FS401

Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY

College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong
FS 401 PORTFOLIO
Observation of Teaching-Learning with actual School Environment
First Semester, Academic Year 2021-2022
Abang - Suizo Integrated School

Cooperating School
STEPHANIE C. MONTILLA
Pre-Service Teacher
GRACELYN CASIS – ALTAYA, MAT.

Field Study 2 Facilitator
Stephanie C. Montilla Field Study 1 Portfolio II
TABLE OF CONTENTS
Page
PART I: PRELIMINARIES
Title Page
Table of Contents ii
Acknowledgment iii
Introduction iv
PART II: FS STUDENT BIOGRAPHY

Autobiography v
Beliefs in Teaching and Learning (Pre and Post) vii
PART III: WORKSHEETS AND REFLECTION COMPILATIONS

Learning Episode 1 1-19
PART V: Documentation/Appendices
Pictures 106-107
Stephanie C. Montilla Field Study 1 Portfolio III
Acknowledgment
I, Stephanie C. Montilla, am overjoyed and grateful for the presence of those that assisted me in
completing my FS 402 (Participation and Teaching Assistantship).
The ones that extended their arms to me are as follows:
For Mrs. Rose C. Montilla and Mrs. Othelia D. Castillo, my two loving nanays who worked
tirelessly for me, for their unwavering support, consideration, and encouragement in making this
effort a success. The prayers and love that brought me hope and brightness. They stepped
forward to help me with my fundamental needs, both morally and monetarily. For their
unwavering devotion, which motivates me to do my paper work despite my tiredness.
Mary Grace Gallego, PhD., our College Supervisor in Internship and also our FS402 instructor,
for her advice, help, invaluable support, consideration, and encouragement during this effort and
the information she conveyed to me.
Mrs. Queenie G. Antonino, my cooperating teacher, for her motherly guidance, remarks, and
recommendations that helped me complete this project.
Mr. Ronald A. Pelitro, the head teacher of Abang Suizo, I am grateful for his warm welcome to
us as their pre-service teachers and for sharing his thoughts and excellent ideas about teaching.
My heartfelt gratitude to our Heavenly Father for providing me with strength, good health,
education, and the ability to create this portfolio. Thank you, Lord, for your unfathomable
kindness and love shown to me and to all of us.
Introduction
Stephanie C. Montilla Field Study 1 Portfolio IV
“Experience gives us the tests first and the lesson later”

Education is a life-long learning process, and in order to become efficient and successful,
techniques, tactics, and teaching styles must be improved. This is the period for trial and error, as
well as building confidence and the beginning of expertise. It is no longer a time for perfection,
but rather for aiming for competence. Though field study is a process in which a potential
teacher proves to himself/herself and others that he/she has the resourcefulness to survive with
educators, he/she must first understand the value of continuous learning because this could be the
most effective tool in molding individuals into better and more competitive individuals.
The first important step in going from amateur to professional status is to put educational
ideas and procedures into reality through student teaching. Student teaching is, first and
foremost, a learning environment. This is the craft he or she must master before putting his or her
talents on display in his or her own classroom.
This is the student teacher's opportunity to learn from his or her mistakes without
endangering his or her students. As we all know, teaching is a noble career. This is the moment
for the student teacher to discover a genuine teaching environment. The prospect teacher obtains
new experiences that will serve as a credential in their journey. It takes a long time to prepare
and additional training sessions to be ready for the real world that awaits them in the near future.
Student teaching serves as an internship in the education profession where theories, knowledge,
attitudes, and abilities grow through course work and observation.
Autobiography
Stephanie C. Montilla Field Study 1 Portfolio V
STEPHANIE C. MONTILLA
PUROK MASAGANA, BARANGAY UDTONG, LAMBAYONG SULTAN KUDARAT
Contact Number: 09973194841
Email Address: stephaniemontilla@sksu.edu.ph
______________________________________________________________________________
OBJECTIVE:
To utilize opportunities that will allow me to advance professionally while efficiently
utilizing my tertiary education skills, information, and experiences to shape and assist each
learner achieve their potential to become a well-rounded individual.
SUMMARY OF QUALIFICATIONS:
Whatever I choose to pursue, I am extremely driven and passionate about. I have well-
defined interpersonal and communication skills that I can utilize as tools while dealing with
various types of learners and situations. I am equally productive while working alone or in
collaboration with others.
PERSONAL DATA
Mother : Rose C. Montilla
Father: : Adelito A. Montilla
Date of Birth : January 10, 2000
Place of Birth : Brgy. Udtong, Lambayong, Sultan Kudarat
Age: : 22
Sex: : Female
Civil Status : Single
Citizenship : Filipino
Religion: : Roman Catholic
______________________________________________________________________________
EDUCATIONAL BACKGROUND:
TERTIARY LEVEL: SULTAN KUDARAT STATE UNIVERSITY – ACCESS CAMPUS

EJC MONTILLA, TACURONG CITY, SULTAN KUDARAT
PROGRAM: BACHELOR IN ELEMENTARY EDUCATION
2018 – Present
SECONDARY LEVEL:
Senior High School:
RAMON MAGSAYSAY MEMORIAL COLLEGES – MAIN CAMPUS
(2016-2018)
Stephanie C. Montilla Field Study 1 Portfolio VI
General Santos City

Junior High School:
NOTRE DAME OF LAMBAYONG INC. (2012-2016)
Lambayong Sultan Kudarat
PRIMARY LEVEL:
UDTONG ELEMENTARY SCHOOL (2006-2012)
Brgy. Udtong, Lambayong, Sultan Kudarat
______________________________________________________________________________
Trainings and Seminars
 Planning Workshop for the Local Youth Developmental Plan (LYDP), Comprehensive
Barangay Youth Developmental (CBYDP) and the Preparation of the Annual Budget
Youth Investment Plan (ABYIP)
Carlitos Hotel, Isulan, Sultan Kudarat
November 21-23, 2020
 Capability Enhancement Webinar in Teaching Reading and Comprehension (participant)
Sultan Kudarat State University- Access Campus via Google Meet
November 6, 2021
 Regional Virtual Students’ Congress 2021
November 26, 2021
 Personality and Capability Enhancement Webinar for Pre-service Teacher
Sultan Kudarat State University via Zoom
January 31, 2022
 Awareness on Basic Life Skills and How to Respond to Emergency Situations
Sultan Kudarat State University via Zoom
February 12, 2022
________________________________________________________________________
Character References
MARY GRACE O. GALLEGO, Ph. D

Sultan Kudarat State University- Access Campus
BEED Program Chairman
QUEENIE G. ANTONINO T-II

Abang-Suizo Integrated School
Teacher
“MY BELIEFS IN TEACHING (PRE)”
When I think of my role as a teacher, one thing that comes to me is the relationships I've
established with my pupils. I appreciate talking with kids about topics and concerns that are
important to them and learning how they feel about and experience the world and the stuff that
we are covering in class. I want my classroom to be less of a class and more of a community,
where we can all share ideas, communicate, and learn from one another. This is one of the
reasons I chose to teach in the elementary grades; the pupils' innocence allows them to easily
Stephanie C. Montilla Field Study 1 Portfolio VII
explain their own thoughts and feelings. I am a firm believer that if given the correct information
and tools, young people have the potential to create significant changes in the world.
I am very enthusiastic about working with elementary pupils. They are at the age when
they are just starting to evaluate who they are and where they want to go in life, and I feel that
this is one of the most critical phases in human growth. Elementary pupils are vulnerable; they
want for acceptance, encouragement, and acknowledgment, and their dreams can be destroyed
by a careless remark or a disappointing outcome. These characteristics bring a positive challenge
to the prospective of teaching in the elementary grades; I want to be a positive role model and
"cheerleader" for my pupils, as well as a listening ear, knowledgeable resource, and partner for
problem solving in class. I also want to give my students some autonomy in terms of the work
they complete in class; at this age, the majority of students want greater responsibility and
control over their own achievement. I want to provide them opportunity to practice these abilities
while they are in my class.
A healthy connection between an elementary teacher and pupils, in my opinion, is

founded on mutual understanding, respect, and trust. To assess students' goals and needs
effectively, teachers must first understand their pupils and where they are coming from. Because
not all students and parents will take the initiative, the teacher must be the first to open the doors
to healthy communication. He/she must also be willing to explain her personal expectations to
the class; having a genuine attitude toward his/her pupils and demonstrating compassion for both
their classwork and their life is essential. Mutual respect is formed when both the instructor and
the pupils comprehend each other's aims and points of view. Instructors and students both desire
and deserve respect as human beings and people; teachers also seek respect in the professional
sense, but they must tread carefully. I will be in a position of power as a teacher, but I do not
want to be an authoritarian or dictator.
I have the opportunity to be a companion to many of my pupils, but I don't want to go too
far. The writing teacher must be especially cautious to describe scenarios in which he or she may
have to break a student's trust in order to comply with the law, such as if pupils indicate via their
writing that they are being mistreated or that they are an accomplice in a crime.
My teaching beliefs are founded on what I know and have observed at this stage in life.
As a future educator, I am confident that my views on teaching will evolve. That is one of the
benefits of being human: we may make mistakes, learn new things, and make a positive
difference. I'm looking forward to the chances that await me.
Stephanie C. Montilla Field Study 1 Portfolio VIII
“MY BELIEFS IN TEACHING (POST)”
As a student and future teacher, I feel that keeping a high level of motivation in
the classroom is one of the most effective strategies to speed up the learning process. While
students have their own reasons for learning, we will play a critical part in assisting learners in
maintaining and increasing their motivation. Students' confidence can also be boosted
through innovative instructional methods. Showing learners how the class subject matter links to
their own lives and the actual world is part of creative teaching. This can assist them in gaining a
stronger sense of purpose. I believe that getting to know our potential students and knowing
about their backgrounds will assist us in developing the most relevant lesson plans. Tasks, in my
opinion, should be tough but doable for pupils. Students believe they are not developing in their
language acquisition if an assignment is not demanding enough. As a result, kids may get bored
and disengaged from the instruction. Students, on the other hand, may grow frustrated if tasks
Stephanie C. Montilla Field Study 1 Portfolio IX
are too difficult. As a future teacher, we must also establish a favorable environment that
allows kids to learn more. Students' ability to learn will be hindered if they are afraid to
participate in class discussions. In the classroom, I believe it is necessary to create a
helpful and comfortable environment. I strive to accomplish this by encouraging students
and giving them plenty of positive feedback. Instead of whole-class discussions, I attempt
to personalize every lesson topic and construct pair and group exercises. Finally, continuous
reflection and review can aid in the upkeep of good teaching standards. We should be able to
reflect on and analyze our own teaching techniques on a regular basis. We may feel "stuck" in
our routines and less motivated to educate after working for a long time. We should strive to
attend different training sessions or webinars organized by our university or the Commission on
Higher Education in order to keep on track and learn about some of the latest trends in
education. We can also subscribe to a number of fantastic blogs that offer a variety of inspiring
lesson ideas.
Education is a life-long process of learning and to become an efficient and effective one,
the strategies, tactics and teaching styles must be upgraded. It is the time of trial and error and for
growing confidence and beginning of expertise. It is not the time of perfection but of striving for
competence. Though pre service teacher, is a process whereby a potential teacher confirms to
himself/herself and others that he/she has the resourcefulness to survive with educators, he/she
must first understand the value of continuous learning because this could be the best tool in
molding individuals into a better and more competitive one. The first major step in moving from
amateur status toward gaining competencies that mark the real professional is the student
teaching opportunities to the educational theories and methods into practice. Student teaching is
first and foremost a learning situation. This is the craft before he or she has to put his/her skills
on the lime in the own classroom. This is the student teacher’s chance to learn from his mistakes
without causing harm to his/her students. This is the time for the student teacher to find out an
actual teaching situation, the prospect teacher gains more experiences that would serve as a
credential in their path. As we all know, teaching is a noble profession. It requires a long
preparation and more training sessions to be equipped in facing the real environment that awaits
them in the near future. Student teaching serves as an internship in the education profession
where theories, knowledge, attitudes and skills develop through course work and observation
Stephanie C. Montilla Field Study 1 Portfolio 1
FIELD STUDY LEARNIN

1 G EPISODE The School Environment
FS 1 1
SPARK Your Interest
This episode 1 provides an opportunity for students to examine and reflect on a school
environment that promotes learning and development.
TARGET Your Intended Learning Outcome
 At the end of this episode, I must be able to determine the characteristics of a

school environment that is safe, secure, and is supportive of learning (PPST 2.1.1).
REVISIT the Learning Essentials
1. A physical environment conducive for learning is one that has consistent practices
that:
 Keep the school safe, clean, orderly and free from distraction;
 Maintain facilities that provide challenging activities; and
 Address the physical, social, and psychological needs of the students.
2. Display boards can be powerful in communicating information about the learning

environment. They help in building and establishing the school culture. Those boards
become one way for everyone to learn about the vision-mission, goals, and values that
the school upholds.
3. As a basic part of the school’s visual environment, display boards have for general
purposes:
 Decorative- they offer visual stimulation and appeal to aesthetics. They set the
social and psychological atmosphere of the school.
 Motivational - they encourage students to perform better and have greater
confidence. An example would be the display of students’ outputs that show that
each output is recognized and valued. The bulletin boards help celebrate the
learners’ growth and progress.
 Informational - they are used as a strategy to readily disseminate information.
 Instrumental - they move students to respond and participate through interactive
displays. They get students to think about and communicate their learning.
4. The set of criteria for evaluating bulletin board displays includes effective
communication, attractiveness, balance, unity, interactivity, legibility, correctness,
and durability.
OBSERVE, ANALYZE, REFLECT
Activity 1.1 Exploring the School Campus
Resource Teacher: Mrs. Queenie G. Antonino Teachers Signature:

___________
School: Abang Suizo Integrated School
Grade/Year Level: Grade VI – Waling-waling Subject Area:
__________________
Date: February 21, 2022
To realize the Intended Learning Outcome, work my way through these steps:
1. Visit a school, look into facilities and support learning areas in the campus, then in the
classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes learning.
5. Present your idea of a good school environment through any of these:
a) Descriptive paragraph b) Photo essay
c) Sketch or drawing d) Poem, song or rap
OBSERVE
As you move around the campus, observations forms are provided for you to
document your observations. It is advised that you read the entire worksheet before
proceeding to the school site. A good understanding of the activities and tasks to be
accomplished in the activity sheets will yield better learning results.
SCHOOL FACILITIES OBSERVATION 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 students learning and development.
Will it contribute to
the students learning
Facilities  Description
and development?
Why?
The Office of the Principal is
a place where visitors can go
to address school problems Yes, because it helps
Office of the Principal  and acquire information about them to clarify their
school from the head of the personal concern.
school. It is clean and
organize
It was located at the back of Yes, because it helps
Library 
the school. The building is them to become
knowledgeable and
newly renovated. It is full of
improvement
books and magazine.
vocabulary skills.
Yes, as it helps the
Unfortunately, SAES doesn’t student to address their
Counseling Room
have a counseling room yet. personal problems that
may be solved.
Yes. Because it helps
The cafeteria is under
Canteen/Cafeteria student to become
construction.
healthy.
It is very clean and it is good Yes, it helps for student
Medical Clinic  for relaxation located beside to relax when they feel
the Principal office. sick.
They don’t have this room, Yes, provide student to
Audio Visual/Learning but the supplies and need for a wide range of
Resource Center these equipment’s were communication learning
located at their library. opportunities.
They don’t have this room, Yes, it helps student to
but the supplies and need for become aware on the
Science Laboratory
these equipment’s were apparatus used in
located at their library. experiment.
Yes, this serve as their
It is good condition and has a
Gymnasium  training ground for their
wide-open area.
skills and talents.
As of now, the school still
Auditorium
does not have an auditorium.
Yes, it helps student to
It is clean and located at the develop their
Outdoor/Garden 
back area of the school. agricultural and
gardening skills.
Home Economics Room does not have Home
Economics Room.
Industrial Workshop
does not have Industrial
Area
Workshop Area.
The PTA Office is not yet
available this time. However,
PTA Office
meetings are happened at
classroom of the students.
The comfort room were Yes, it helps for student
Comfort Room for Boys  located inside the classroom to practice proper
and well maintained. hygiene
The comfort room were Yes, it helps for student
Comfort Room for Girls  located inside the classroom to practice proper
and well maintained. hygiene
Others
(Please Specify)
Yes, as it develops
It was located at Grade VI students to become
classroom where the students computer literate and
Computer Room
are free to explore and use it enhance their skills in
for educational purpose only. using different platform
of learning
It helps student to
DRR It was located beside clinic. become educated in
terms of disaster.
An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation report on the space
provided.
Guide Question Classroom Observation Report

The Abang-Suizo Integrated School is located at Prk. Abang,
1. Describe the Brgy. Buenaflor, Tacurong City. It is near convenience stores,
community or basketball court and neighborhood are found near it. Tricycle
neighborhood where terminal are meters away from school. The people are very
the school is found. friendly and approachable in the community were the school
is located and most especially is a peaceful place.
2. Describe the school
The school campus is consisting of 2 section per grade level.
campus. What colors
The school is very clean and the design is child friendly. The
do you see? What is
building is newly renovated and if you look around the school
the condition of the
you can see color orange, green, yellow and brown.
buildings?
3. Pass by the offices.
What impression do The offices in the school is well organized then if you go
you have of these inside you feel comfortable.
offices?
4. Walk through the

school halls, the
library, and the The school halls are very clean, and a lot of flowers beside.
cafeteria. Look around The library is still needing an improvement. The cafeteria is
and find out the other under renovation.
facilities that the
school has.

