñez's really conserves the time and the energy of
the student.

d. asking and answering questions posed by the teacher or by

other students

When asking and answering questions, the teacher only wants her
students to raise their hand, shouting and murmuring is prohibited.

e. proper behavior in entering and leaving the classroom.

Before and after the class, the teacher always led the pupils in praying.
They also greet our Cooperating Teacher if they will leave and enter the class.

3. What is your concept on discipline and its importance in maintaining

a well-managed classroom? What were some routine activities that
contributed to good classroom management?

Discipline is the ruler of all senseless activities. Discipline really helps

controlling and maintaining a well-managed classroom. The student and the
teacher must have the gap in order for the student to respect the teacher.
 4. Cite two (2) misbehaviors observed from students and the behavior
management techniques used by the cooperating teacher to change
the behavior.

Chistian has a mannerism of not wearing his shirt properly like putting his
arm inside his shirt all the time. As ma’am Sharon spotted him, she told Christian
to put his arms out of his shirt and don’t do it again. On the other hand, ma’am
Sharon was checking their outputs while the other pupils were roaming around,
she quickly caught the attention of the class to stay quiet and behave. Those are
the “misbehaviour” I had witnessed inside the classroom.

5. Was a child friendly atmosphere observed in the classroom? Cite

some instances where this was observed.

As far as i observed, our classroom is truly have the child-friendly

atmosphere, because the teacher is stickles, friendly to her students and very
understanding. Classroom Management Skills of the teacher must be on the
hotspot of our future educators like us these skills really help the student to focus
during class hours. Our students nowadays are naturally energetic so we have
the responsibility to discipline and control them.

Cooperating Teacher’s Signature:

Mrs. Sharon C. Nuñez

 Rubrics for Journal Entries

5 4 3 2 1

Reflections The journal Observations The journal No journal

indicate an contains and has all visits presented
ability to examples of reflections are recorded.
evaluate the ability to clearly and However, the
observations synthesize logically observations Or
and provide information recorded. and
comments gathered The journal reflections
about during school provides are The journal
environments and comments on superficial. does not
that enhance classroom specific include
learning. observations. observations observations
These are The student and indicates and reflections
supported by can relate thinking about for every
examples of this to being the teaching classroom
observations a teacher. profession. visit.
and
experiences in
school.
Name: John Wesley A. Quintero Date: Feb 22, 2017

Cooperating School: Laureta Elementary School

Journal Entry # 3

Effective Teaching-Learning Process

1. Write a reflection on how the teacher’s teaching
strategies, learner’s activities and instructional materials helped
facilitate an effective teaching-learning process.

Teacher’s effectiveness must be a factor inside the classroom. This journal

talks about the effective teaching- learning process. Teacher Nuñez's is very
versatile teacher, she really adapt adjustment to her teaching strategies. Usually,
Ma’am Nuñez reads the text first or the selection and then the student will read
after. Ma’am Nuñez's teaching strategies help the student to gain more confident
on her discussion , because she want her students to cooperate during class
hours , Ma’am Nuñez is really creative , she promotes some activities that can
help the students to stay focus and alert inside the classroom.
Activities must be present in order to nurture the confidence of a student.
“Playing in the same time learning”, this is casual in the lower grade. They need
playtime but at the end, she will assess what they must learn. The students were
enjoyed and at the same time, they are learning. Visual aids, books, and other
instructional materials is a big help in facilitating an effective teaching – learning
process. The students cannot get all the things what were the teacher is saying,
so the teacher must have her back – up, in this kind of activity teacher to tend to
guide the students to achieve what she expected to the students to finished and
also applying Lev Vygotsky’s “Scaffolding” which is a dialogic process by which
one speaker assists another in performing a function that he or she cannot
perform alone. The “More Knowledgeable Other” here is the teacher itself and
the learner is the students. One of the reinforcements is the visual – aids. Visual
aid is something you look at during discussion that is used to make something
easier to understand. Book is also a big help, Grade 2 students are usually an
emergent reader. Reading materials must be present in the entire student. As the
teacher will read a story, they can follow what was the teacher is telling and also
providing the learners the step by step process were the students got low
comprehension be guided by the teacher.
 I have learned that teaching – learning effectively is a complex process , it
cannot deal one day only , it needs a lot of time. I think the most responsibility of
this process is of the teacher. The teacher serves as the donator, and the student
only digest what they have receive.

Cooperating Teacher’s Signature:

Mrs. Sharon C. Nuñez

 Rubrics for Journal Entries

5 4 3 2 1

Reflections The journal Observations The journal No journal

indicate an contains and has all visits presented
ability to examples of reflections are recorded.
evaluate the ability to clearly and However, the
observations synthesize logically observations Or
and provide information recorded. and
comments gathered The journal reflections
about during school provides are The journal
environments and comments on superficial. does not
that enhance classroom specific include
learning. observations. observations observations
These are The student and indicates and reflections
supported by can relate thinking about for every
examples of this to being the teaching classroom
observations a teacher. profession. visit.
and
experiences in
school.
Name: John Wesley A. Quintero Date: March 1, 2017

Cooperating School: Laureta Elementary School

Journal Entry # 4

Communication Skills

1. After three classroom visits, what are the common observations you
had with your buddy?

As we continue our FS2 in Laureta Elementary School, my buddy and I came

up with plenty of observations. We have commonly observed that our assigned
class is composed of 35 bubbly intelligent students. We also observed that they
are using speakers, so that the students could clearly hear their voice as well as
their teacher’s.