___________
Grade/Year Level: Grade VI Waling-waling Subject Area: __________________
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.
CLASROOM FACILITIES MATRIX

Description
Classroom Facilities
(location, number, arrangement, condition)
Every corner of a classroom and has a lot of different wall
display but you can count them by the hands, in good
1. Wall Display condition and well organized.
There’s a 2 teachers table located at the front and back inside

2. Teacher’s Table
the classroom with proper arrangement and in good condition.
The learner’s desk/chairs are properly arranged at the center

portion of the classroom in front of the teacher’s table. It is in
3. Learner’s Desks
good condition since there is no damage and it function.
The blackboard is located at the front and all of this are new
4. Blackboard
and well arranged.
The learning materials is located everywhere inside the

classroom. There a 4 main leaning material namely LED Tv,
5. Learning Materials/
Books, Modules, Black board. It is well organized that
Visual Aids
depends on the purpose, all of this are in the good condition
The reading corner is located at the back portion of the

6. Reading Corner classroom where books and other reading materials are
present, chairs and charts are used.
The comfort room is located at the front in right area of the

7. Comfort Room classroom. It was maintained and in good condition.
Write your observations report here.
Name of the School Observed : Abang Suizo Integrated School
Location of the school : Prk. Abang, Buenaflor, Tacurong City, Sultan Kudarat
Date of Visit : February 22, 2022
In my observation the Abang-Suizo Integrated School is conducive for

learning, it is because they have a teacher’s that willing to help their student to
become better individual and become prepare in the real life. Interns of fs of
physical view of the school it is very attractive because of the landscape made by
the teacher’s. It can help for student to become motivated every day to go to
school and learn. The facilities, materials and equipment’s are easily access and
surely give a very big motivations to the students to learn more and comfortably.
The environment of the school is peaceful and secured. Other school facilities
such as offices and comfort rooms are very suitable to the members of the
schools. Teachers and principal were also approachable and friendly.
ANALYZE
How do the school campus and the classroom in particular impact the learning of
the students going to school? What are your conclusions?
The school campus and the classroom should be covered in an atmosphere conducive
for the learning students. The reason for this is that, the school is a community where
the need to learn. If the place is somewhat messy, and everything seems to be not in
place, it will be a problem for the students in their part. Instead of learning, they will
just develop a headache from this typical set up.
How does this relate to your knowledge of child and adolescent development /How
does this relate to your knowledge of facilitating learning?
Interns of a child and adolescent development, children have an opportunity to
learned because the of the school are conducive for learning, teachers are willing to
teach on what the student needs to become a better individual.
REFLECT
facilities
1. Would you like to teach in the school environment you just observed? Why?
Why not?
Yes, because as I obsereve the teacher in the school that I observe is very
approachable and willing to help for their co-teacher, in that way it is a big help for
me to develop my teaching skills
2. What kind of school campus is conducive to learning?

Based on what I observed the school campus become conducive for learning if they
have enough learning materials and equipped with a good facility that are needed of
the school for there learner. It also important to have a peaceful community and free
from any elements that can be a disturbance to the learning process of the students.
3. What kind of classroom is conducive to learning?
Based on what I observe, the classroom could be conducive for learning if the teacher
is well trained. Having a good moral value and know how to handle the different
attitude of the student. In addition, a classroom become conducive for learning if there
an enough learning material that needed for the learning process. Furthermore,
classroom must also be well organized, and everything is at its place, well ventilated
and clean.
4. In the future, how can you accomplish your answer in number 3?

To I accomplish my answer in number 3, I always attend the training that can help
me to improve my teaching skill. I explore myself on the different kind of student so
that I can observed different behavior that can affect the learning process of the
student. I also need to become resourceful interns of finding learning materials that
needed of my student.
5. Write your additional learning and insights here.

This experience helps me to become aware on what the teacher’s life inside the
classroom. Teachers are the serve as a foundation of the children to become a better
individual t, that why as a future teacher I need to become knowledgeable on the
student needs so that I can prepared and fulfil all of their needs. I realize that the most
important in teaching is become sensitive in the needs of your student
Activity 1.2 Observing bulletin board displays
Resource Teacher: Mrs. Queenie G. Antonino Teachers Signature: ___________

__________________
The display board, or what we are commonly refer to as bulletin board, is one of the
most readily available and versatile learning resources.
To achieve the Intended Learning Outcomes, work your way through these steps: 1.
Examine for bulletin board displays. Include samples of those found at the entrance, lobby,
hallways and classrooms. 2. Pick one and evaluate the display. 3. Propose enhancements to
make the display more effective.
OBSERVE
As you look around and examine board displays, use the observation guide and forms
provided for you to document your observations.
An observation Guide for BOARD DISPLAYS
Read the following carefully before you observe.
1. Go around the school and examine the board displays. How many board
displays do you see?
2. Where is the display boards found? Are they in places where target viewers can
see them?
3. What are the displays about? What key messages do they convey? What images
and colors do you see? How are the pieces of information and images arranged?
4. What materials were used in making the displays? Are border used?
5. Do you notice some errors? (misspelled words, grammar inconsistencies and the
like)
6. Are the messages clear and easily understood?
7. Think about what got your attention. Why did it get you attention?
8. Take a photo of the display boards (if allowed).
Based on the questions on the observation guide, write you observation report:
Observation REPORT
(You may paste pictures of the board displays here.)
As I enter the school campus of Abang Suizo Integrated School, I saw a lot of board display
around the school campus. Almost of their bulletin board is located in the hallway that is
easily see by the target viewers. The picture and the information posted in the in their
bulletin board is clear and easy to understand even though some of the text is blur. All o the
board is in good condition with attractive design that can get the attention of the target
viewers. They are all about the school location, subjects, seasonal announcements and
school information. The key message they convey was to inform, teach and update the
reader. On the other hand, the board display is having the color of red, green, red, blue,
violet, yellow green, yellow, black, white. As what I have seen, border are used in making
the displays including the paint, bond papers, thumbtacks, nails, glue, tarpaulin, metal and
cut out printed materials.

From among the board displays that you saw, pick the one that you got most interested in.
Evaluate it using the evaluation form below.
BOARD DISPLAYS EVALUATION FORM

Topic of the Board Display Transparency Board
Location of the Board Display in School Hallway beside the Office of the Principal
Check the column that indicates your rating. Write comments to buck up your
ratings.
4-Outstanding 3-Very Satisfactory 2-Satisfactory 1-Needs Improvement
NI S VS O
Criteria Comments
1 2 3 4
Effective
communication All text is understandable. Avoid using small
It conveys the  font.
message easily and
clearly
Attractiveness The arrangements are clean and organized by
Color and its specific topic. They used color that
 suitable for the text of the message.
arrangement catch
and hold interest.
Balance The message and designs are balance and it
Objects are arranged shows equality of objects.

so stability is
perceived.
Unity The shapes, colors, use of boarder displays
Repeated shapes or are one and it is pleasant in the eyes.
colors or use of 
borders display
together.
The style of the board display is simple and
Interactivity neat.
The style and 
approach
Legibility It is better if the letters and illustration must

Letters and be seen from a distance. It needs
illustration can be  improvements
seen from a good
distance.
Correctness It is free from grammar errors, misspelled

It is free from words, and ambiguity which are good.
grammar errors, 
misspelled words, and
ambiguity.
Durability The items are pasted strongly and securely
It is well-constructed, which make it organized and functioning.

items are securely
attached.
Bulletin Board Evaluated by: Stephanie C. Montilla

Location: Hallway beside the Office of the Principal
Brief Description of the Bulletin Board: The Transparency board was all about the
maintenance and other operating expenses.
EVALUATION
Strengths Weaknesses
Description of The board display was Some text cannot be seen.

the Bulletin detailed and well arranged.
Board Layout
Evaluation All the content of the Some text cannot be

of educational content, board display is seen.
and other aspects consisting of important
information and easy to
understand.
Recommendations or
Suggestions for
improvement
Put some design to become more attractive that can catch the attention of the target
viewers.
Signature of evaluator over Printed Name: STEPHANIE C. MONTILLA
Based on your suggestions, make your board display lay-out. You may present your
output through any of these:
 A hand-made drawing or layout
 An electronic (computer) drawing/illustration or layout
 A collage
My Board Display Lay-out
Read and Learn

ANALYZE
What do you think was the purpose of the board display?
The purpose of the board display is to inform student to the status of the school and others
information that they need to know and it will help to increase their knowledge.
Did the board display design reflect the likes/interest of its target audience? Why? Why
not?
Yes, because they use simple word that appropriate to the level of their target audience.
Was the language used clear and simple for the target audience to understand? Why?
Why not?
Yes, because all of the information posted in the bulletin board is useful and you can learn a
lot.
Was the board display effective? Why? Why not?
Yes, board display is effective since the display message or content is valid and accessible. It
is also effective because all of people who works in institutions usually use this way to
convey message and inform everyone especially in educational institution.
What suggestions can you make?
Put title in every board display so that the viewers can easily understand what they read then
they can easily find information.

Based on your suggestions, propose an enhanced version of the display board. Use the form
below.
My Proposed Board Display
Theme:
 ACTIVITY BOARD
Board Title:
 READ & LEARN
Rationale
(Purpose)
 The purpose of this board display is to helps student to enhance their vocabulary.
Objectives:
 At the end of the day, student will have additional knowledge of information aside
from what they have discussed in their classroom.
Best Features of my proposed bulletin enhancement:

 It consists of list of the words with meaning and trivia question about different
subject taught in school.
Content Resources (Name each needed resources and give each a brief description):
 Books- is a number of pieces of paper, usually with words printed

 Internet- a global computer network providing a variety of information and
communication facilities
 Dictionary- a book or electronic resource that lists the words of a language and gives
their meaning.
Materials for aesthetic enhancement:
 Bond paper
 Construction paper
 Marker
 Styrofoam
 Cutting material/ Pictures
REFLECT
1. Name at least five skills that a teacher should have to be able to come up with
effective board displays. Elaborate on why each skill is needed.
 Artistic- the teacher must have a sense of art in order to make an attractive board
display.
 Informative- the board display must have varied yet appropriate information.
Information placed on the board may provide additional knowledge to the
audience. That is why teacher must gather information from all types of sources.
 Resourceful. A board display doesn’t need to be expensive for it to be nice.
Resourcefulness of the teacher may contribute to the beautification of the board.
 Idealistic – the teacher must think an idea of what his/her board display would
look like and how will it work for the learning of the viewers.
 Observant- assessment is very important in order for the teacher to identify what
is the need of the student. That is why a teacher must develop the assessment skill
so that he/she will have an idea of what type of board display he/she will make.
2. Which of the skills you named in # 1 do you already have? Recall your past
experiences in making board displays. How do you practice these skills?
• Being resourceful because during my high school day I already experiencing a lack of
financial in making my project so, in that why I practice being resourceful.
3. Which skills do you need to develop? What concrete steps will you take on how you
can improve on or acquire these skills?
 I think the skill that I need to develop is being artistic. The things that I need to
do to develop that skill is to watch the tutorial in the YouTube in creating
different design that will make your board display attractive.
LINK Theory to Practice
Directions: Read the items given below and encircle the correct answer.
1. With the PPST 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. establish and maintain consistent standards of learner’s behavior
2. Which facilities are present in a health-promoting school environment?

I. Canteen that sells all kind of food including junk food
II. Comfort rooms common for boys and girl
III. Sanitary drinking fountains
IV. Safe playground
A. II, III and IV C. I and II
B. I, II, III, and IV D. III and IV
3. Which physical school environment supports learning?

A. Availability of flexible classroom furniture
B. Presence of spacious classrooms
C. Prominence of bulletin boards in every building
D. Tall school buildings
4. Examine the bulletin board display. This bulletin board

fulfils which primary purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative

fulfils which primary purpose?
B. Informational
C. Motivational
D. Decorative

fulfils which primary purpose
B. Informational, decorative
C. Motivational, decorative
D. Instructional, informative
On the
opposite box,
present an
illustration
showing your
idea of an
For me, the effective school environment it has an enough school and
effective
school learning facilities. It provides student needs and bring students to become
environment
globally competitive. In addition, the effective school environment has a good
through any of
these: and talented teacher that serve as a role model for the young learners. That has
 A
good heart for their student, always willing to guide their student to become a
Descriptiv
e better individual in the future. The most especially, the effective school
Paragraph environment has a safety and peaceful community and helpful stakeholders that
 A Photo that willing to help for the school improvement.
Essay
 A Sketch
or Drawing
 A poem,
song or rap
School Environment
EVALUATE Performance Task

Evaluate Your Work Task, Field Study 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics of a school environment that provides
social, psychological, and physical environment supportive of learning.
Name of FS Student _____________________________________ Date Submitted
__________
Year & Section _______________________________________ Course
___________________
Very
Excellent Satisfactory Needs Improvement
Learning Episode Satisfactory
4 2 1
3
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation Sheet questions/tasks (2) observation observation observation
completely questions/tasks questions/tasks not questions/tasks not
answered/ not answered/ answered/ answered/ accomplished.
accomplished accomplished. accomplished.
Analysis All questions All questions Questions were not Four (4) or more
were answered were answered answered observation questions
completely;answe completely; completely; were not answered;
rs are with depth answers are answers are not answers not connected to
and are clearly clearly connected to theories; more than four
thoroughly connected to theories; one (1) to (4) grammatical/ spelling
grounded on theories; three (3) errors.
theories; grammar grammar and grammatical/
and spelling are spelling are free spelling errors.
free from error. from errors.
Reflection Profound and Clear but lacks Not to clear and Unclear and shallow;
clear; supported depth; supported shallow; somewhat rarely supported by what
by what were by what were supported by what were observed and
observed and observed and were observed and analyzed.
analyze. analyzed. analyzed.
Learning Artifacts Portfolio is Portfolio is Portfolio is not Portfolio is not reflected
reflected on in the reflected on in reflected on in the on in the context of the
context of the the context of the context of the learning outcomes; not
learning learning learning outcomes; complete; not organized;
outcomes; outcomes; complete; not not relevant
complete, well- complete; well organized, relevant
organized, highly organized; very to the learning
relevant to the relevant to the outcomes
learning outcome. learning outcome
Submission Submitted before Submitted on the Submitted a day Submitted two (2) days
the deadline deadline after the deadline or more after the deadline
Comments Over-all Rating

score (Based on
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
_______________________________________________
__________________
Signature of FS Teacher above Printed Name Date
FIELD STUDY LEARNINGLearner Diversity

1 EPISODE Developmental Characteristics, Needs and Interests
FS 1 2
SPARK Your Interest
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 learners’ characteristics and needs so that I will be able to plan
and implement learning activities and assessment that are all developmentally appropriate.
 At the end of this Episode, I must be able to describe the characteristics, needs and
interests of learners from different developmental levels. (3.1.1).
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 takes place gradually.
3. All domains of 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).
Activity 2.1 Observing learner characteristics at different stages

___________
__________________
To realize the Intended Learning Outcomes, I will work your way through these steps.
Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high
school).
Step 2 Describe each of the learners based on my observations.
Step 3Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interests and needs.
OBSERVE
Use the observation guide and matrices 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’s skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2 Note how they also interact with peers. What do they talk about? What are their concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners (happy, sad, easily cries,
mood shifts).
2. How do they express their wants needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?
Cognitive
Learners Development Matrix
Record the data you gathered about the learners’ characteristics and needs in this matrix. This
will allow you to compare the characteristics and needs of learners at different levels. The interns
under each domain are by no means exhaustive. These are just sample indicators. You may add
other aspects which you may have observed.
Development Preschooler Elementary High School

Domain Indicate age range of Indicate age range of Indicate age range of
children observed ( 3-5) children observed(7- children observed
12 (13-16)
Physical Climb onto and down They can know how They are more
Gross motor skills from table and chairs to behave inside the matured and
unassisted, clapping classroom. Very disciplined. Could
Fine motor skills hand, not so good in active, can write and write legibly, read
writing, drawing, and draw already. with comprehension
Self-help skills mostly made of lines. and some can draw
well.
Others
Social They always ask a They already know Teachers are well
Interaction with question for the teachers what is good and what respected. They
Teachers if they didn’t understand is bad. They share choose friends whom
the lesson. They always ideas, they know how they get along well
Interaction with want to play with their to express their and where they could
Classmate/friends peers. feeling and ideas. share similar
They always want to experiences.
Interests talk with their friends.
Others
Emotional Their mood may still They are already They could hide their
Moods and change drastically from know how to control feelings and could
temperament, expression one moment to the next, their handle their emotions
of feelings but they are more likely already.
to talk about being
Emotional independence angry or sad rather than
having a meltdown.
Others
Cognitive Simple words can be Can talk and Communicates well,

Communication Skills expressed, but some communicate well. opinionated and solve
can’t be pronounced Words are problems based from
Thinking skills well or clearly. pronounced well and experiences and the
Solving problems clear. They are good knowledge they
Problem-solving always depends from enough in solving learned.
teachers. problems.
Others
ANALYZE
Write the most salient developmental characteristics of the learners you observed. Based on
these characteristics, think of implications for the teacher.
Example:
Level Salient Characteristics Implications to the
Observed Teaching-Learning Process
Preschool • Preschoolers like to •Therefore, the teacher should remember
Age range of move around a lot. to use music and movement activities
learners observed 3- not just in PE but in all subject areas.
4 • Therefore, teachers should not expect
Preschoolers to stay sated for a long
period of time.
Level Salient Characteristics Implications to the

Observed Teaching-Learning Process
Preschool  Preschoolers like  Therefore, the teacher
Age range of learners
pictures. They can easily should use visuals aids
observed ___3-5___
learn through the help of and instructional material
pictures. that catch up the
attention of the learners
like colorful picture and
illustration.
Elementary  They can work  Teachers should set
independent without the instruction to every task
observed _7-12_____
super vision of the that he/she gives so that,
teachers. learning become
effective.
High School  Very observant. Could  Therefore, teachers
speak well and talks should act and behave
observed _13-16____ with sense. Can read accordingly for they

using their eyes. will be the model of the
students in the
development of rights
attitudes and values.
REFLECT
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?
While I was observing the learners, I remember the times when I’m in their age, I already
experience of going to of the class without asking permission with my teacher was somewhat
similar to the learners that I observed.
2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he
help or not help you with your needs (physical, emotional, social and cognitive)? How did
it affect you?
The teacher that I will never forget was my teacher during elementary days, because she
punished me because I didn’t do my assignment. At that time, I experience embarrassment
with my classmates, but that’s the reason why I become diligent in making my homework.
3. Share your other insights here.
Teaching is not easy profession. Teacher is the foundation of every learners to become a better
individual. As a future teacher I become a good role model to my future pupils and I will do
my best to become an effective teacher for everybody.
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 to 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 help or it affect
2. A preschool teacher is thinking about how best to develop the fine motor skills ofthe 4-year-olds.
Which of the following should be best consider?
SHOW Your Learning Artifacts
Which is your favorite theory of development? How can this guide you as a future teacher?
Clip some readings about this theory and paste them here.
I choose Piaget’s theory of development. The Jean Piaget’s Theory of cognitive
development suggest that children move through four different stages of mental development.
His theory focuses not only on understanding how children acquire knowledge, but also on
understanding the nature of intelligent, this theory helps me to align my teaching strategies
with the student cognitive level. Through looking in every stage that suggest by Piaget, you
can know what kind of learning that students need in that ‘age.
Evaluate Your Work Task. Field Study 1: Episode 2: Learner Diversity: Developmental
Characteristics, Needs, and Interests
Learning Outcome: Determine the characteristic, needs and interests of learners from
different developmental levels
Name of FS Student:______________________________________ ___ Date Submitted:

_________________
Year & Section: ______________________________ Course:__________________________________
Learning Excellent Very Satisfactory Satisfactory Needs

Episode Improvement
Accomplishe All observation One (1) to two (2) Three (3) observation Four (4) or more
d questions/tasks observation questions/tasks not observation
Observation completely questions/tasks answered/accomplished. questions/tasks not
Sheet answered/accomplis completely answered/accomplis
hed. answered/accomplish hed.
ed.
Analysis All questions were All questions were Questions were not Four (4) or more
answered answered completely, answered completely, observation
completely, answers answers are clearly answers are not clearly questions were not
are with depth and connected on connected to theories; answered, answers
are thoroughly theories, grammar One (1) to three (3) not connected to
grounded on and spelling are free grammatical spelling theories, more than
theories, grammar from error. errors. four (4) grammatical
and spelling are free spelling errors.
from error.
Reflection Profound and clear; Clear but lacks depth, Not so clear and Unclear and shallow,
supported by what supported by what shallow, somewhat rarely supported by
were observed and were observed and supported by what were what were observed
analyzed. analyzed. observed and analyzed. and analyzed.
Learning Portfolio is reflected Portfolio is reflected Portfolio is not reflected Portfolio is not
Artifacts on in the context of on in the context of on in the context of the reflected on in the
the learning the learning learning outcomes; context of the
outcomes; Compete, outcomes; Compete, Compete, not organized, learning outcomes;
well organized, well organized, very relevant to the learning not compete, not
highly relevant to the relevant to the outcome. organized, not
learning outcome. learning outcome. relevant.
Submission Submitted before the Submitted on the Submitted a day after Submitted two
deadline deadline the deadline (2) days or more
after the deadline
COMMENTS Rating:
Over-all Score (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
_________________________________________ ________________
FIELD STUDY LEARNING Focus on Gender, Needs, Strengths, Interests,

1 EPISODE Experiences Language, Race Culture, Religion,
Socio-economic Status, Difficult Circumstances, and
FS 1 3Indigenous Peoples
SPARK Your Interest
Episode 3 provides an opportunity to observe how differences and gender, racial,

cultural and religious backgrounds, including coming from indigenous groups influence
learner behavior, interaction, and performance in school. One will also analyze and reflect on
practices that teachers used in leveraging diversity in the classroom. It also provides an
opportunity to observe how differences in abilities affect interaction in school and learn about
strategies that teachers used in addressing the learners needs toward effective teaching and
learning.
At the end of this Episode, I must be able to:

 describe the characteristics and needs of learners from diverse backgrounds:
 identify the needs of students with different levels of abilities in the classroom:
 identify best practices in differentiated teaching to suit the varying learner needs in a
diverse class (PPST 3.1.1): and
 demonstrate openness, understanding, and acceptance of the learners' diverse needs
and backgrounds
Here are principles and concepts relevant to this episode:

1. Principles of Development
a. Development and learning proceed at varying rates from child to child, as well
as uneven rates across different areas of the child's functioning. (NAEYC
2019)
b. Development and learning are 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.
c. Differentiated instruction is a student-centered approach that aimsto match the
learning content, activities and assessment to the different characteristics,
abilities, interests, and needs of the learners.
2. The PPST highlighted the following factors that bring about the diversity of learners:
a. Differences in learners’ gender, needs, strengths, interests, and experiences
b. Learners' linguistic cultural socioeconomic and religious backgrounds
c. Learners with disabilities, giftedness, and talents
d. Learners under challenging circumstances which include geographic isolation,

chronic illness, displacement due to armed conflict, urban resettlement or
disasters, child abuse, and child labor.
Effective teachers are knowledgeable about how issues related to the factors
mentioned affect learners. The teachers develop in them sensitivity and empathy. They
remember that the learners respond and perform at different levels. The teachers assure the
students that their gender identity, culture and religion are respected, their strengths are
recognized, and their needs will be met. These teachers declare to all that everyone has the
chance to learn and succeed. They create a learning community where everyone can work
together and contribute regardless of their abilities, capacities and circumstances.
Teachers who celebrate and leverage student diversity in the classroom:
 use strategies to build a caring community in the classroom
 model 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
 provide more opportunities for cooperation than competition
3. Focus on Indigenous Peoples

A young teacher's approach to indigenous peoples starts with a keen awareness of
one's own identity, including one's beliefs and cultural practices. Through serious
reflection one may realize that the self is a product of all the influences of key people
in one's life and the community, real and virtual. Similarly, learners from indigenous
groups carry with them their beliefs, views and cultural practices. One's attitude needs
to be that of openness and respect. Come in not with the view that one's own culture
is superior. We approach with the sincere willingness and deep interest to know and
understand the indigenous peoples' culture. We aim to make teaching-learning
facilitative rather than imposing.
a. From your professional education subjects/courses, most likely you have
discussed indigenous peoples in the Philippines. You learned that our country has
about 110 ethno-linguistic groups, majority of which is in Mindanao, some in
Northern Luzon and fewer in the Visayas. (UNDP Philippines, 2010). They
represent about 10-20% of our total population. There are two big indigenous
peoples groups which have several smaller ethnic groups within them, the non-
muslim groups called the Lumads in Mindanao, and the logorots in Northern
Luzon. Among others, we have the Badjaos. Ati and Tumandok,Mangyans, and
Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples' Rights Act, recognizes and
protectsthe rights of indigenous cultural communities (ICC) and indigenous
peoples (IP). Our country was admired by other nations for enacting this law.
However, years later, so much still has to be done to improve the lives of millions
of people from indigenous groups. (Reyes, Mina and Asis, 2017)
c. Guided by RA8371, in 2015 Dead Issued DO 12. 2015, Adopting the Indigenous
Peoples Education (IPED) Curriculum framework. Most useful for you as a
future teacher to remember in the 5 Key Elements of an Indigenous Peoples
Education Curriculum (DO 32, s.2015enclosure.pp. 15-18)
1. Curriculum Design, Competences and Content. Interfacing the national

curriculum with Indienos. Knowledure systems and practices (IKSPs) and
Indigenous Leaming systems (ILS) the desire of a culturally appropriate and
responsive curriculum has the following features:
a. Anchors the learning context on the ancestral domain, the community's
work view, and its indigenous cultural institutions.
b. Includes and respects the community's expression of spirituality as part of
the curriculum context.
c. Affirms and strengthens indigenous cultural identity,
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and
indigence languages.
e. Emphasizes competencies that are needed to support the developmentand
protection of the ancestral domain, the vitality of their culture, and the
advancement of indigenous peoples' rights and welfare.
f. Supports the community's efforts to discern new concepts that will
contribute to the community's cultural integrity while enabling meaningful
relations withthe broader society.
2. Teaching Methodologies and Strategies.A culturally appropriate and

responsivecurriculum employs teaching methodologies and strategies that
strengthen, enrichand complement the community's indigenous teaching-
learning process.
3. Learning Space and Environment. A culturally appropriate and

responsivecurriculum recognizes that the ancestral domain where IKSPs are
experienced, lived and learned is the primary learning environment and
learning space of indigenouslearners
4. Learning Resources. Instructional materials, and other learning resources

shall bedeveloped and utilized in line with the described curriculum content
and teaching learning processes.
5. Classroom Assessment. Assessment shall be done utilizing tools appropriate

to the standards, competencies, skills, and concepts being covered. Their
design and use shall address the needs and concerns of the community and
shall be developed with their participation.
Activity 3.1 Observing differences among learners' gender, needs, strengths, interests,
and experiences; and differences among learners' linguistic, cultural,
socio-economic, religious backgrounds, and difficult circumstances.

___________
School: San Antonio Elementary School
__________________
The learners' differences and the type of interaction they bring surely affect the
quality of teaching and learning. This activity is about observing and gathering data to find
out how student diversity affects learning.
To realize the Intended Learning Outcomes, work your way through these steps:
Step 1. Observe a class in different parts of a school day. (Beginning of the day, class time,
recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and social and
cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom
Step 4. Interview your Resource Teacher about the principles and practices that she uses in
dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions.
The observation form is provided for me to document my observations.
OBSERVE
An Observation Guide for the Learners’ Characteristics
Read the following carefully before you begin to observe. Then write your observation
report on the space provided on the next page.
1. Find out the number of students. Gather data as to their ages, gender, racial groups
religious, and ethnic backgrounds.
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.
2. Observe the learners seated at the back and the front part of the room. Do they behave
and interact differently?
3. Describe the relationship among the learners. Do the learners cooperate with or compete
OBSERVATION REPORT
Name of the School Observed Abang Suizo Integrated School______________________

School Address Prk. Abang, Buenaflor, Tacurong City, SultanKudarat__________
Date of Visit February 22, 2022____________________________________
There are 28 students, consisting of 17 boys and 11 girls.
Base on my observation inside the class, almost of the student participate in the class
discussion but sometimes there’s a time that some student is not focusing in their lesson. There’s
a student that always active when the teacher asks a question but other they always silent during
discussion. The teachers always make a motivational activity in which the student who feel
sleepy become active. The student sitting in front are those students who are always participate in
the class discussion while the students who are sitting in the back area are those students that are
noisy. Sometimes when the student called by the teacher and didn’t answer the question, some
student helps their classmates Despite of the differences of every student inside the classroom the
learning process was still successful it’s because of the teacher that can know how to handle the
different attitude of the students.
Outside the class, the students group according to their friends. Student engage with each
other despite of having different culture and personalities. Students ae connected and treat one
another with respect.
ANALYZE
1. Identify the persons who play key roles in the relationships and interactions in the
classroom. What roles do they play? Is there somebody who appears to be the leader, a
mascot/joker, as attention seeker, a little teacher, a double pessimist?
Based on their group activity I observe that some student has a potential to become a
leader. Some student are prefer to work independent but others are prefer to work with
their peers. There are also a student who are dependable with their teacher and always
do want the teacher tell.
2. What makes the learners assume these roles? What factors affect their behavior!
Their personality and behavior influence their decision in life. The factors that affect their
behavior may include their peers, classmate, culture they observe and most especially
their teacher.
3. Is there anyone you observed who appear left out? Are students who appear “different?”
Why do they appear different? Are they accepted or rejected by the others? How is this
shown?
Base on my observation, despite of the differences of each other there no student appears
to be left out because they respect each other. All of them know how to accept the
differences of each other.
What does the teacher do to address issues like this?

The teacher should pay more attention to them and make them feel as if he or she cares
about them instead of making them feel different.
4. How do you spell the teacher influenced the class interaction, considering the individual
differences of the students?
The teacher should treat the student fairly regardless of the differences of the student. The
teacher should always paly as a role model of the student, always willing to correct the
student when they do a bad behavior.
5. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
The teacher should know her student well so that she will know what strategery to be
used to become learner more effective. She always gives equal opportunity to her student
to show their talent so that she can discover what is the need of her student.
1. How do you feel being in that classroom? Did you feel a sense of oneness or unity among
the learners and between the teacher and the learner?
Being in the class of Grade 11, I feel comfortable it’s because the students and the teacher
has a good relation with each other’s. Despite of the differences of the students from each
other, they work with unity because they accept each other. The teacher effectively
instructs the pupils by employing a variety of tactics and strategies that make studying
more engaging and enjoyable.
Activity 3.2 Observing differences among learners with disabilities, giftedness, and
talents.

___________
Grade/Year Level: Grade VI – Waling-walinh Subject Area:
__________________
To realize the Intended Learning Outcomes, work your way through these steps.
1. Observe at least two of these classes
a.SPED class with learners with intellectual disabilities
b. SPED class with acts with physical disabilities
c.SPED class for the gifted and talented
d. a regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teacher should address
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience
OBSERVE
Use the observation guide provided for you to document your observations
An Observation Guide for the Learners' Characteristics
Read the following carefully before you begin to observe. Then write your observation report on the
space provided
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 and needs of the
learners.
4. Observe the behavior of both regular students and those with special needs. 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.
Name of the School Observed Abang Suizo Integrated
School______________________
School Address Prk. Abang, Brgy. Buenaflor, Tacurong City, Sultan
Kudarat__________
Date of Visit February 22, 2022____________________________________
The student in the school that I observe, has different personalities, ability, behavior
and attitude. There’ a student that can easily catch up the lesson and respond to the teacher
quickly while others have a difficulty in doing a task that teachers prepared. In addition,
the student in the front row are actively participating and focus to the teacher while, student
in the back row are unable to focus due to distractions. The teacher skillfully instruction
her student, and she incorporates some learning materials into her lesson delivery, resulting
of an effective learning process. She used different teaching approach to fulfil the different
needs of the student.
OBSERVATION REPORT
ANALYZE
1. Did your observation match the information given by the teacher?

Yes.
2. Describe the differences inability level of the students in the class? What practices or
strategies are done or should be done to differentiate instruction to meet the needs of the
learners?
Based on my observation, the level of intellectual of every student is different to each
other. Some student can quickly respond to the teacher and the can express their ideas and
views but there a few that gradually improve their performance, and we all know that this
is an important part of their growth. The teacher makes learning more enjoyable so that
she can easily capture the attention of her student. She also used different teaching
strategies and learning material that relevant to the needs of the students.
3. Describe the methods used by the teacher in handling the students’ differences in abilities.
How did the students respond to the teacher? Did the teacher use differentiate instruction?
If yes, describe how?
Yes, because she uses different teaching strategies, to meet the students need despite of
the differences of their abilities by doing some task and activities that surely fit on the
extent of the student’s knowledge and capabilities.
REFLECT
3. Recall the time when you were in 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?
My teacher in elementary and high school is very effective it’s because despite of our
differences inside the classroom they still manage the class with effective learning
process. They always make a way to make us all performed and share our thoughts in any
ways, like oral recitation or written works. They always give an opportunity for every to
learn and showcase our talent inside the classroom.
2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
As a future educator, I should improve my communication skills, because for me this is
very important skill that teacher has to become an effective teacher. I also become a good
listener to my future student so that I can truly understand their personalities and interest,
in that I can easily respond with their needs.
Activity 3.3 Observing the school experiences of learners who belong to Indigenous
groups.
___________
Grade/Year Level: Grade VI – Waling-waling
Subject Area: Date: February 22, 2022
To realize the Intended Learning Outcomes, work your way through these steps.
1. Ensure that you have reviewed the no. 3 Focused on Indigenous peoples in the
Learningessentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested
schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. SentrongPamanngmgaAgta. General Nakar, Quezon
c. SitioTarukanPrimary School, CapasTarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. PaaralangMangyannaAngkopsaKulturangaalagaan (PAMANAKA), San
JoseOccidental Mindoro
f. TubuananAti Learning Center, Balabag, Boracay Island
g. BalayTurun-an Schools of Living Traditions, BrgyGarangan and Brgy.
Agcalaga,Calinog. Iloilo
h. Tboli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay,
Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayaniban Elementary School, Marilog, Davao
l. LumadBakwit School, UP Diliman, Quezon City
Please note: Ensure proper coordination of your college/university to obtain permission from
these schools before you visit.
If an actual visit is not feasible, consider a "virtual visit through social media. And if still not
feasible consider a "virtual field study through watching Indigenous Peoples in the
Philippines videos. There are several available at Youtube. You can start with this video by
Dep Ed:
DepEd Indigenous Peoples Education office.