2. In what ways are your observations different?

On the other hand, my buddy and I also have different observations. For me I
observed that the teaching strategy of my cooperating teacher was traditional or
old way, but I can wholeheartedly say that it is merely effective as long as the
students was listening, and it is opposite on my buddy’s observation, he secretly
told me that the strategy of our cooperating teacher must updated to the kind of
student she have.

3. If you are to rate from 1 to 5 (1 being the lowest and 5 the highest),
how will you rate your communication skills? How will you improve
your interpersonal communication skills?

Me and my buddy have good communication skills, if we are going to rate it 1

to 5, I think we are in 4, we can improve it by really communicating with each
other whether we will use gestures or by verbal.
 4. After observing the communication skills of the teacher, what are the
implications for the teaching-learning situation?

The greatest factor that can affect the teaching-learning process is the
communication skills. The teacher and the student must have a good
communication with each other, it is really a big help in the side of the teacher if
they know the background of her students.

5. Describe 3 different ways the teacher communicated with pupils. Do

you think each was effective? Why?

Our cooperating teacher is really open-minded, when her pupils raise their
hands she will gave an opportunity to speak his point. She also encourages her
students, if they have a problem just look him at her table, and she is OK to talk
with you. Lastly, she occasionally called names randomly in times of discussion.
with you. Lastly, she occasionally called names randomly in times of discussion.
For me, the teacher really communicates effectively to her students because the
students are participative and responsive to the teacher.

6. Cite two questions asked by the cooperating teacher which develop

higher level of thinking skills. How did the learners respond to them?

Our cooperating teacher asked her students, in a short story that they have
read,” Who is the character in the story? And where did that happen?” The
students quickly respond to the questions, and they answer it quickly. I can
conclude that the students are actively responding to the teacher and really
developed their thinking skills.

Cooperating Teacher’s Signature:

Mrs. Sharon C. Nuñez

 Rubrics for Journal Entries

5 4 3 2 1

Reflections The journal Observations The journal No journal

indicate an contains and has all visits presented
ability to examples of reflections are recorded.
evaluate the ability to clearly and However, the
observations synthesize logically observations Or
and provide information recorded. and
comments gathered The journal reflections
about during school provides are The journal
environments and comments on superficial. does not
that enhance classroom specific include
learning. observations. observations observations
These are The student and indicates and reflections
supported by can relate thinking about for every
examples of this to being the teaching classroom
observations a teacher. profession. visit.
and
experiences in
school.
References:

Corpuz, B. (2010). Field study 2: Experiencing the teaching-learning process.

Metro Manila: Lorimar Publishing, Inc.

Lucas, M., dela Torre, L., Ouano, J. & Salana, J. (2007). Field study: Experiential
learning courses. Metro Manila: Lorimar Publishing, Inc.

Field Study 2: Classroom Management Skills in the Teaching Learning

ProcessBasic Education Assistance for Mindanao (BEAM) Manual

Photo Credits:

http://languagedelaynetwork.com/wp-content/uploads/2012/01/help-they-
need.jpg
http://belfastschool.co.nz/in-the-classroom/learning-support/

License
Appendices
 DOCUMENTATION

Laureta Elementary School

Principal's Office
School's Bulletin Board

School Canteen
Two Storey Building

School Gym
 Soccer Field

School Garden
 Comfort Rooms

E-Classroom

Grade 2 - Apple's Classroom

During Classes Hours

During Campus Tour

During Exit Conference

DAILY TIME RECORD

CERTIFICATE
 University of Southeastern Philippines
College of Teacher Education and Technology
Tagum-Mabini Campus

FS 2 Clearance

Pre-service Teacher Education Unit

Pre-service Teacher :
School :
Cooperating Teacher :
Date :

I, ________________________________, declare that I have returned all items

(Pre-service Teacher’s Name)

that have been borrowed from _______________________________________.

(Name of Cooperating School)
on _________________.
(Date)

Signed: ___________________
(Pre-service Teacher)

I, ______________________________ agree that______________________

(Cooperating Teacher’s Name) (Pre-service Teacher’s Name)

has returned all items that were borrowed during their FS 2 period.

Signed: ___________________
(Cooperating Teacher)
 RUBRICS FOR PORTFOLIO

Per
formance

3 2 1
Criteria
(Good) (Fair) (Poor)

1. Components All components are Some of the Many of the

include cover included and clearly preliminary components are
page (with name, marked. components are missing.
title of unit, dates missing.
taught) table of
contents,
reference, list of
appendices.

2. Organization Organization follows Organization Organization does

follows the the instructions for the slightly follows the not follow the
instructions for portfolio correctly and instructions for the instructions for the
the portfolio. completely. portfolio. portfolio.

3. Word Words processed, Words processed Words processed but

processed; edited and obviously with few with many
grammatically proofread. grammatical and grammatical and
and mechanically mechanical errors. mechanical errors.
correct

4. Neatness and Presentation Presentation slightly Presentation is

creativity demonstrates neatness demonstrates neither neat nor
and creativity in all neatness and creative.
areas and pages of the creativity to some
portfolio extent.

5. Completeness Contents are all Some contents are Most of the contents
of contents completely filed and missing and are are missing and/or
submitted. disarranged. disarranged.

6. Promptness Student portfolio is Student portfolio Student portfolio

(Working Days) submitted on time. submitted one day submitted 2 days
after the deadline. after the deadline of
submission.

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