3. Write your observation report.

4. Analyze your observation data using the Indigenous Peoples Education Framework
5. Reflect on your experience
(You may include photos here)

Name of the School Observed __Lumad Bakwit in U.P Diliman _________
School Address ____________________________________________________________
Date of Visit ______________________________________________________________
Lumad Bakwit School in Up Diliman in the school that I observed. I observed it

while viewing a film of Atom Araullo chronicling Lumad Bakwit School. Their situation
has been extremely difficult due to a lack of permanent and formal school, lack of
equipment and learning materials, a lack of teachers, and lack of space in their faculty.
Military strikes school bombing, and the death of many people are the reason why people
opt to flee their homes and seek peace elsewhere.
The student are also taught to plant vegetables at this school, since acvording to the
bakwit, it is the life of their ancestors and source of livelihood for their Mindanao
Community. Lumad student continue to hope for an opportunity to attend regular school, a
good educator and acceptance and fair treatment from others.
Link: http://www.youtube.com/watch?v=xrHveqNRvbo
An Observation Guide for indigenous Peoples Education
Read the following carefully before you begin to observe. Then write your observation report on
the space provided
If you are watching videos you searched, instead of actually visiting a school, have these questions
in mind as you are watching the videos. You can try to get in touch with the creator of the videos
and interview them too.
1. Before you observe, read about the specific IP group in the school you will visit. Know
their norms and customary greetings. This will help you blend in the school Community
and act with respect
2. Observe and not the different parts or areas of the school environment. How are learning
spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the learners?
5. Observe how the teaching-learning process happen. Describe the learning activitiesthey
have and the caching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners, amongthe
teacher, and in the school in general
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum goals. You
can use the questions found on the Analysis part of this activity
ANALYZE
Curriculum Design, Answer each question based on your observation and interview
Competencies and data
Content
1. Does the school Yes, it is belonging to one’s ancestral domain and it is also
foster a sense of having deep understanding of the community beliefs and
belonging to one's practices, lumad have nurture and protected their traditional
ancestral domain, a ancestral lands.
deep understanding
of the community's
beliefs and practices?
Cite examples
2. Does the school Yes, because the school allow to celebrate their spiritual
show respect of the beliefs.
community's
expression of
spirituality? How?
3. Does the school Yes, because everyone has given an equal opportunity to show
foster in the their abilities and they treated fairly.
indigenous learners a
deep appreciation of
their identity? How?
4. Does the curriculum Yes, the school the taught them the skills that they need to
teach skills and protect their ancestral domain and culture.
competencies in the
indigenous learners
that will help them
develop and protect
their ancestral
domain and culture?
5. Does the curriculum Yes, the students teach with new concepts and competencies.
link new concepts They are engaging in their own leaning because the teacher let
and competencies to them explore and learn with their experience.
the life experience of
the community?
6. Do the teaching Yes it really help to strengthen the teaching process. Teacher
strategies help use different teaching strategies to provide the needs of every
strengthen, enrich, student.
and complement the
community's
indigenous teaching-
process?
7. Does the curriculum Yes, the student had an activity that are held outside the
maximize the use of community and able to show their own identity, tradition and
the ancestral domain culture.
and activities of the

community as
relevant settings for
learning in
combination with
classroom-based
sessions? Cite
examples
8. Is cultural sensitivity Yes, by making their learning materials varied and relevant to
to uphold culture, the needs of the learners.
beliefs and practices,
observed and applied
in the development
and use of
instructional
materials and
learning resources?
How? (For example,
Culture bearers of the
Indigenous Peoples
are consulted.)
9. Do assessment Yes, the school ensure that the assessment practices consider
practices consider the values and culture they had.
community values
and culture? How?
10. Do assessment Yes.
processes include
application of higher
order thinking skills?
What do you think can still be done to promote and uphold the indigenous people’s
knowledge system and practices and rights in schools?
You should become an approachable teacher. You should develop good relationship with the
community of indigenous people so that you can observe the culture and needs of everyone.
In that way you can easily fulfill their needs that can make them a better individual. As a
future teacher, I promise to treat them fairly teach them equally and respect and support their
beliefs.
REFLECT
Reflect based on your actual visit or videos that you watched.
1. What new things did you learn about indigenous peoples?
The things that I have learned from indigenous people, was being a stronger that no matter
will happened they do not lost hope to reach their goals in life.
2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
I appreciate how they are willing to learn despite of any circumstances than encounter in their
everyday life. The attitude that they for being an good member of their group because there
are always represent their despite of any discrimination encounter with their tribes.
3. For indigenous learners, as a future teacher, I promise these three things:
3.1 Be open to and respect indigenous people by giving them fairly treatment regardless
of what they are.
3.2 Uphold and celebrate their culture, beliefs and practices by constructing an activity
where in they can able to perform their culture and beliefs.
3.3 Advocate for indigenous people’s education by making activities for them to
showcase their talent and abilities so that they can be discover by other and compete
globally.
With the principle of individual differences in mind, what methods and strategies will you
member 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
students' difference ability levels.
1. Determines their own weakness and strengths

2. Develop communication skills.
3. Use different teaching strategies.
4. Know their interest.
1. Which statement on student diversity is CORRECT?

A. The teacher must do his/her best to reduce student diversity in class.
B. The less the diversity of students in class the better for the teacher and
students.
C. The teacher should accept and value diversity.
D. Student diversity is purely due to students' varied cultures.
3. 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 the differences among people and disregards their
commonalities.
4. 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
5. All are features of the Indigenous Peoples Education Curriculum, EXCEPT _______.
A. Affirms and strengthen indigenous cultural identity
B. Makes education exclusive to the indigenous culture
C. Revitalizes, regenerates and enriches IKSPS and indigenous languages
D. Anchors the learning context on the ancestral domain, the community's world
view, and its indigenous cultural institutions
6. All are best practices in using learning resources for indigenous learners, EXCEPT ____.
A. Culturally generated learning resources only include indigenous group's
artifacts, stories, dances, songs, and musical instruments.
B. The language used in instructional materials, especially in primary years,
which highlight
C. Cultural sensitivity and protocols are observed in development and use of
instructional materials
D. The indigenous community's property rights are upheld in publishing learning
resources
7. All are best practices for assessment in the Indigenous Peoples Education Framework.
EXCEPT ________.
A. Including the practice of competencies in actual community and family

situations.
B. Applying higher order thinking skills and integrative understanding across
subject areas.
C. Using informational context in the assessment standards and content faithfuly
without modification
D. Including community-generated assessment processes that are part of
indigenous learning system
8. Read the following comment by the teacher. Which of these comments will most likely
made a child try harder, rather than give up?
A. Sinuwerte ka ngayon dito na test, ha?
B. Hindi ka talaga magaling ditto sa paksang ito, no?
C. Nakikita ko na kailangan mong magbaon ng mas mahabang panahon sa
paksang ito para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.
9. Which of the following demonstrations differentiated instruction?
A. The teacher groups the learners by their ability level and makes the groups
work with the same topic but assign a different task appropriate for each group
to accomplish.
B. The teacher divides the class into three heterogeneous groups and assign the
same activity for each group to work on.
C. The teacher groups the learners by their ability level and assign deferent
content topics for the group to work on.
D. The teacher groups the learner by ability level and assign each group a
different task on the same topic, and then request three different teachers, each
to assess one of the groups.
10. 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
Evaluate Your Work Task, Field Study 1, Episode 3 Focus on Gender, Needs, Strengths,
Interests, Experiences Language, Race Culture, Religion, Socio-economic Status,
Difficult Circumstances, and Indigenous Peoples
Learning Outcome: describe the characteristics and needs of learners from diverse
backgrounds; identify the needs of students with different levels of abilities in the classroom;
identify best practices in differentiated teaching to suit the varying learner needs in a diverse
class (PPST 3.1.1): and demonstrate openness, understanding, and acceptance of the learners'
diverse needs and backgrounds
Name of FS Student Gumbao, Carl Justine Date Submitted __________

Year & Section _______________________________________ Course ___________________
Very
Learning Excellent Satisfactory Needs Improvement
Satisfactory
Episode 4 2 1
3
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation questions/tasks (2) observation observation observation
Sheet completely questions/tasks questions/tasks not questions/tasks not
answered/ not answered/ answered/ answered/
accomplished accomplished. accomplished. accomplished.
Analysis All questions were All questions Questions were not Four (4) or more
answered were answered answered observation questions
completely;answer completely; completely; answers were not answered;
s are with depth answers are are not clearly answers not connected
and are thoroughly clearly connected connected to to theories; more than
grounded on to theories; theories; one (1) to four (4) grammatical/
theories; grammar grammar and three (3) spelling errors.
and spelling are spelling are free grammatical/
free from error. from errors. spelling errors.
Reflection Profound and Clear but lacks Not to clear and Unclear and shallow;
clear; supported depth; supported shallow; somewhat rarely supported by
by what were by what were supported by what what were observed
observed and observed and were observed and and analyzed.
analyze. analyzed. analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in the reflected on in reflected on in the reflected on in the
context of the the context of the context of the context of the learning
learning learning learning outcomes; outcomes; not
outcomes; outcomes; complete; not complete; not
complete, well- complete; well organized, relevant organized; not relevant
organized, highly organized; very to the learning
relevant to the relevant to the outcomes
learning outcome. learning outcome
Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline deadline after the deadline days or more after the
deadline
score (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
_______________________________________________
__________________
LEARNING Learner Diversity:

FIELD STUDY 1
EPISODE The Community and Home Environment
FS 1 4
SPARK Your Interest
Episode 4 provides opportunities for you to have more in-depth look into the factors that
affect the development of a learner. Focus will be on the early experiences and characteristics of
the leaner as described by the family and other significant others. You will also focus how the
teacher linkswith the community to maximize the learning and development of students.
TARGET Your Intended Learning Outcomes

 describe the influencing factors in the home environment that affect the students learning;
 seek advice concerning strategies that build relationships with parents guardians and the
wider community (6.2.1); and
 identify effective strategies on how teachers can work together with the family.
REVISIT the learning Essentials
1. Urie Bronfen brunner's bio-ecological model presents the learner within the context of layers
of relationship systems that make up the learner's environment. The layers are:
Microsystem Mesosystem Ecosystem Macrosystem Chronosystem
includes the the connection the bigger Outmost layer the element of
structure such between the social system which includes time patterns of
one's family structures in the which includes cultural values stability and
school and microsystem the city customs and pacing of the
neighborhood government, laws child's everyday
the workplace life
and the mass
media
The model helps the teacher look into every aspect in the learner's environment to understand
his behavior. The teacher's important role is not to replace what is missing at home (if any), but
to work so that the school becomes an environment that welcomes and nurtures families. The
teacher works to create work to create a partnership with the family and the community to bring
out the best in every learner.
2. Baumrind's Parenting Styles

Authoritarian. Parents are very firm with their child and expect unwavering andunquestioning
obedience. Rules are set by parents and misbehavior is met with withdrawal of affection,
physical punishment or threats.
Permisive. Parents are not firm or controlling. They have few expectations. May be warm and
caring but appear to be uninvolved and uninterested.
Rejecting-Neglecting. Parents are disengaged with children.Neither demanding nor responsive
to children. Provide no structure, supervision, support or guidance.
Authoritative. Parents achieve a good blend. They are firm yet loving. Have clear andreasonable
expectations and limits for their children. Treat children with respect and warmth. Make
children understand consequence of their behavior.
Children of:
Authoritarian Parents;are often unhappy, fearful, withdrawn, inhibited, hostile and aggressive.
They have low self-esteem and difficulty with peers.
Permissive Parents; believe that their parents do not care for them. They are oftenimpulsive,
aggressive luck self control that they have low levels ofindependence and responsibility.
Rejecting-NeglectingParents; are found to be the least competent in their overall functioning
and adjustment.
Authoritative Parents:are socially competent, self-reliant, and have greater ability to showself-
control. They have higher self-esteem and are better adjusted.
-Based on Child Development by Sontrock 2001
Activity 4.1 Observing the learner's community and home environment
Resource Teacher: Mrs. Queenie G Antonino Teachers Signature:

___________
School: Abang Suizo Integratted school
Grade/Year Level: Grade III- Maunawain Subject Area: __________________
To realize my Intended Learning Outcomes, I will work my way through these steps:
1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner's characteristics and the community.
3. Conduct a home visit to your selected learner's residence.
4. Interview the parents about
a.the rules they implement at home concerning their child's schooling
b. the learner's activities and behavior while at home.
5. Write the Learner's Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.
OBSERVE
Use the activity form provided for you to document your observations.
An Observation/ Interview Guide for Home-School Link
Read the following carefully before you begin to observe/interview. Then write your
observation report on the space provided.
The Learner
1. Make a general observation of the learner. Describe him/her in each of the domains of development
 physical-body built and height (thin, chubby, underweight, overweight), level of physical activity
(fast, slow, lethargic, active, etc.)
 social interaction with teachers and classmates (loner, shy, sociable, friendly, get into fights, liked
by others, etc.)
 emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm,
excited, indifferent, etc.)
 cognitive(appears to understand lessons cope with the lessons, excel, lags behind, shows
reasoning skills, turn 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 theydiscuss"
How do they decide of the best course of action to resolve issues of problems?
3. How does the teacher while resources in the community to support theteaching-learning
process? How does the teacher utilized work with the community to meet the needs of the
learners!
Interview with Parents

1. Conduct a home visit. Once there observe the home set-up, Home is orderly.
family pictures in the living room, etc.)
2. Use the Interview Questions on the next page. Just ask the questions with which
you feel comfortable
Sugested Parent Interview Guide

Your teacher may ask you to use a more detailed interview guide. Be free to translate the
questions, if necessary.
Name of Learner:
Date of Birth __________________________________________ Age:
_________________
Grade/Year Level:______________________________________
Gender:________________
Number of Siblings:______________
Birth Order:_______________________________
Parents: __________________________________________________________
Mother:
_______________________________________________________________________
Age:_____ Occupation: _____________Educational
Attainment:_________________________
Father:__________________Occupation: ___________Educational
Attainment:____________
Learner’s Physical Aspect:

Health
1. Mother's Health during pregnancy with the learner;
2. Ailments or health problems of the learner as a child;
3. Age of the learner when he started to walk/talk;
4. Food preferences of the learner as a child and at present
5. Who took care of him/her as a child?
Learner's Social Aspect:
1. Describe your child's sociability (friendly, outgoing or shy, loner).

2. Who were the learner's playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/her to follow regarding going out?
6. What are these rules?
Emotional-Moral
1. What are your expectations of your child?

2. How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a problem? What do you do
tomeet his/her emotional needs?
4. What do you do when he/she is not successful in something?
How do you discipline your children?
1. Do you have rules in the house? What are they?

2. How do you impose the rules?
3. What are the consequences of breaking the rules?
Learner's Cognitive Aspect:
1. What are the child's interests?

2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you motivate him/her?
5. Do you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?
After you have gathered all the necessary data, Write the learner’s development
profile using the outline below. Type the profile on a separate sheet and attached it to this
learning episode.
THE LEARNERS DEVELOPMENT PROFILE (Outline)

The Learners Development Profile
Name of the Learner: _____________________________________________________________
School: ________________________________________________________________________
Date of Home Visit: _______________________________________
Date of Birth: Age:
Grade/Year Level: Gender:
Family Profile
Number of Siblings:
Birth Order:
Parent
Mother:
Age:
Occupation: Educational Attainment:
Father:
Occupation: Educational Attainment:
Physical Development
In paragraph form, describe the physical development of the learner. Combine the
teacher’s, parents’ responses, and your own observations.
Social Development
In paragraph form, describe the social development of the learner. Combine the
Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner.
Combine the teacher’s, parents’ responses, and your own observations.
Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine the
Findings
Write here your salient findings about the learner.
Conclusions
Write your conclusions after you have analyzed the impact of the school and the
home on the learner’s development. The questions in the Your Analysis portion of this
learning Episode can help you.
Recommendations
Write here your recommendations.
ANALYZE
Your findings and recommendations in the Learner Development Baumrind's Parenting

Profile will help you answer the questions here. Styles
1. From your home visit and interview, what do you think is the Authoritarian. Parents
style of parenting experienced by the learner? Explain your
answer. are very firm with their
child and expect
unwavering and
unquestioning obedience.
Rules are set by parents
and misbehavior is met
with withdrawal of
affection, physical
2. Relating your data with what you learned from child punishment or threats.
development,what family factors do you think contribute to the
development and over-all adjustment of the learner in school? Permisive. Parents are
not firm or controlling.
They have few
expectations. May be
warm and caring but
appear to be uninvolved
and uninterested.
Rejecting-Neglecting.
3. Does the communication between the home-school have an Parents are disengaged
effect onthe learner? If yes, what are these effects? with children. Neither
demanding nor
responsive to children.
Provide no structure,
supervision, support or
4. How can the teacher partner with the community to contribute guidance.
tothe development and learning of the students? Who are the
Authoritative. Parents
people or which institutions can the teacher tap to seek advice
regarding the development and learning of students achieve a good blend.
They are firm yet loving.
Have clear and
reasonable expectations
and limits for their
children. Treat children
with respect and warmth.
Make children
understand consequence
of their behavior.
Children of:
Authoritarian Parents;
are often unhappy,
fearful, withdrawn,
inhibited, hostile and
aggressive. They have
low self-esteem and
difficulty with peers.
Permissive Parents;
believe that their parents
do not care for them.
They are often impulsive,
aggressive luck self
control that they have
low levels of
independence and
responsibility.
Rejecting-Neglecting
Parents; are found to be
the least competent in
their overall functioning
and adjustment.
Authoritative Parents:
are socially competent,
self-reliant, and have
greater ability to show

self-control. They have
higher self-esteem and
are better adjusted.
-Based on Child
Development by
Sontrock 2001
REFLECT
1. Reflect on your own development as a child. What type of parenting did you experience?
How did it affect you?
The parenting that I have experience with my parents was authoritative parenting it is because
may parents always set rules and standard but not too much. This parenting has a good impact for
me, because of this I learn how to become independent and have social skills.
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?
To establish good home-school collaboration constant communication will help keep parents on
track with what is taking place in the classroom each and every day. Always inform the
parents if their child has a problem in school the allow parents to talk about with their
children so that you can know the attitude of their children.
Directions: Read the items given below and encircle the correct answer
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, and IV
2. If a child was raised by authoritative parents, how will most likely will he/she behave inclass?
A. Relates well to classmates C. Quarrels often with classmates

B. Is suspicious of others D. Has low level of independence
3. Which parenting styles contribute/s to the development of children who have low level of
responsibility?
A. Authoritarian
B. Authoritative
C. Permissive
D. Neglecting and permissive
Color Your
World…
1. Make an artistic,
colorful, and creative
visual expression of
your insights or
feelings about the
Strong parent-teacher communication improves academic influence of the
performance in children and provides a great feeling of community. home and school and
community to the
learners.
Then, write a few

statements on the
space below about
your visual art
2.
H- Home is the first step

O- of
M- man
E- education Stick
with
S- some parent and teachers Acrostic…
C- communicate
H- have an 2. make a reflection
O- organized and productive characteristics acrostic about the
O- of the home, school and
L- learners community.
L – Learn to
I – increase and develop communication of parents and
teachers to have a
N- nice learning environment for the learners in order for them
to have
K- knowledge and more learning.
Evaluate Your Work Task. Field Study 1: Episode 4: Learner Diversity: The Community and
Home Environment
Learning Outcome: Describe the influencing factors in the home environment that affect the
students’ learning *seek advice concerning strategies that built relationships with
parents/guardians and the wider community (6.2.1) and *identify effective strategies on how
teachers can work together with the family.
Name of FS Student:______________________________________ ___ Date Submitted: _________________
Episode Improvement
Observation completely questions/tasks answered/accomplish questions/tasks not
Sheet answered/accomplish completely ed. answered/accomplis
ed. answered/accomplishe hed.
d.
answered completely, answered completely, answered completely, observation
answers are with answers are clearly answers are not questions were not
depth and are connected on theories, clearly connected to answered, answers
thoroughly grounded grammar and spelling theories; One (1) to not connected to
on theories, grammar are free from error. three (3) grammatical theories, more than
and spelling are free spelling errors. four (4) grammatical
from error. spelling errors.
were observed and were observed and supported by what what were observed
analyzed. analyzed. were observed and and analyzed.
analyzed.
Learning Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not
Artifacts on in the context of on in the context of reflected on in the reflected on in the
the learning the learning outcomes; context of the context of the
outcomes; Compete, Compete, well learning outcomes; learning outcomes;
well organized, organized, very Compete, not not compete, not
highly relevant to the relevant to the organized, relevant to organized, not
learning outcome. learning outcome. the learning outcome. relevant.
after the deadline
COMMENTS Rating:
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
_________________________________________ ________________
LEARNING
FIELD STUDY 1
EPISODE Creating an Appropriate Learning Environment
FS 1 5
SPARK Your Interest
This learning Episode provides an opportunity to mine how classrooms are structured or
designed to allow everyone's maximum participation for effective learning. You should be able to
examine how classroom management practices affect learning. This Episode enhances the
application of the theories learned in the following professional subject such as Facilitating learner
Centered-Teaching and The Child and Adolescent Learners and Learning Principles
 plan on how to manage time, space, and resources; and
 provide a learning environment appropriate to the learners and conducive to learning.
The classroom climate that is conducive for learning is one that is non-threatening yet business-
like. It is a classroom where, when creating audio-visual presentations, the following are observed:
 Specific classroom rules and procedures are clear
 Classroom rules and procedures are discussed within the first few days of the school.
 Students are involved in the design of rules and procedures
 Techniques to acknowledge and reinforce acceptable behavior are employed.
 Clear limits for unacceptable behavior are established and negative consequences for such
are communicated
 Classroom processes are democratic

Activity 5.1 Managing Time, Space and Learning Resources

OBSERVE
Observe and use the observation sheet provided for you to document your observations
1. As you observe the class, look into the characteristics of the learners. Note their ages.
Based on my observation as I join in online class of grade 3 student they have different
personalities, some are actively participated in the class while other are always silent and
listen what the teacher said. Since the class occupies the grade 3 pupils that age range are in 7
to 8 years old.
2. How many boys are there? How many girls?

The Grade 3 consisting of 13 boys and 8 girls with the total of 21 pupils.
3. Focus on their behavior. Are they already able to manage their own behavior?
As what I have observe during the learning process, there are some pupils who can
manage their behavior. Some pupils were still needing guidance by the parents and
teacher.
4. Can the learners already work independently?

There are some student that can work independently but there’s also a student that
can’t work independently.
5. Describe their span of attention.

Base on my observation the time of their attention is longer because they can finish 1
jour class, sometimes since this is online its vary on their internet connection.
ANALYZE
Analyze and answer these questions on observed classroom management practices. It is also
good to ask the teacher for additional information, so you can validate your observation. Write
your notes below; and then organize your data in the Table that follows.
1. Are there areas in the classroom for specific purposes (storage age of teaching aids, books,
students' belongings, supplies, etc.). Describe these areas. Will it make a difference is these
areas for specific purposes are not present?
- The areas for specific purposes are present in the classroom. The blackboards are placed in
the front of the room while the teachers table is at the back. The seats are placed at the center
portion with two rows and containing 11 pairs. The storages are placed in the left side areas
beside the windows together with the teaching aids. These areas make a difference since it adds
supporting factor on the space or learning environment
2. Are there rules and procedures posted in the room? List them down. Do these rules reinforce
positive behavior?
- Since, we are in the new normal now, this is the new set rules that I have seen in the
classroom, wear face mask, practice social distancing, always check body temperature,
keep classroom neat and clean, and avoid touching in noise and eyes. This rule helps them
to become safe from the virus.
3. Did the students participate in making the classroom rules? If the Resource Teacher is
available, ask him/her to describe the process. What's the effect of student’s participation in
rule-making on student's behavior?
-Unfortunately, I cannot observe if the student follows the rules that set by the teachers it is
because the class is held in an online platform.
4. What are the daily routines done by the Resource Teacher? (prayer, attendance, assignment of
monitors, warm-up activities, etc.) How are they done?
Yes, even the class is held online the teacher still follow the daily routines which they
conduct prayer before the class, checking of attendance and other activity that conducted
during face to face class.
5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?
-From now on the setting arrangement inside the classroom has a one-meter distance apart for
the preparation of limited face to face. Consisting only 11 chairs every classroom.
6. Observe the noise level in the classroom. How is this managed?
- Since this is online we cannot avoid the noise around, to handle that the teacher suggest
that student must mute their microphone of their cp and open only if they want tp answer.
7. If a learner is not following instruction or is off-task, what does the Resource Teacher do?
Describe the behavior strategies used.
- The teacher calls the attention of the student who do not follow her and talk with them.
8. What does the Resource Teacher do to reinforce positive behaviors? (behavior strategies)
- As what I observed, the teacher uses reward system, praise and nonverbal
communications (like nods, thumbs up, clapping and smiling) as strategy to motivate
REFLECT
Reflection as a future teacher
1. Why do you need to enforce positive discipline?

- It is important to enforce positive discipline among student so that they can practice good
behavior and prevent bad behavior.
Activity 5.2 Identifying the Different Aspects of Classroom Management Resource Teacher
Resource Teacher: Mrs. Imelda Praile Teachers Signature: ___________

OBSERVE
CLASSROOM MANAGEMENT MATRIX
Observe a class and accomplish the given matrix.

Aspects of Classroom Description Effect on the Learners
Management (to be filled out after you
answer the analysis
questions)
1. Specific Areas in the The areas in the classroom It helps for student to become
classroom are well organize. comfortable enough inside
the classroom.
2. Classroom Rules Helps student to be aware and
It is posted in the wall inside behave inside the classroom.
the classroom.
3. Classroom Procedures They feel confident,

These are modeled and knowledgeable and
carefully thought by the comfortable with their
resource teacher. actions.
4 Daily Routines Help to the student to refresh

Always start with the prayer their past lesson before
ad review with past lesson. acquiring new knowledge.
5. Seating Arrangement It helps to prevent the

2 rows and has a 1-meter spreading of virus.
distance apart.
6. Handling misbehavior/off- The resource teacher calmly The children will become
task behavior talks with the student if they more disciplined and grow
have done wrong. with respect.
7. Reinforcement of Positive The teacher always praises to It helps them to become

Behavior every student if will do motivated.
positive discipline and
excellence in h class.
8. Others
9. Others
10. Others
ANALYZE
1. How did the classroom organization and routines affect the learners' behavior?
- The classroom organization and routines affect the learner behavior in a sense that it serves
as a guide for the students on how to manage their task and it also serve as a guide for them to
change their attitude because they know that their teacher is monitoring their behavior.
2. What should the teacher have in mind when she/he designs the classroom organization and
routines? What theories and principles should you have in mind?
- The teacher should bare in his mind when he designs the classroom organization and
routine, the effects of those to the learners, what would be the outcome of those things if it is
effective or not. I guess the theory of John Dewey which is the experimental learning or the learning
by doing.
3. Which behavior strategies were effective in managing the behavior of the learners? In motivating
students? Why were they effective?
- Positive reinforcement is the effective way in managing the behavior of the learners. Giving
reward and praising for student once they do excellence in the class help them to become more
motivated in every task they have.
REFLECT
Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what grade year level do you see
yourself? What routines and procedures would you consider for this level? Why?
- Since I am future elementary teacher I see myself teaching in grade 5 or 6. First I will explain to
them the rules inside the classroom to make our everyday class smooth and free from distraction.
The class will start always with prayer, to be follow by checking of assignment and reviewing
the past lesson before introducing the new lesson. After a class I will do an assessment to
evaluate if they truly learned from our discussion.
2. Make a list of the rules you are likely to implement in this level. Why would you choose these
rules?
- Always be on time.
- Keep the classroom clean and neat.
- Observe proper wearing of uniform
- Participate in class discussion
- Respect each other
I choose all of these because I assure that if they follow this rules the learning process will
become successful.
3. Should learners be involved in making the class rules? Why?

- For me, it’s better that they involved in making the class rules because sine it is chosen by both
teachers and student they have no reason to not follow the rules because they agree on
implanting those rules.

Direction: Read the items given below and encircle the correct answer.
1. Focusing on natural consequences of students’ behavior develops more self-regulationin the

students. Which of the followingteacher 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
3rd 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 standards of learner’s 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 andconsistently
D. handle behavior problems promptly and with due respect to learners' rights
Paste pieces of evidence of classroom rules that work in class. You may also put pictures to the
physical space and learning stations which contribute to the effective implementation of classroom
management.
Evaluate Your Work Task. Field Study 1: Episode 5: Creating an Appropriate Learning Environment
Learning Outcome: Plan on how to manage time space, and resources. Provide a learning environment
appropriate to the learners and conducive to learning.


Episode Improvement
Observation completely questions/tasks answered/accomplish questions/tasks not
Sheet answered/accomplish completely ed. answered/accomplis
d.
analyzed.
after the deadline
COMMENTS Rating:
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
_________________________________________ ________________
LEARNING
FIELD STUDY 1
EPISODE Classroom Management and Classroom Routines
FS 1 6
SPARK Your Interest
This Episode focuses on the classroom structure and routines performed by teachers in
class to provide a safe, friendly non-threatening and caring environment. Effective classroom
routines ensure order and discipline to help the students to stay calm and focused in their daily
tasks.
At the end of this episodes must be able to

 identify the classroom routines set by the teachers; and
 observe how the students execute the various classroom routines.
Routines are the backbone of daily classroom life. They facilitate teaching and learning
routines don't just make the life of the teacher easier. The save valuable classroom time. Efficient
routines make it easier for students to learn and achieve more.
Establishing routines early in the school year:
 In able to run your daily activities run smoothly;
 Ensure you to manage time effectively;
 Help you maintain order in the classroom;
 Make you more focused in teaching because you spend less time in giving directions/
instructions; and
 Enable you to explain to the learners what are expected of them.
Activity 6.1 Observing Classroom Management and Routines

OBSERVE
Observe the classroom of the Resource Teacher by accomplishing the given checklist
Checklist on Classroom Routines
Check Yes ( ) if observed and ( ) if not observed.
Classroom Routines Observed ( ) Not Observed (
)
1. Movement into the classroom 
2. Transition in classroom activities 
3. Movement out of the classroom ×
4. Use of lavatories/comfort room / washrooms ×
5. Passing of papers 
6. Passing of books 
7. Working with pairs/groups ×
8. Tardy students ×
9. Absent students ×
10. Submission/Collection of materials 
11. Submission of projects 
12. Asking questions during lessons 
13. Asking for assistance 
14. Joining classroom activities 
15. Lining up ×
16. Walking in line ×
17. Fire drill/ emergencies ×
18. Movement between activities 
19. Use of classroom supplies 
20. Checking of assignments 
Others, please specify
ANALYZE
Analyze the routines set by the Resource Teacher by answering the following questions.
1. Were the routines effective in ensuring discipline and order in the class? Why? Why
not?
- Yes, the routines are effective in ensuring discipline and order in the class for reason
that encourage students to take responsibility for how their classroom functions.
2. Which of those routines where systematic and consistently implemented? Explain your
answer.
- The systematic and consistent routines that were implemented base on my observation
are transition of activities, submission of materials, submission of projects, asking for assistance,
joining class activities and use of classroom supplies since these activities needs proper guidance
and attention by the resource teacher.
REFLECT
Reflect on the various routine observe.
1. Which of the routine will you most likely apply in your class? Why? Why not?
- All the routine can be applied in class but there are few that I surely will always apply
to the class like asking question, checking assignment and passing of project because all them are
involved in learning process.
Activity 6.2 Listing Down Classroom Rules
Resource Teacher: Mrs.Queenie G. Antonino Teachers Signature: ___________

Grade/Year Level: Grade VI – Waling-waling Subject Area: __________________
OBSERVE
Observe a class and list down the classroom rules formulated by the Resource Teacher.
Cite the importance of these rules.
Classroom rules are imperative and must be reinforced for learners' safety and security.
Rules also teach discipline and self-control. Rules eliminate stress and will provide a more
pleasant, secured and non-threatening environment. Rules in sure the students' engagement and
focus in their classroom activities.
Classroom Rules Importance
1. E.g. Read directions well. -Ensure less error in answering the activity
2. Please wear a mask always before To maintain safety and protection from the
entering the classroom. virus.
3. Body temperature check is required. To ensure safety, protection and provide
instant medical prescriptions.
4. Please keep classroom neat and clean. To maintain cleanliness and orderliness of
the classroom.
5. Avoid touching your eyes, nose, mouth, To avoid being infected to viruses and germs.
and face.
6. Don’t share personal items with friends. To ensure safety, protection and
responsibility.
ANALYZE
1. Analyze each given rules. What circumstances led to the formulation of the rule?
- The formulation of the rules is based on the situation that happened today.
2. Are classroom rules really important?
Yes, because this serve a basis of the student of what they need to do and to avoid
conflict.
REFLECT
Reflect on the various classroom rules set by the Resource Teacher. Will you have the same
rules? If not, what rules are you going to employ? Explain your answer.
-If the situation some what the same today, I will incorporate rules that similar to the tea
rules set by the resource teacher.
Take some snapshot of the classroom routines employed by the Resource Teacher which are
worth emulating. Tell something about the pictures.
The teacher conducting an online class.

Evaluate Your Work Task, Field Study 1 – Classroom Management and Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher; and Observe how the
students execute the various classroom routines.
Name of FS Student _____________________________________ Date Submitted __________
Year & Section _______________________________________ Course ___________________
Learning Excellent Very Satisfactory Satisfactory Needs Improvement
Episode 4 3 2 1
Accomplish All observation One (1) to two (2) Three (3) Four (4) or more
ed questions/tasks observation observation observation
Observatio completely answered/ questions/tasks not questions/tasks questions/tasks not
n Sheet accomplished answered/ not answered/ answered/ accomplished.
accomplished. accomplished.
Analysis All questions were All questions were Questions were Four (4) or more
answered completely; answered completely; not answered observation questions
answers are with answers are clearly completely; were not answered;
depth and are connected to theories; answers are not answers not connected to
thoroughly grounded grammar and spelling clearly connected theories; more than four
on theories; grammar are free from errors. to theories; one (4) grammatical/ spelling
and spelling are free (1) to three (3) errors.
from error. grammatical/
spelling errors.
Reflection Profound and clear; Clear but lacks depth; Not to clear and Unclear and shallow;
supported by what supported by what shallow; rarely supported by what
were observed and were observed and somewhat were observed and
analyze. analyzed. supported by what analyzed.
were observed and
analyzed.
Learning Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not reflected
Artifacts on in the context of on in the context of reflected on in the on in the context of the
the learning the learning context of the learning outcomes; not
outcomes; complete, outcomes; complete; learning complete; not organized;
well-organized, well organized; very outcomes; not relevant
highly relevant to the relevant to the complete; not
learning outcome. learning outcome organized,
relevant to the
learning outcomes
Submission Submitted before the Submitted on the Submitted a day Submitted two (2) days or
deadline deadline after the deadline more after the deadline
score (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
_______________________________________________ __________________
1. What term applies to the established ways of managing a classroom into more organized and
systematic structure?
A. Classroom routine
B. Positive discipline
C. Classroom discipline
D. Classroom management
2. When is the best time to establish classroom routines?

A. At the start of the year
B. At the end of the class
C. At the start of the activity
D. At the start of the class discussion
3. What is the primary reason for the establishment of classroom routines?

A. To ensure order sent
B. To eliminate stress
C. To be fair at all times
D. To control the class
4. To ensure order in the transition activities, what must be done? sent

A. Assign a leader
B. Post the rules sent
C. Let students work in groups
D. Set the rules before activity
5. What routine must be set to guarantee the safety of the students?

A. Assign a leader
B. Let them work in pairs
C. Let them work individually
D. Set the do's and don’ts in every activity
LEARNING Physical and Personal Aspects of Classroom

FIELD STUDY 1
EPISODE Management
FS 1 7
SPARK Your Interest

This Episode tackles classroom management and discipline. It focuses on the personal
physical aspects of classroom management which are central to teaching and therefore must be
consistently implemented.

 identify the two (2) classroom management; and
 determine the classroom management strategies that the Resource Teacher
employed in his/her class.

Classroom management refers to the wide variety of skills and techniques that teachers
use to keep students organized, orderly, focused, attentive on tasks and academically productive
in class.
Ref: edglossary.org
Importance of Effective Classroom Management
 Increases chance of student success.
 Paves the way for the teacher to engage students in learning.
 Helps create an organized classroom environment.
 Increases instructional time - creates consistency in the employment of rules and
regulations.
 Aligns management strategies with school wide standards.
 Decreases misbehavior in the classroom.
 Gives student boundaries as well as consequences
Ref: http://www.ehow.com
Two aspects of Classroom Management.

1. Personal Classroom Management consists of managing your own self to ensure order
anddiscipline in your class. It includes:
1.1 . voice
1.2 . personal grooming
1.3 . attendance
1.4 . punctuality
1.5 . personal graciousness
Managing yourself as a teacher contributes to the order and well-being of your class.
2. Physical Classroom Management consists of managing the learning environment.Attending

to these physical elements of the learning environment ensures the security and order in the
class. It includes:
3.1. ventilation
3.2. lighting
3.3. acoustics
3.4. seating arrangement
3.5. structure / design of the classroom
3.6. physical space/learning stations
Some Effective Classroom Management Strategies
1. Model to the students how to act in different situations.
2. Establish classroom guidelines
3. Document the rules.
4. Refrain from punishing the entire class
5. Encourage initiative from class
6. Offer praise and rewards
7. Use non-verbal communication
8. Take time to celebrate group effort
9. Let students work in groups
10. Interview students to assess their needs
11. Address bad behavior quickly
12. Consider peer teaching
13. Continuously engage the students
14. Assign open-ended project
15. Write group contracts
Activity 7.1 Identifying Personal and Physical Aspectsof Classroom Management
Resource Teacher: Mrs. Queenie G.Antonino Teachers Signature: ___________

Grade/Year Level: Grade IV – Waling waling Subject Area: __________________
OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal and physical
aspects of classroom management ensure proper classroom management and discipline. Check if
these aspects were observed in the classroom.
ASPECTS OF CLASSROOM MANAGEMENT YES NO

1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the 
learners.
1.2 Is the teacher’s voice modulated and can be heard by the entire class? 
1. 3 Was the teacher present in class? 

1.4 Did the teacher arrive on time in class? 
1.5 Does the teacher exude a positive attitude towards in teaching? 
2.Physical Classroom Management
2.1 Is the classroom well-ventilated? 
2.2 Is the lighting good enough? 
2.3 Is the classroom free from noise? 
2.4 Does the seating arrangement provide better interaction? 
2.5 Is the design/structure of the room inviting to classroom activities? 
2.6 Is the physical space/learning station clear from obstruction? 
ANALYZE
Analyze the different elements of personal/physical classroom management and answer the
following questions?
1. How does the voice of the teacher affect classroom instruction?
- If the voice of the teacher is load clear in announcing the classroom instruction the student
can easily acquire accurate information.
2. How does the punctuality of the teacher affect classroom discipline?
- The punctuality of the teacher affects the classroom discipline because I believe student
learn based on what they observe from the teacher. If the teacher show punctuality a chance
that the student follows with the behavior of the teachers.
3. Why do we need to check on the physical aspects of classroom management?
- It’s important to check the physical aspect of classroom management because if the
classroom is not organized it leads to a distraction for the learners.
REFLECT
Reflect on the aspects of personal and classroom management.
1. What does this statement mean to you as a future teacher? Explain.

“No amount of good instruction will come out without effective classroom management”.
-This phrase tells us that If a teacher in a certain classroom doesn't know how to
effectively manage a classroom, then he/she will also not be able to formulate and give any good
instruction that sometimes leads to the failure of the students to learn.
2. What are your plans in ensuring effective classroom management?
- For me, to ensure an effective classroom management I will let the students to engage in
formulation the classroom rules for them to be aware and since there all agree with the rules that
we are set they have no reason to not follow this.
Activity 7.2: Demonstrating knowledge of positive and non-violet discipline in the

management of learner behavior
OBSERVE
Observed the classroom management strategies that your Resource Teacher employs in
the classroom. You may also conduct an interview to substantiate your observation.
Check the management strategies employed by Resource Teacher.
Check (/) observed, put an (X) if not observed and 0 for no opportunity to observed.
Effective Classroom Management Strategies Observed Not Not
Observed opportunit
y to
observe
1. Model to students how to act in different situations. 
2. Establish classroom guidelines. 

3. Document the rules 
4. Refrain from punishing the entire class. 
5. Encourage initiative from the class. 
6. Offer praises and rewards 
7. Use non-verbal communication 
8. Take time to celebrate group effort. 
9. Let students work in group. 
10. Interview students to assess their needs. 
11. Address bad behavior quickly. 
12. Consider peer teaching. 
13. Continuously engage the students. 
14. Assign open-ended projects. 
15. Write group contacts 
Others(Please Specify)
16.
17.
18.
19.
20.
ANALYZE
Analyze the checklist you have accomplished and answer the given questions.
1. How many strategies were employed by the Resource Teacher? Did these contribute
better classroom management? Explain your answer.
-All strategies were employed by the resource teacher, those strategies contribute better in
classroom management because the resource teacher do, her responsibility to help student learn
effectively.
2. What were not used by the Resource Teacher? Were these important? What should have
been used instead? Explain.
-All strategies had been employed.
REFLECT
As a future teacher, reflect on the observation then answer the given question.
1. What classroom management strategies do I need to employ to response to diverse types of
learners?
- The classroom management strategies that we need to employ in order to respond to
diverse types of learners are first, interview them to evaluate their needs and let them work in
groups in order for them to be aware of their individual differences. Consider peer teaching and
take time to celebrate group effort. These are just some of the many important classroom
management strategies to effectively employ in the class and as we go on, we can always think
of new strategies and improvement in our classroom.
SHOW Your Artifacts
Show piece(s) of evidence of learning to capture the classroom management strategies used by
your Resource Teacher.

Evaluate Your Work Task. Field Study 1: Episode 7: Physical and Personal Aspects of Classroom
Management
Learning Outcome: identify the two (2) classroom management; and determine the classroom management
strategies that the Resource Teacher employed inhis/her class.


Episode Improvement
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation questions/tasks observation questions/tasks not observation
Sheet completely questions/tasks answered/accomplish questions/tasks not
answered/accomplish completely ed. answered/accomplis
d.
analyzed.
after the deadline
COMMENTS Rating:
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
_________________________________________ ________________
1. How will you prevent truancy among students? A. Check attendance
regularly.
B. Allocate budget for each student.
C. Improve sanctions on absentees
D. Prepare and teach your lessons effectively at all times.
2. What will be the most effective way of dealing with non-participative

students?
A. Let them do what pleases them
B. Refer the matter to the Guidance Counselor.
C. Employ engaging and enjoyable activities.
D. Give them the grader they deserve based on their performance.
3. How will you help the shy and timid students in your class? A. Treat
them naturally.
B. Let them be as they are.
C. Refer them to the Guidance Office.
D. Encourage them to join as many activities in class.
4. How will you put to optimum use the leadership skills of your students?
A. Recognize their leadership skills.

B. Let them just do what they please.
C. Refrain from calling them all the time.
D. Empower them to initiate activities in class.
5. To discipline unruly students, Teacher Helen always tells her students

"Remember I am theperson in authority here. I have the power to pass or
fail you." Do you agree with Teacher Helen's reference to power?
A. We need more data to give a categorical answer.
B. Yes, passing and failing are in the hands of a teacher.
C. Yes, one may use the power given you to blackmail students.
D. No, teacher authority is not meant to be used to pass or fail students.

LEARNING
FIELD STUDY 1
EPISODE Understanding the school Curriculum
FS 1 8 Close Encounter with the School Curriculum
SPARK Your Interest
Formal education begins in school. Schools are institutions established to design total learning
activities appropriate for each team in each grade level. Thus schools have recommended curriculum
which is the enhanced K to 12 curriculums. The recommended curriculum was translated into
written curriculum like books, modules, teachers' guides and lesson plans which are the basis of the
taught curriculum. A teacher who implements the curricula needs support materials (support
curriculum) to enhance teaching and learning so that the written and the taught curricula can be
assessed (assessed curriculum) in order to determine if learning took placed (learned curriculum).
However, there are so many activities that happen in schools but are not deliberately planned. This
refers to the hidden curriculum.
A classroom teacher plans, implements and evaluates school learning activities by preparing a
miniscule curriculum called a lesson plan or a learning plan. The teacher then puts life to lesson plan
by using it as a guide in the teaching-learning process where different strategies can be used to
achieve the learning objectives or outcomes. There are many styles of writing a less plan, but the
necessary parts or elements such as (a) Learning Outcomes (b) Subject Matter (c) Teaching --
Learning Strategies, and (d) Evaluation or Assessment should always be included.
All of these elements should be aligned so that at the end of the teaching-learning episode,
learning will be achieved with the classroom teacher is a guide.

At the end of this Episode, I must be able to;
 identify the different curricula that prevail in the school setting;
 describe how the teacher manages the school curriculum by planning, implementing lessons
through different strategies and assessment of learning outcomes; and
 analyze if the teacher aligns the objectives to subject matter, to teaching strategies and
assessment
School Curriculum: What is this about?

From a broad perspective, curriculum is defined as the total learning process and
outcomes as in lifelong learning. However, school in this course limits such definition of total
learning outcomes to confine to a specific learning space called school. Schools are
formalinstitutions of learning where the two major stakeholdersare the learners and the teacher.
Basic education in the Philippinesthe Department of Education orDepEd and the
recommended curriculum is the K-12 Enhanced Basic Education Curricula of 2013. All basic
education schools offering kindergarten (K) elementary (Grades 1 to 6) and Secondary (Grades 7-10,
Junior High School and Grades 11 to 12, Senior High School) adhere to this national curriculum as a
guide in the implementation of the formal education for K to 12.
What are the salient features of the K to12 Curriculum? Here are the features. It is a
curriculum that:
16. strengthens the early childhood education with the use of the mother tongue,
17. makes the curriculum relevant to the learners. The use of contextualized lessons
andaddition of issues like disaster preparedness, climate change and information and
communication technology (ICT) are included in the curriculum. Thus, in-depth knowledge,
skills and values, attitude through continuity and consistency across every level and subject,
18. builds skills in literacy. With the use of Mother Tongue as the main language in
studyingand learning tools from Kto Grade 3, learners will become ready for higher level
skills,
19. ensures unified and seamless learning. The curriculum is designed in a spiral
progressionwhere the students learn first the basic concepts, while they study the complex
ones in the next grade level. The progression of topics matches with the developmental and
cognitiveskills. This process strengthens the mastery and retention,
20. gears up for the future. It is expected that those who finish basic education in Grade 12
willbe ready for college or tech voc careers. Their choice of careers will be defined when
they go to Grade 11 and 12,
21. nurtures a fully developed youth. Beyond the K to 12 graduates the learner will be ready
to embark on different career paths for a lifetime. You will recall that a school curriculum is
of many types for the Kindergarten to Grade 12 in the country.
• The enhanced curriculum K to 12 curriculum is the Recommended Curriculum. It is to

be used nationwide as mandated by Republic Act 10533.
• When the curriculum writers began to write the content and competency standards of the
K to 12 Curriculum it became a Written Curriculum. It reflects the substance of RA
10533 or the Enhanced Basic Education Act of 2013. In the teacher's class it is the lesson
plan. A lesson plan is a written curriculum in miniscule.
• What has been written in a lesson plan has to be implemented. It is putting life to the
written curriculum, which is referred to as the Taught Curriculum. The guidance of the
teacher is very crucial.
A curriculum that has been planned, and taught needs materials, objects, gadgets, laboratory and
many more that will help the teacher implement the curriculum. This is referred to as the
Supported Curriculum.
• In order to find out if the teacher has succeeded in implementing the lesson plan, an
assessment shall be made. It can be done in the middle or end of the lesson. The
curriculum is now called the Assessed Curriculum.
• The result of the assessment whensuccessful is termed as Learned Curriculum. Learned
curriculum whether small or big indicates accomplishment of learning outcomes.
• However, there are unplanned curriculums in schools. These are not written, nor
deliberately taught but they influence learning. These include peer influence, the media,
school environment, the culture and tradition, natural calamities and many more. This
curriculum is called Hidden Curriculum or Implicit Curriculum.
So what will be the roles and responsibilities of the teacher in the relations with the school
curriculum, specifically in the K to 12 or the enhanced curriculum for basic education?
Teachers then should be multi talented professionals who
• know and understand the curriculum as enumerated above;
• write the curriculum to be taught;
•plan the curriculum to be implemented;
•initiate the curriculum which is being introduced;
•innovate the curriculum to make it current and updated;
• implement the curriculum that has been written and planned; and
• evaluate the written, planned and learned curriculum.

Activity 8.1 Curricula in the School Setting

It’s time to look around. Discover what curriculum is operating in the school setting. Recall the
types of curriculum mentioned earlier. Can you spot where these are found? Lets do a hunting
game!
OBSERVE

Grade/Year Level: Grade VI Waling-Waling Subject Area: __________________
1. Locate where you can find the following curriculum in the school setting. Secure a copy,
make observations of the process and record your information in the matrix below. Describe
your observations.
Type of Curriculum Where Found Description
1. Recommended Can be found in school It it’s given by the different
Curriculum (K to 12 guidelines agencies like Dep. Ed and CHED.
guidelines)
2. Written Curriculum Found in Teachers file. It is all about document of school

(Teacher’s Lesson Plan) written by teachers.
3. Taught Curriculum Policies and values that It all about values that are taught to
(Teaching Learning Process) teaches by the teacher the student.
every day.
4. Supported Curriculum Found in Library Book used in teaching.

(Subject textbook)
5. Assessed Curriculum Found in teachers files. This is created by teacher used to

(Assessment Process) evaluate learners.
6. Learned Curriculum Found in teachers files. It is expected output or outcomes

(Achieved Learning of the teaching process.
Outcomes)
7. Hidden Curriculum Can be found or learn This is unwritten or unintended

(Media) during class discussion. lesson learn by the student in
school.
ANALYZE
Which of the seven types of curriculum in the school setting is easy to find? Why?
- For me, among the seven curriculum in the school setting is easy to find is supported
curriculum because some of these you can see anywhere in school especially in library.
Which is difficult to observer? Why?

- Hidden Curriculum (Media) Because this is the unintended curriculum It defines what
students learn from the physical environment, the policies, and the procedures of the school.
applied to any learning outcomes that are not expressly designed in a lesson plan
Are these all found in the school setting? How do curricula relate to one another?
Yes, all of this is found in school setting and its related to one another because it is all helpful
in student learning process and both beneficial for teachers and learners.
Draw a diagram to show the relationship of one curriculum to the other.
REFLECT
Make a reflection on the diagram that you have drawn.
The relationship between the different types of curriculum is highly connected and they
both serve to enhance each other. Each curriculum has a role that can help for other curriculum
to become more effective for both teacher and learners. Curriculum is one of the important tools
used to in teaching process to become learning effective for learners. Through the use of this
curriculum makes teaching easy because you have a guide on what you need to do to achieve
your learning objectives.
Activity 8.2 The Miniscule School Curriculum: The Lesson, A closer Look


Grade/Year Level: Grade VI Waling waling Subject Area: __________________
OBSERVE
This activity requires a full les observation from Motivation to Assessment.

Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in particular grade/year
level.
2. Keep a close watch on the different components of the miniscule curriculum: the lesson
3. Follow the three major components of a curriculum (Planning. Implementing and Evaluating/
Assessing. Observe and record your observation.
Observe and Record Observation on the Following Aspects Major Curriculum
Major Curriculum Key Guide for Observation (Carefully look for the
Components indicators/behavior of the teacher along the key points. Write your
observation anddescription in your notebook.)
A. Planning 1. Borrow the teacher's lesson plan for the day. What major parts do
you see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to
implementtheplan?
d. Will the teacher assess or evaluate the lesson? How will thisbe
done?
B. Implementing Now it's time to observe how the teacher implemented the prepared
lesson plan Observe closely the procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task?/ Or were they participating in the
class activity?
f. I Was the lesson finished within the class period?
C. Evaluating/Assessing Did learning occur in the lesson taught? Here you make observations
to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence
ANALYZE
Write a paragraph based on the data you gathered using these key questions?
1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
 I observe that the teacher is effective and she not far from the ideal characteristic
of global quality of the teacher because she did his responsibilities as a teacher.
She works with their students to co-create new learning opportunities.
2. Was the lesson implemented as planned? Describe,

 Yes, the lesson implemented was planned. She use strategies that suited for the
differences of her leaner, she cannot focus only focus on strategy but rather she
used a lot of strategies in presenting his lesson.
3. Can you describe the disposition of the teacher after the lesson was taught? Happy and
eager? Satisfied and contented? Disappointed and exhausted?
 The teacher still manages her lesson despite of the different abilities of her
student. The student actively engages in their lesson and the teacher and student
collaborate effectively.
4. Can you describe the majority of students' reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
 After the class, majority of the learner are happy and contented because they
achieve the learning objective.
REFLECT
Based on your observations and tasks in Activity 2 how will you prepare your lesson plan? Make
a short paragraph on the topic.
In creating my lesson plan , I need to have a clear objective, make activities that relate to the
lesson objectives and time bound and most especially understand the topic. The successful
presentation of lesson is based on how you prepared your lesson plan because it is as your guide
in your whole discussion and if your lesson plan is well prepared you can easily teach the
student.
Activity 8.3 Constructive Alignment of the Components of a Lesson Plan

Grade/Year Level: Grade VI – Waling waling Subject Area: __________________

OBSERVE
Using the diagram below fill up the component parts of a lesson plan
I. Title of the Lesson: _Pang- abay
II. Subject area: Filipino
III. Grade Level: Grade 4
Outcomes Teaching Method Assessment
Malaman ang kahulugan ng Lecture method Ano ang pang- abay?

pang-abay. - Pagtatalakay sa kahlugan Ano-ano ang uri ng pang-
Maisaisa ang bawat uri ng ng pang-abay at mga uri abay?
pang pang-abay nito.
Makagawa ng pangungusap
gamit ang pang-abay.
ANALYZE
Answer the following questions based on the diagram.
1. Are the three components constructively aligned? Explain.

 Yes, I set the objective first base on the topic the I discussed about the topic, and I
conducted a assessment related to the objectives.
2. Will the outcomes be achieved with the teaching methods used? Why?
 Yes, because the lesson is discussed little by little to clearly understand by the
learners.
3. What component would tell if the outcomes have been achieved?
 The assessment because in this area allow teacher to evaluate his/her student if
they truly understand the lesson.
REFLECT
What lessons have you learned in developing or writing a lesson plan?

 I have learned that in developing or writing lesson plan you should first set your
objective that is clear for everyone. After that you should find teaching strategies
that suitable for your learning objective. After that make an assessment that can
evaluate the student id they truly understand the lesson
What value will it give to the teacher if the three components are aligned?
 The value of success will be gained by teacher if the three components are aligned
together. Success in delivering the lessons efficiently, and learning to the students
effectively
Learning Artifacts for Activity 1-3

Present an artifact for Activity 1, 2, and 3.
Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the school setting. This
can be pictures, documents or others.
Activity 2: Artifact
1. Present a sample curriculum in a form of a Lesson Plan
Activity 3: Artifact
2. Present a matrix to show the constructive alignment of the three components of a lesson
plan.
a. Example:
Lesson Title: The 3 Basic group of food.
Subject Area: Science
Grade Level: Grade 4
Lesson Outcomes Teaching Methods Evaluation
 What are the 3-basic

 Define each Lecture method group of food?
group of food.  Give 5 example for

 Classify the each group of food?
food according  What is the
to the group. importance of the
 Elaborate the eating the three group
effect of each of food in our body?
group of food
in our body.
Evaluate Your Work Task. Field Study 1: Episode 8: Close Encounter with the School Curriculum
Learning Outcome: Identify identify the different curricula that prevail in the school setting.
*Describe how the teacher manages the school curriculum by planning, implementing lessons
through different strategies and assessment of learning outcomes.*Analyze if the teacher aligns
the objectives to subject matter, to teaching strategies and assessment.


Episode Improvement
d.
Reflection Profound and clear; Clear but lacks depth,
Not so clear and Unclear and shallow,
analyzed.

after the deadline
COMMENTS Rating:
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
_________________________________________ ________________
Choose the correct answer from the options given

1. When we say school curriculum it only refers to the K to 12 curriculum.
A. This statement is true
B. This statement is not true
C. This statement is half true
D. This statement is silly
2. A professional teacher shouldskills to address the need for a curricularist EXCEPT one. Which
one is NOT?
A. Knower of the curriculum
B. Believer of the curriculum
C Implementer of the curriculum
D. Writer of the curriculum
3. The influence of multimedia, peers, community tradition, advancement in technology,though

not deliberately taught in the lessons will influence the curriculum. This is referred to as ______.
A. written curriculum
B. recommended curriculum
C. implemented curriculum
D. hidden Curriculum
4. Which two components of the lesson plan (as a miniscule curriculum) should be aligned?
I. Outcomes and Assessment
II. Assessment and Teaching Methods
III. Outcomes and Teaching Methods
A. I only B. II only C. III only D. I, II and III
5. What is the most important why there should be constructive alignment of thecomponents of
the curriculum?
A. For case of correcting by the school principal
B. To assure that each component contributes to the attainment of the learning outcomes
C. As a required template when starting to write a lesson plan

D. As a model of other lesson plans written and published
LEARNING
FIELD STUDY 1
EPISODE Preparing for Teaching and Learning
FS 1 9
SPARK Your Interest

This Episode gives emphasis on the principles of learning which must be applied to
ensure quality instruction. It also focuses on the intended learning outcomes which set the
direction of the lesson. They must be (SMART) Specific, Measurable, Attainable, Realistic and
Time-bound) and formulated in accordance with time-tested principles. It also determines the
teaching method used by the Resource Teacher whether (inductive or deductive) which is the
practical realization or application of an approach. This episode dovetails with the course on
Facilitating Learner-Centered Teaching.

 identify the teaching-learning practices that apply or violate the principles of teaching
Learning;
 determine the guiding principles on lesson objectives/learning outcomes applied in
instruction;
 judge if lesson objectives/intended learning outcomes are SMART;
 determine whether or not the intended learning outcomes are achieved at the end of the
lesson;
 observe the teaching methods used by the Resource Teacher, and
 differentiate the different methods of teaching
These are the time-tested principles of teaching and learning

1. Effective learning begins with setting clear expectations and learning outcomes,
2. Learning is an active process, "What I hear, I forget; what I see, I remember; what I do, I
understand."
3. Learning is the discovery of the personal meaning of ideas. Students are given the
opportunity to connect what they learn with other concepts learned, with real world
experiences and with their own lives.
4. Learning is a cooperative and a collaborative process.
A teaching method consist of systematic and orderly steps in teaching-learning process. It is the
practical realization or application of an approach. All methods of teaching can be classified
either as deductive (direct) or inductive (indirect).
DEDUCTIVE INDUCTIVE
Begins with a rule, Begins with the
generalization, Methods concrete, experience
abstraction and ends Of details, examples
Teaching
with concrete, and ends with a rule,
experience, details generalization
examples abstraction
Activity 9.1 Demonstratingan Understanding of Research-Based Knowledge

Principles of Teaching and Learning

Grade/Year Level: Grade III- Magalang Subject Area: __________________
OBSERVE
Observe class with the use of the principles of learning given in Revisit the Learning Essentials. I
will identify evidence of applications/violations of the principles of learning. I can cite more than
one evidence per principle of learning.
What did the Resource Teacher do to
Principles of Learning apply the
principle of learning
1. Effective learning begins with the
setting of clear and high expectations At the beginning of the class the teacher must
of learning outcomes prepared to lesson and present to the class.
2. Learning is an active process Students were encouraged to participate fully

in class discussions and educational learning
activities by the teacher.
3. Learning is the discovery of personal The teacher gives learners the opportunity to
meaning and relevance of ideas think about and express their thoughts on the
topic, as well as discuss it in front of the class.
4. Learning is a cooperative and a The teacher assigns students to interpret the
collaborative process. Learning is poetry by producing, brainstorming ideas with
enhanced in an atmosphere of their peer groups, and debriefing their final
cooperation and collaboration thoughts in a group work exercise
ANALYZE
1. What principles of learning were most applied?

Most Applied
 For me, the most applied principle of learning is learning

cooperative, because teacher always grouped the learners to share
their ideas about the topic.
Least Applied
 For me, learning is the discovery of personal meaning and

relevance of ideas because almost of the time spent by teacher
explaining her/his ideas.
Give instances where this/these principle/s could have been applied?

 In class, the teacher did the majority of the work. This is in sharp
contrast to a teacher who mostly assists students in their learning
while the students, are the ones who contribute ideas to a given
topic.
REFLECT
From among the principles of learning, which one do you think is the most important?
 For me, the most important principle of learning is learning is an
active process because this principle must be actively interested,
engage in higher-order cognitive tasks such as analysis, synthesis,
and assessment.
Activity 9.2 Identifying Learning Outcomes that are aligned with Learning Competencies

Grade/Year Level: Grade VI- Waling waling Subject Area: __________________
OBSERVE
Observe class, this time focusing on how the learning outcomes were stated. Determine if the
learning outcome/s was/were achieved or not. Give evidence.
1. Write the learning outcomes stated in the lessons.
(SMART
Achieved
Learning Outcomes Objectives)
1. Paints a landscape using shapes and

 
colors.
2.Sketches and paints a mural using
shapes and colors appropriate to the way  
of life of the cultural community.
3.Realize the choice of colors use gives
 
the mood or feeling.
4.Analyzing pictures  
5.Make a paragraph from the picture
 
presented.
2. Cite pieces of evidence that these learning outcomes were achieved.
1. The learner’s output
2. The paragraph presented by the student
3. Picture of student painting a landscape.
ANALYZE
1. Do SMART objectives make the lesson more focused?
Yes, because it will serve for the teacher on what they need to do and accomplish.
Without clear objective the teachers become distracted and not focus for the lesson because they
cannot now what they need to do.
REFLECT
Reflect on the
Lesson learned in determining SMART learning outcomes
Determining SMART learning outcomes will help teacher reaching lesson outcomes. It is
important to have a clear learning objective because serve as guides for student on what they
need to achieve in this class discussion. In that why they can easily respond the teacher question.
It also help for the teachers to choice the best teaching strategies in order to achieve the learning
outcome.
Activity 9.3 Distinguishing Between Inductive and Deductive Methods of Teaching

Grade/Year Level: Grade III- Magalang Subject Area: __________________
OBSERVE
I will observe one Resource Teacher with the use of this observation sheet. Using the guide
questions, I shall reflect on my observation and analysis.
Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-
learning process? How? Were they mere
passive recipients of instruction?
Was the emphasis on the mastery of the Was the emphasis on the students’
lesson or on the test? Prove. application of the lesson in real life? Give
proofs.
Was class atmosphere competitive? Was class atmosphere collaborative? Why?

Why?
Did teacher focus only on one Did teacher connect lessons to other
discipline/subject? disciplines/subjects?
What teaching-learning practice shows that teaching approach was:

a) Constructivist-connected to past experience of learners; learners constructed new
lesson meanings
b) Inquiry-based
c) Developmentally appropriate-learning activities fit the developmental stage of

children
d) Reflective
e) Inclusive- No learner was excluded; teacher taught everybody.
f) Collaborative- Students worked together
g) Integrative- Lesson was multidisciplinary- e.g. In Science, Math concepts were

taught
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and for the
test?
 The he students will be enclosed in the four corners of the
classroom; the learning will not extend to the real world because
the students are just bombarded with concepts but with no
application. Students will study just for the sake of examinations
and what the teacher had taught would be easily be forgotten
2. If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?
 For me, I prefer to use student centered to help the students
increase their participation, encourage teamwork, and improve
discipline.it allow them to learn from their own.
REFLECT
Reflect on Principles of teaching worth applying
It is important to apply the principle of teaching because it will help to the teaching become
effective and successful. If I become a teacher someday I will create an active learning
environment in which all student has an opportunity to show or express their ideas and thoughts.
I also create a classroom that conducive for learning so that the learning process become
effective.

Direction: Encircle the letter of the correct answer
1. Teacher Rose believes that students need not know the intended learning outcome of the
lesson. She proceed to her learning activities at once without letting them know what they are
supposed to learn for the day. Which principle of learning does Teacher Rose negate
a. Effective learning begins with setting clear expectations and learning Outcomes
b. Learning is an active process
c. Learning is the discovery of the personal meaning of ideas
d. Learning is a cooperative and a collaborative process
2. Teacher Lil avoids drills out of context. She gives real-world Math problems for students to
drill on. Teacher Lil is very much convinced of which principle of learning?
a. Learning is an active process
b. Learning is the discovery of the personal meaning of ideas.
c. Learning is a cooperative and collaborative process
d. Effective learning begins with setting clear expectations and learningoutcomes
3. For meaningful teaching and learning, it is best to connect the lesson to the life of students by
integrating a relevant value in the lesson. Which principle is applied?
a. Lesson objectives intended learning outcomes must integrate 2 or 3 domains-
cognitive, skill and affective or cognitive and affective or skill and affective.
b. Begin with the end in mind.
c. Share lesson objectives /intended learning outcomes with students.
d. Write SMART lesson objectives intended learning outcomes
4. Teacher Ruben wanted his students to rate their own work using the scoring rubricwhich he
explained to the class before the students began with their task. Based on revised Bloom's
taxonomy, in which level of cognitive processing are the students?
A. Evaluating C. Applying
B. Synthesizing D. Analyzing
5. You are required to formulate your own philosophy of education in the course,The
Teaching Profession. Based on Bloom's revised taxonomy, in which level of cognitive
processing are you?
A. Analyzing C. Creating
B. Applying D. Evaluating
Post proofs of learning that you were able to gain in this Episode. You may attach the
lesson plan (s) used by your Resource Teacher to show intended learning outcomes and the
method used in class.
Evaluate Your Work Task. Field Study 1: Episode 9: Preparing for Teaching and Learning
Learning Outcome: Identify the teaching-learning practices that apply or violate the principles of
teaching learning;determine the guiding principles on lesson objectives/learning outcomes applied in
instruction; judge if lesson objectives/intended learning outcomes are SMART; determine whether or not
the intended learning outcomes are achieved at the end of the lesson; observe the teaching methods used
by the Resource Teacher, anddifferentiate the different methods of teaching.

Episode Improvement
d.
analyzed.
after the deadline
COMMENTS Rating:
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
_________________________________________ ________________
FIELD STUDY 1 LEARNING
EPISODE The Instructional Cycle

FS 1 10
SPARK Your Interest
This Episode centers on the guiding principles in the selection and use of teaching
methods. It will also tackle lesson development in the OBTL way. The K to 12 curriculum and
teacher education curriculum are focused on outcomes, standards and competencies. This means
that lessons must be delivered with focus on outcomes. Likewise, this Episode dwells on types of
questions, questioning and reacting techniques that teachers make use of. The type of questions
that teachers ask and their manner of questioning and reacting to student responses have a
bearing on class interaction. This Episode strengthens the theories learned in the course,
Teaching Methods and Strategies and in other professional subjects in Education.

At the end of this Episode, I must be able to;
 identify the application of some guiding principles in the selection and use ofteaching
strategies
 determine whether or not the lesson development was in accordance with outcomebased
teaching and learning
 identify the Resource Teacher's questioning and reacting techniques
 outline a lesson in accordance with outcome-based teaching-learning

These are the guiding principles in the selection and use of teaching methods;
1. Learning is an active process
2. The more senses that are involved, the more and the better the learning
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning
5. Good teaching goes beyond recall of information
6. Learning is meaningful when it is connected to students' everyday life.
7.An integrated teaching approach is far more effective than teaching isolated bitsof
information.
Realizing the importance of these guiding principles in teaching and learning, the
Department of Education promotes Standards and Competency-Based teaching with its K to
12 Curriculum Guide. The Technical Education Skills Development Authority (TESDA) has
been ahead of DepEd and the Commission on Higher Education (CHED) in the practice of
Competency.
Standards-Based Teaching and Assessment.CHED requires all higher education

institutions in the country to go Outcome-Based Education (OBE) in the CHED Memo 46, s.
2012. Outcome-Based teaching and learning (OBTL) is OBE applied in the teaching-learning
process. It is equivalent to competency-Based and Standards-Based teaching and learning in
the K to 12 Curriculum.
When you apply OBTL, you see to it that the teaching-learning activities (TLAs) and in
turn the Assessment Tasks (ATs) are aligned with the intended learning outcomes. In other
words, is OBTL you first establish your intended learning outcomes (lesson objectives). Then
you determine which teaching learning activities (TLAs) and also assessment tasks (ATs)
you will have to use to find out if you attained your ILO’s.
In lesson planning, the ILOs are our lesson objectives, the TLAs’ are the activities we use
to teach and the AT’s are the evaluation part.
OBE and OBTL are not entirely new. They are importantly new. With mastery learning
of Benjamin Bloom (1971), we were already doing OBE and OBTL.
Likewise, it is also important that teachers must be able to have the mastery of the art of
questioning and reacting techniques to ensure the effective delivery of instruction.
These are the types of questions that teachers ask.
Types of questions that Teachers Ask

1. Factual/Convergent/Closed/Low Who, What, Where, When questions with
level one acceptable answer
2. Divergent/Open-ended/High Open-ended; has more than one acceptable

level/Higher-order/Conceptual answer
a. Evaluation
e.g. When the phone rang and Liz picked it

b. Inference up, she was all smiles. What can you infer
about Liz?
c. Comparison
d. Application
e. Problem-solving
3. Affective e.g. How do you feel?
These are also some of the reacting techniques that teachers use:
1. Providing acceptance feedback
2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer/ expanding the answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behaviour
11. Criticizing respondent for his/her answer
12. Scolding for misbehaviour or for not listening
13. Overusing expressions such as “okay”, “right”
Activity 10.1 Applying the Guiding Principles in the Selection and Use of Strategies

OBSERVE
Observe one class with the use of the observation sheet for greater focus then analyse my
observation with the help of the guide questions.
e.g. Teachers used video on how

1. The more senses that are involved,
digestion takes place and a model
the more and the better the learning.
of the human digestive system.
The teacher gives a group activity

2. Learning is an active process.
which the different part of the body.
3. A non-threatening atmosphere The teacher gives an opportunity to

enhances learning. think and answer the question.
The teacher presents her/his more

4. Emotion has the power to increase
fun and enjoyable to maintain the
retention and learning.
liveliness of the class
The teacher asks a question about

5. Good teaching beyond recall of
the past lesson before introducing
information.
the new one.
6. Learning is meaningful when it is

The teacher gives an example base
connected to students’ everyday
on the real-life situation.
life.
7. An integrated teaching approach is Instead of learning computer class,

far more effective than teaching teacher give activities and project
isolated bits of information. that involves technology.
ANALYZE
What is the best method of teaching? Is there such a thing?

For me, all teaching method good but it depends on the situation and on how to use it.
REFLECT
Reflect on this question.

How do we select the appropriate strategy for our lesson?
In selecting the appropriate strategy for your lesson, try to look back to the learning
objective that you have. Use teaching strategy that can suitable for your intended learning
outcomes.
Activity 10.2 Determining Outcome-Based Teaching and Learning

Grade/Year Level: Grade VI Waling waling Subject Area: __________________
OBSERVE
Observe a class and answer the following questions.
1. Did the teacher state the learning objectives/intended learning outcomes (ILOs)
beginning of the class? Did he/she share them with the class? How?
 Base on my observation the teacher presents first her learning
objective before starting the class discussion. She presents through
power point.
2. What teaching-learning activities (TLEs) did he/she use? Did these TLAs help
him/her attain his/her lesson objectives/ILOs? Explain your answer.
 The activities that the teacher used was lecture and she use power
point presentation to present her topic. This activity helps her to
achieve the learning objectives.
3. What assessment task/s did teacher employ? Is/are these align to the lesson
objectives/ILOs?
 The teacher asks a question to the student about the lesson to
assure that the learning outcome was truly achieve.
ANALYZE
What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
Outcome-Based Teaching and

Learning (OBTL) is a student-
centered approach
that was being adopted by the new
curriculums. OBTL focused not on
what the teacher
intended to teach but rather the
emphasis is on what the outcome
from the learner of
that teaching is intended to be
OBTL is a student-centered approach to learning and teaching, which has been widely
adopted in universities across the world. They should be measurable and indicate the
teaching intentions.
REFLECT
Reflect on the use of OBTL.

OBTL helps you to identify the intended outcomes or goals of a module or programmed
and then aligning teaching, learning, and assessment to maximize the likelihood that
students achieve those outcomes.
Activity 10.3 Applying Effective Questioning Techniques

OBSERVE
Observe a class activity. You shall focus on the questions that the Resource Teacher asks
during the classroom discussion. Write the questions raised and identify the level of
questioning.
Examples of
Questions that the
Types of Question
resource teacher
asked
1. Factual/Convergent/Closed/Low level Ano ang Kultura?
Bakit kaialangan
2. Divergent /Higher-order/Open-ended/Conceptual pag-aralan ang
kultura?
Ano ang mga

a. evaluation kultura ng mga
Pilipino?
Ano sa palagay mo
ang epekto ng
b. inference Kultura sa ating
pamumuhay?
Kailangan ba na
pag-aralan ang
ating kultura o
c. comparison Hindi? Bakit?
Magbigay ng
halimbawa ng
d. application kultura na mayroon
tayo.
Sa anong paraan
natin matutulungan
e. problem-solving na mapanatili ang
ating kultura?
Ano ang iyong

mararamdam kapag
nakikita mo n a
3. Affective unti-unti ng
nawawala ang ating
kultura?
ANALYZE
1. Neil Postman once said: “Children go to school as question marks and leave school as
periods! “Does this have something to do with the type of questions that teachers ask
and the questioning and reacting techniques that they employ?
For me, yes because asking question is very important as a student especially when intern
on the lesson through this, they can clarify their concern and make them understand the
lesson. The type of question will also affect how student will response, it will depend on
how they understand the question given for them.
REFLECT
Reflect on
The importance of using various reacting techniques
Reacting techniques is very importance because asking question for student it could help
them to develop their thinking skill and improve their critical thinking. Once the teacher
asks a question the student is trying to think to answer the question that given by his/her
teacher. Asking question, it also one way of teacher to assess the student if they truly
learn from the lesson. In that way the teacher will explain again if they having difficulty
in understanding the lesson.

Show proofs of learning that you were able to gain in the Episode by interviewing at least two
teachers on their thoughts on OBTL.
Evaluate Your Work Task. Field Study 1: Episode 10: The Institutional Cycle
Learning Outcome: Identify the application of some guiding principles in the selection and use ofteaching
strategies; determine whether or not the lesson development was in accordance with outcomebased
teaching and learning; identify the Resource Teacher's questioning and reacting techniques; and outline a
lesson in accordance with outcome based teaching-learning.


Episode Improvement
d.
analyzed.
after the deadline
COMMENTS Rating:
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
_________________________________________ ________________

Direction: Encircle the letter of the correct answer. Episode 1
1. Learning is an active process. Which one is an application of this principle?

A. Avoid drills which are out of context.
B. Teach your content from multidisciplinary perspective
C. Group students for work or project, the way project becomes less expensive.
D. Let students learn the steps in opening a computer by making them follow the steps
2. The more senses that are involved, the more and the better the learning which practice is
aligned with this principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents as resource speaker in class.
D. Bring students to field trips with consent of school and parents.
3. In OBTL, upon which should my assessment be based?
A. Content C. Scope of subject matter
B. Intended Learning Outcome D. Teaching and Learning Activity
4. Which type of question will least promote interaction among students?
A. Divergent C. Convergent
B. Conceptual D. Inference
5. To obtain well-thought out answers, which questioning behavior helps?

A. Allowing sufficient time
B. Asking open-ended questions
C. Asking non-direction question

D. Involving as many as possible
DOCUMENTATION/APPENDICES
DAILY JOURNAL
DAY 1: February 21, 2022

February 21 was our first day of deployment for our field studies 1 and 2. Today, Ma'am
Mary Grace Gallego instructed us to gather and prepare our important documents like CCTS,
vaccination cards, and notarized parent's consent, along with our school ID. After an hour of
waiting, Ma'am Gallego finally arrived at the venue. She immediately checked our documents
and attendance to see if everybody was present. We did pictorials for our documentation. After
so many errands, we decided to go to our cooperating school. When we arrive at our cooperating
school, the faculty and staff welcome us warmly. Ma'am Gallego forwarded our documents and
files to the head teacher of the school, and then after that, we underwent orientation, reading of
MOA, presenting and explaining the rules and regulations of the school, introduction of teachers,
distribution of pre-service teachers to their respective cooperating teachers, and Sir Ronald
Pelitro gave the chance to the cooperating teacher to orient us, the pre-service teacher. Me and
Joylen are assigned to the same cooperating teacher, which is Ma'am Queenie G. Antonino. We
are assigned to the Grade Six section, Waling-waling. After a little discussion, Ma'am Queenie
gave us ample time to do our chores and personal things. Ma'am Queenie is indeed a kind-
hearted and happy person. I like her personality, especially her sense of humor, which I do not
have. That's all for today.
Today is our second day of field study. I could definitely say that our cooperating school
was a friendly school. Not only was the school itself friendly, but the faculty and staff were all
kind and smart. On our second day, we cleaned the front area of our designated room. We swept,
watered the flowers, picked up trash, and wiped dirt from the windows. As a pre-service teacher,
these tasks are important to me. They are all easy and light jobs for me, but I know that through
these jobs I can show my help and show our cooperating teachers that the products of SKSU are
all responsible and well trained. Nothing really hard or tiring happened today, but I will keep and
continue being an obedient and responsible pre-service teacher because I know someday, I will
do the same thing, but not as a pre-service teacher but as a certified public teacher in God's
perfect timing. Have a nice day!
Benchmarking is the process of comparing your school's spending with similar
schools and schools with similar challenges. It allows your school to look at spend in different
areas such as staffing, supplies and services; buildings and land; as well as against the individual
Consistent Financial Reporting (CFR) codes.
Today is our busy day because we are expecting visitors from the Lambayong District,
specifically from Zeneben Integrated School. This day, me and Joylen are busy cleaning our
areas and arranging some files that are needed for the benchmarking. We are preparing our room
because our grade and section have chosen to do the benchmarking with the school's visitors.
We, the pre-service teachers, quietly observe and listen to the teachers while Ma'am Queenie
explains to her co-teacher what they are going to do and teach them some easy ways in order to
have a good output or solutions to every problem that the visiting school may encounter. As I
listen to them, I rarely ask myself why I chose this career because it is so exhausting and
draining.But, I am proud that I am becoming a licensed public teacher and these challenges and
doubts that I have encountered today will be overcome, and I will use them as a motivation for
pursuing and fighting for my future.
DAY 4: March 01, 2022
Today is the first day of March, and it is our fourth day here at Abang Suizo Integrated
School. Days went by, and this day is just another normal day. We did flag raising and we
introduced ourselves in a creative way to the teachers, and lastly, we did hataw sa umaga
or zumba in order for us to be energized the whole day. In the morning, as usual, we swept our
front area, picked up some trash, watered the flowers, and cut some grass. During lunch time, we
checked some of the modules that our pupils had passed and then we compiled the modules
properly. Before we went home in the afternoon, Joylen and I burned some dead leaves, dried
trash, and grass to keep our area clean. Today, I learned that many of our pupils cannot
understand the how and wh questions because I clearly saw and read their answers. Their
answers were way too far from the questions. That is why I concluded that they lack both
comprehension and reading skills. It is all because of the pandemic. Many students are
unfortunate to not have a quality education, and the result is that they are not academically built
and ready to step up to the next level. Face-to-face classes are very necessary for some neglected
students, especially.
DAY 5: March 02, 2022
Today is Monday. It is a happy Monday because some of my classmates or co-interns
have already worn their pre-service uniforms. They are so clean to see and very professional.
Today we checked so many modules and encoded some grades for our pupils, tutoring some cute
little ones and helping some of my friends with their chores. We also cleaned our designated
room. We swept and mopped the floor until it shone like new, cleaned the toilet, washed some
dishes, and wiped the windows that were full of dirt. In the afternoon, we watered the dried
flowers, cut some grass, and burnt some trash. This day I can feel some boredom and I am a little
tired but happy.
DAY 06: March 03, 2022
Today, March 8,2022, is a fortunate 8 day. I'll merely jot down my observations from my
field studies. My impressions about supporting my cooperating teacher are as follows: She
designs lessons to meet the needs of diverse and special-needs kids. Familiarize yourself with
your kids' conduct. Create an effective and consistent strategy to classroom management.
Effectively manage time and transitions. She employs both vocal and nonverbal communication
approaches that are successful. She is quite proficient in Filipino and has rehearsed the tactics
she utilized throughout her class lectures. Reflect on teaching approaches on a regular basis and
develop goals for continuous improvement. She examines the students on a regular basis in order
to develop educational goals. Above all, she is a role model of integrity, honesty, and discretion.
DAY 07: March 04, 2022
It is my responsibility in this profession to follow and obey the instructions of my

cooperating teacher. In doing so, it is extremely beneficial for me as a student teacher to follow
her guidance. Accept constructive criticism and ideas about my teaching methods so that I can
improve. Whatever scenarios happen as a result of my performances, I must remain open-
minded. Because my cooperating teacher had a lot of expertise in many ways of teaching the
students in a meaningful way, learning the subject matter was more engaging and enjoyable.
DAY 08: March 07, 2022
As noticed, the learners I am working with are courteous to instructors, other school
personnel, and us, their foster teachers. They are accountable and appreciate their values. In
particular, in my class, they cherish one other's company both inside and outside of the
classroom. They were not a bother to manage in class because they are smart learners with
responsible attributes. When they are given new jobs, they work on them until they are
completed. Aside from that, these students participate in classroom discussions. They may do
any assignment assigned to them by the teacher. They are cooperative in the sense that they
assist one another in completing duties inside the classroom. They are capable of completing any
chores assigned to them by the teacher. They are cooperative in the sense that they assist one
another in completing duties inside the classroom. They are helpful to their classmates,
professors, and other professionals. Students who are well-behaved when the teacher is teaching
in front of them or in between topics. In general, these students have positive attitudes and
actions.
DAY 09: March 08, 2022
It is not an easy job to be a teacher. There are several preparations that must be
completed, including lesson plans, instructional materials, teaching approaches, and so on.
Teachers provide the oxygen and vitality in the classroom. They are the vital thread that connects
the learners to the lifelong learning process. Similarly, I, as a teacher, expect to be prepared all
the time, physically, emotionally, and mentally, because there are circumstances that I may not
expect to happen with my clients, such as misbehaviors, irregularities, and other flaws and
inconsistencies. All of these factors contribute to the difficulties of the teaching profession. But
then I learned that in my line of work, I am assisting, encouraging, teaching, and inspiring my
students to achieve their full potential.
DAY 10: March 09, 2022
My prayers were fulfilled by God. I requested a compassionate, caring, courteous, and

instructive cooperating teacher who could assist me in improving and broadening my teaching
knowledge and abilities. And I succeeded in capturing her. She was courteous to me. She showed
me the books needed for the class, the lesson she was working on, and the teaching guide she
was using. Although she is not a talkative instructor, I have the impression that she is a highly
clever teacher capable of developing one's confidence, skills, and talents. She is a person who
places a high value on what she does. She has a pleasant personality. The day we first met, he
was joyful to me. I know she can look after me, help me along the road, and give me adult
advice. I know she can look after me, help me along the road, and give me adult advice. I am
aware of her readiness to assist, and I feel she is capable of answering my queries and providing
recommendations on how to improve my teaching abilities. I may look forward to Ma'am Juriefe
in my future job to help me become a more competitive person or mentor. Throughout the
teaching and learning process, I expect her to collaborate with me and vice versa. She offers me
criticism to help me better my deficiencies and gives me the opportunity to explore and find
since I feel there are many concepts, lessons, and principles to learn and implement.
DAY 11: March 10,2022
As a result, I must be more competitive in terms of people for various fields of

employment. Try to enhance what the environment requires. Setting objectives empowers my
students to select where they want to go and what they want to achieve. Knowing what they aim
to accomplish will allow me to assist them focus on the lessons for their personal learning
growth. My students can quantify and clearly state their objectives. I will allow them to be proud
of themselves for achieving these objectives. Students will increase their academic performance,
drive to accomplish, pride and pleasure in performance, and self-confidence by setting the
purpose, vision, and goals in my collaborating school. Students will improve their academic
performance, motivation to achieve, pride and satisfaction in performance, and self-confidence
by establishing the mission, vision, and goals in my cooperating school. In order for us to learn,
it is important to listen to the cooperating teacher's advice because she is the most reliable source
of information in terms of teaching and classroom routines. Furthermore, preparing for the things
needed in class ahead of time can reduce tension. Planning is critical because possible results
will be maximized for a future teacher's success.
DAY 12: March 11,2022
All children must attend school on a daily basis. Students who attend school on a regular
basis are more interested in their study, have a stronger feeling of belonging to their community,
and are more likely to graduate from high school.
In terms of student attendance, my observation is that there is a permanent seat

assignment set within the classroom so that the allocated student or the teacher may simply
verify the attendance for each class. Every part has a seat layout imposed by my cooperating
teacher.
DAY 13: March 14, 2022
My encounters with my pupils were so unforgettable because each student has a unique
set of exceptional qualities. Even though I had difficulties dealing with their misbehavior at
times, we had a wonderful connection. A good personal relationship that is stable, trustworthy,
and compassionate may boost a learner's sense of belonging, self-esteem, and self-acceptance.
For me, being a student teacher provided an opportunity to apply instructional approaches that
were appropriate for the learner's prior knowledge, cognitive capacities, and learning and
thinking processes. As a result, the students were eager to learn more and contributed to the
establishment of a secure environment for exchanging ideas and actively engaging in the
learning process. I discovered several approaches, strategies, and ways to pique my trainees'
interest and willingness. Because what benefits could you provide them if teaching is not your
passion, the students help me to love the teaching profession even more.
Every time I worked with my students, I felt like a true teacher since they depended on
my thoughts about what they were learning. It is quite difficult for me. I am grateful and
delighted to have them as students since we are learning from one another. I've learnt to adapt to
the many types of learners they are. In order to grow my abilities and extend my teaching
capacity, I must overcome the sorts of learners I have. These experiences will serve as a
reminder to me in the future when I am already in the area of teaching. Working with the pupils
was the most fulfilling experience I had as a pre-service teacher.
DAY 14: March 15, 2022
My critique instructor was a fantastic teacher. I learnt a lot from her. She reminds me of
the techniques, methods, and approaches I should use every time I do a demonstration. She is
particular about SMART; precise, measurable, achievable, dependable, and time-bound methods
of presenting the subject and establishing the classroom atmosphere. She exhibited the context of
interaction between and among instructors and students. How to interact with students with
strong rapport and empathetic listening abilities, not only about life in the classroom but also
about their lives in general. Knowing the students personally, their likes and dislikes, the
personal issues impacting their conduct and performance, continually behaving in a warm
personal manner while maintaining a professional distance from the kids. Knowing the students
individually, their likes and dislikes, the personal situations affecting their behavior and
performance, consistently behaving in a friendly personal manner while maintaining professional
distance from the pupils, providing reinforcement and encouragement for the pupils, assisting
pupils in succeeding by using differentiated instructions and encouraging them to be responsible
for their own learning These are the lessons I've taken from my cooperating instructor. It would
be easier for me to manage problems in the future, especially my students, because I now know
how to deal with them. Finally, in the teaching profession, I should stick to my promises and
follow through on my goals. In the teaching profession, I should stick to my promises and follow
through on my intentions.
DAY 15: March 17, 2022
Today is the 15th and last day of our field research. We set the chairs and brought them
all the way up to our allocated room from the school gym. Following that, we make plans for the
supervisor to check in again. My takeaway from the entire field study experience is that teaching
is not an easy job. There are several preparations that must be completed, including lesson plans,
instructional materials, teaching approaches, and so on. Teachers provide the oxygen and vitality
in the classroom. The destiny of the kids are on their shoulders. They are the important thread
that ties the learners to the process of lifelong learning. Similarly, as a teacher, I expect to be
prepared all of the time, physically, emotionally, and psychologically, because misbehaviors,
irregularities, and other defects and inconsistencies may occur with my students in unexpected
ways. All of these factors contribute to the difficulties of the teaching profession. But then I
learned that in my line of work, I am assisting, encouraging, educating, and inspiring my
students to bring out the best in them and help them achieve their full potential and goals.

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Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY

Abang - Suizo Integrated School

GRACELYN CASIS – ALTAYA, MAT.

PART II: FS STUDENT BIOGRAPHY

PART III: WORKSHEETS AND REFLECTION COMPILATIONS

The ones that extended their arms to me are as follows:

“Experience gives us the tests first and the lesson later”

Mother : Rose C. Montilla

Father: : Adelito A. Montilla

Date of Birth : January 10, 2000

Place of Birth : Brgy. Udtong, Lambayong, Sultan Kudarat

Civil Status : Single

Religion: : Roman Catholic

TERTIARY LEVEL: SULTAN KUDARAT STATE UNIVERSITY – ACCESS CAMPUS

General Santos City

MARY GRACE O. GALLEGO, Ph. D

QUEENIE G. ANTONINO T-II

“MY BELIEFS IN TEACHING (PRE)”

A healthy connection between an elementary teacher and pupils, in my opinion, is

“MY BELIEFS IN TEACHING (POST)”

FIELD STUDY LEARNIN

SPARK Your Interest

TARGET Your Intended Learning Outcome

 At the end of this episode, I must be able to determine the characteristics of a

REVISIT the Learning Essentials

2. Display boards can be powerful in communicating information about the learning

Activity 1.1 Exploring the School Campus

Resource Teacher: Mrs. Queenie G. Antonino Teachers Signature:

An Observation Guide for the CLASSROOM VISIT

Guide Question Classroom Observation Report

4. Walk through the

Resource Teacher: Mrs. Queenie G. Antonino Teachers Signature:

An Observation Guide for the CLASSROOM VISIT

CLASROOM FACILITIES MATRIX

There’s a 2 teachers table located at the front and back inside

The learner’s desk/chairs are properly arranged at the center

The learning materials is located everywhere inside the

The reading corner is located at the back portion of the

The comfort room is located at the front in right area of the

Write your observations report here.

Name of the School Observed : Abang Suizo Integrated School

Date of Visit : February 22, 2022

In my observation the Abang-Suizo Integrated School is conducive for

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

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

5. Write your additional learning and insights here.

OBSERVE, ANALYZE, REFLECT

Activity 1.2 Observing bulletin board displays

Resource Teacher: Mrs. Queenie G. Antonino Teachers Signature: ___________

An observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

6. Are the messages clear and easily understood?

8. Take a photo of the display boards (if allowed).

cut out printed materials.

BOARD DISPLAYS EVALUATION FORM

Legibility It is better if the letters and illustration must

Correctness It is free from grammar errors, misspelled

Bulletin Board Evaluated by: Stephanie C. Montilla

Description of The board display was Some text cannot be seen.

Evaluation All the content of the Some text cannot be

Signature of evaluator over Printed Name: STEPHANIE C. MONTILLA

My Board Display Lay-out

Name of FS Student:____________________________________ _ Date Submitted: