OUR LADY OF THE PILLAR COLLEGE- SAN MANUEL INCORPORATED

San Manuel, Isabela

COLLEGE OF TEACHER EDUCATION

COURSE SYLLABUS IN FIELD STUDY 1- OBSERVATIONS OF TEACHING-LEARNING IN ACTUAL SCHOOL ENVIRONMENT

First Semester, A.Y. 2022-2023

OLPC-SMI PHILOSOPHY, VISION, AND MISSION

PHILOSOPHY:

Pillarican Education is a lifelong journey towards total human transformation through integral evangelization in order that every one becomes a pillar of peace, justice, love of humanity which preferences for the poor
and deep concern for the environment.

VISION:

OLPC-SMI, a Catholic educational institution, envisions the formation of a Christ-centered community for social transformation through the evangelical mission of the local church.

MISSION:

Thus, OLPC-SMI commits to:

a. Provide equal access to Catholic Education through integrating Gospel and Filipino ethical values.
b. Create in the school community opportunities that solidify individual’s transformation where peace, justice, equality, and culture of excellence are observed and practiced.
c. Reach out to people enriching their faith-life experience needed in building a just and humane society.
d. Provide opportunities/avenues for the stakeholders to be stewards of creation.
e. Equip learners with life-long learning skills needed in a globally competitive world. 

OLPC-SMI CORE VALUES:

People-oriented with preferential option for the poor
Insistent passion for excellence
Loyal to the school and team work oriented
Life-long learners
Accountable and Christ-centered
Responsible Filipino citizen with social concern for gender equality and environmental consciousness

COLLEGE OF TEACHER EDUCATION PHILOSPHY, VISION AND MISSION:

PHILOSOPHY:

Guided by the institutional Pillarican philosophy of education, the College of Teacher Education believes that the holistic development of any learners is the interplay of the school, the home, and the community.
Thus, the learner needs to be nurtured by these three entities in order to be transformed into a Christian person who can contribute to the realization of the institutional and national goals of education including the
perpetuation of Filipino and cultural heritage.

VISION:

Anchored from the vision of the institution, the College of Teacher Education envisions itself to be a catalyst in transforming students into competent, proficient, and innovative teachers imbued with Pillarican core
values.

MISSION:

The College of Teacher Education commits to:

a. Provide fruitful, meaning and productive learning opportunities to prospective pre-service teachers in order to make them competent, proficient, innovative and morally upright teachers.
b. Create in the school and larger community opportunities in order for students to apply theories in the actual field.
c. Provide extension services relevant to their chosen field of specialization in order to alleviate the life status of the depressed, deprived and under privileged people and environmental challenges. 
d. Conduct research and studies related to their field of specialization to resolve educational issues and problems of the society.

COURSE NAME: FIELD STUDY 1- OBSERVATIONS OF TEACHING-LEARNING IN ACTUAL SCHOOL ENVIRONMENT

COURSE CREDIT:
COURSE DESCRIPTION:
CONTACT HOURS/WEEK:
3 units
This is the first experiential course, which will immerse a future teacher to actual classroom situation and learning environment where direct observation of teaching learning
episodes that focus on the application of educational theories learned in content and pedagogy, courses will be made. Observations on learners; behavior, motivation, teacher’s
strategies of teaching, classroom management, assessment in learning among others shall be given emphasis. A portfolio shall be required in the course.
Tuesday (12:00-3:00 PM)
 PRE-REQUISITE: All professional and major/specialization subjects

COUSE OUTCOMES:

COURSE OBJECTIVES
Describe how a safe and secure learning environment contributes to the physical, socio-emotional and cognitive development of learners.
Determine ways of addressing learners’ diversity in terms of gender, needs, interest, cultural background and difficult circumstances.
Appraise how teacher manifests his/her personal and professional competencies.
Illustrate the teaching-learning process and the use of ICT to promote quality relevant and sustainable educated process.
Assess the various classroom management strategies observed in the class.
Analyze concepts, theories, and principles in curriculum development in actual classroom setting.
Evaluate assessment and reporting practices done in the classroom.
Formulate one’s philosophy of teaching.

LEARNING PLAN:

TEACHING/LEARNING
DESIRED LEARNING COURSE CONTENT/ TEXTBOOK/ RESOURCE TIME
ACTIVITIES ASSESSMENT TASK
OUTCOMES SUBJECT MATTER REFERENCES MATERIALS TABLE
Face-to-Face Online
Decide on policies and rules to be Orientation, Overview of Students’ Handbook Week 1
implemented and followed in the the Course Outline Course syllabus
course.

Identify the course description and

the different objectives/outcomes
with their topics to be tackled.
Determine the characteristics of a
school environment that is safe,
secured, and is supportive of
learning.
Reflect on the characteristics of a
school environment that promotes
learning.
Propose an effective bulletin board
display that will promote learning.
Describe how a safe and secure learning environment contributes to the physical, socio-emotional and cognitive development of learners.
The School Environment Lucas, M.R., Borabo, M.L.,
Bilbao, P.P., Corpuz, B.B.
(2020). Field Study 1:
Observations of teaching-
learning in actual school
environment. Lorimar
Publishing, Inc. Quezon
City, Metro Manila. ISBN:
978-621-8035-85-0.
My Proposed Board
Display.
Students will make their
own bulletin board
display that will adhere
to the given criteria.
(Evaluation form
attached to the module.)
(Module)
Virtual School Pen and paper test Observation Week 1
Observation. Students will Sheet/s
virtually roam around the Field Study Portfolio.
school and observe the Students will create a Module
various facilities. They portfolio of all their
will also look and evaluate observation sheets, outputs,
bulletin board displays. and reflections of the
Students will answer different areas.
observation checklist
afterwards.

(Google meet/Zoom)

Describe characteristics, needs and
interests of learners from different
developmental stages.
Determine ways of addressing learners’ diversity in terms of gender, needs, interest, cultural background and difficult circumstances.
Learner Diversity: Lucas, M.R., Borabo, M.L.,
Developmental Bilbao, P.P., Corpuz, B.B.
Characteristics, Needs (2020). Field Study 1:
and Interests Observations of teaching-
learning in actual school
environment. Lorimar
Publishing, Inc. Quezon
City, Metro Manila. ISBN:
978-621-8035-85-0.
Implications to the
teaching-learning
process.
Students will determine
major characteristics
observed and their
implications to the
teachers.
(Module)
Learners’ Development
Matrix.
Students will observe
learners and will record
data about their needs and
characteristics.
(Google meet/Zoom)
Pen and paper test Observation Week 2
Sheet/s
Field Study Portfolio.
Students will create a Module
portfolio of all their
observation sheets, outputs,
and reflections of the
different areas.

Describe the characteristics and
needs of learners from diverse
backgrounds.
Identify the needs of students with
different levels of abilities in the
classroom.
Identify the best practices in
differentiated teaching to suit the
varying learner needs in a diverse
class.
Determine ways of addressing learners’ diversity in terms of gender, needs, interest, cultural background and difficult circumstances.
Focus on Gender, Needs, Lucas, M.R., Borabo, M.L., Interviewing the My Observation Report. Pen and paper test Observation Week 3
Strengths, Interests, Bilbao, P.P., Corpuz, B.B. Teacher. Students will observe a Sheet/s
Experiences Language, (2020). Field Study 1: Students will interview class and describe the Field Study Portfolio.
Race, Culture, Religion, Observations of teaching- the teacher regarding the characteristics (gender, Students will create a Module
portfolio of all their
Socioeconomic, Difficult learning in actual school learners’ characteristics needs, strengths, interests,
observation sheets, outputs,
Circumstances, and environment. Lorimar outside the class. experiences language,
Indigenous Peoples Publishing, Inc. Quezon race, culture, religion, and reflections of the
City, Metro Manila. ISBN: (Module) socioeconomic, and different areas.
978-621-8035-85-0. difficult circumstances) of
the learners through some
guide questions.

Describe the influencing factors in
the home environment that affect the
students’ learning.
Identify effective strategies on how
teachers can work together with the
family.
Plan on how to manage time, space
and resources.
Provide a learning environment
appropriate to the learners and
conducive to learning.
Identify the classroom routines set by
the teacher.
Observe how students execute the
various classroom routines.
Determine ways of addressing learners’ diversity in terms of gender, needs, interest, cultural background and difficult circumstances.
Learner Diversity: The Lucas, M.R., Borabo, M.L.,
Community and Home Bilbao, P.P., Corpuz, B.B.
Environment (2020). Field Study 1:
Observations of teaching-
learning in actual school
environment. Lorimar
Publishing, Inc. Quezon
City, Metro Manila. ISBN:
978-621-8035-85-0.
Assess the various classroom management strategies observed in the class.
Creating an Appropriate
Learning Environment
Lucas, M.R., Borabo, M.L.,
Bilbao, P.P., Corpuz, B.B.
(2020). Field Study 1:
Observations of teaching-
learning in actual school
environment. Lorimar
Publishing, Inc. Quezon
City, Metro Manila. ISBN:
978-621-8035-85-0.
Assess the various classroom management strategies observed in the class.
Classroom Management Lucas, M.R., Borabo, M.L.,
and Classroom Routines Bilbao, P.P., Corpuz, B.B.
(2020). Field Study 1:
Observations of teaching-
learning in actual school
environment. Lorimar
(Google meet/Zoom)
Learner’s Development Interviewing the Parents. Pen and paper test Observation Week 3
Profile. Students will interview the Sheet/s
Students will complete parents about the different Field Study Portfolio.
the profile of a chosen aspects of the learner Students will create a Module
student based on the (physical, social, portfolio of all their
interview made. emotional-moral, observation sheets, outputs,
cognitive, etc.) and reflections of the
(Module) different areas.
(Google meet/Zoom)
Classroom Management Classroom observation Pen and paper test Observation Week 4
Matrix. with Interview. Sheet/s
Students will accomplish Students will observe a Field Study Portfolio.
a matrix that will show class and interview the Students will create a Module
and describe the different teachers about the portfolio of all their
observation sheets, outputs,
aspects of classroom classroom management.
and reflections of the
management.
different areas.
Video Watching of Demo
Teaching. Students will
(Module) watch a demonstration
teaching in this link
https://
www.youtube.com/watch?
v=zx__DNGWDlw (Demo
A) and observe the
classroom management of
the teacher.
(Google meet/Zoom)
Checklist on Classroom Classroom observation. Pen and paper test Observation Week 4
Routines. Students will observe a Sheet/s
Students will accomplish virtual class and identify Field Study Portfolio.
the given checklist on the classroom routines Students will create a Module
portfolio of all their
classroom management done by the teacher.
after the observation. observation sheets, outputs,

Identify the two aspects of classroom
management.
Determine the classroom
management strategies that the
resource teacher employed in his/her
class.
Publishing, Inc. Quezon
City, Metro Manila. ISBN:
978-621-8035-85-0.
Assess the various classroom management strategies observed in the class.
Physical and Personal Lucas, M.R., Borabo, M.L.,
Aspects of Classroom Bilbao, P.P., Corpuz, B.B.
Management (2020). Field Study 1:
Observations of teaching-
learning in actual school
environment. Lorimar
Publishing, Inc. Quezon
City, Metro Manila. ISBN:
978-621-8035-85-0.
Video Watching of Demo and reflections of the
Teaching. Students will different areas.
(Module) watch a demonstration
teaching in this link
https://
www.youtube.com/watch?
v=zx__DNGWDlw (Demo
A) and observe the routine
of the teacher.
(Google meet/Zoom)
Checklist on Classroom Classroom observation. Pen and paper test Observation Week 14-
Management and Students will observe a Sheet/s 15
Classroom Management virtual class and identify Field Study Portfolio.
Strategies. the personal and physical Students will create a Module
portfolio of all their
Students will accomplish aspects of the classroom
observation sheets, outputs,
the given checklist on management and the
personal and physical positive and non-violent and reflections of the
aspects of the classroom discipline in the different areas.
management and the management of learner
positive and non-violent discipline.
discipline in the
management of learner Video Watching of Demo
discipline. after the Teaching. Students will
observation. watch a demonstration
teaching in this link
https://
(Module) www.youtube.com/watch?
v=gvi5ABUzLVs (Demo
B) and identify the
personal and physical
aspects of the classroom
management and the
positive and non-violent
discipline in the
management of learner
discipline.
(Google meet/Zoom)

Identify the different curricula that
prevail in the school setting.
Describe how the teacher manages
the school curriculum by planning,
implementing lessons through
strategies and assessment of learning
outcomes.
Analyze if the teacher aligns the
objectives to subject matter, to
teaching strategies and assessment.
Identify the teaching and learning
practices that apply or violate the
principles of teaching-learning.
Determine the guiding principles on
lesson objective/ learning outcomes
applied in instruction.
Judge if lesson objectives/ intended
learning outcomes are SMART.
Observe the teaching methods of the
resource teacher.
Differentiate the various methods of
teaching.
Analyze concepts, theories, and principles in curriculum development in actual classroom setting.
Close Encounter with the Lucas, M.R., Borabo, M.L.,
School Curriculum Bilbao, P.P., Corpuz, B.B.
(2020). Field Study 1:
Observations of teaching-
learning in actual school
environment. Lorimar
Publishing, Inc. Quezon
City, Metro Manila. ISBN:
978-621-8035-85-0.
Analyze concepts, theories, and principles in curriculum development in actual classroom setting.
Preparing for Teaching Lucas, M.R., Borabo, M.L.,
and Learning Bilbao, P.P., Corpuz, B.B.
(2020). Field Study 1:
Observations of teaching-
learning in actual school
environment. Lorimar
Publishing, Inc. Quezon
City, Metro Manila. ISBN:
978-621-8035-85-0.
Curricula in the School Classroom observation. Pen and paper test Observation Week 16
Setting. Students will observe a Sheet/s
Students will identify virtual class and identify Field Study Portfolio.
where the curriculum is how the teacher implement Students will create a Module
found and will describe the prepared lesson. portfolio of all their
each curriculum. observation sheets, outputs,
(Google meet/Zoom) and reflections of the
The Miniscule School different areas.
Curriculum.
Students will record
observation on the
planning, implementing,
and evaluating stage.
(Module)
Alignment of learning Lecture and class Pen and paper test Observation Week 17-
objectives. Students will discussion. Sheet/s 18
watch the watch the Students will discuss the Field Study Portfolio.
demo teaching video learning essentials about Students will create a Module
below and identify if the principles of teaching portfolio of all their
they are SMART, if they and learning. observation sheets, outputs,
are achieved, and what and reflections of the
evidences are there. (Google meet/Zoom) different areas.
Distinguishing between
inductive and deductive
methods of teaching.
Students will watch the
demo teaching video
below and answer the
questions related to the
methods of teaching.
https://
www.youtube.com/
watch?v=zG0Qmgeyh1E

Identify the application of some
guiding principles in the selection
and use of teaching strategies.
Determine whether or not the lesson
development was in accordance with
outcomes-based teaching-learning.
Identify the resource teacher’s
questioning and reacting techniques.
Outline a lesson in accordance with
outcomes-based teaching-learning.
Identify and classify learning
resource materials in the multi-media
center.
Show skills in the positive use of ICT
to facilitate the teaching-learning
process.
Analyze the level of technology
integration in the classroom.
Demonstrate motivation to utilize
ICT for professional development
goals based on the PPST.
Analyze concepts, theories, and principles in curriculum development in actual classroom setting.
The Instructional Cycle Lucas, M.R., Borabo, M.L.,
Bilbao, P.P., Corpuz, B.B.
(2020). Field Study 1:
Observations of teaching-
learning in actual school
environment. Lorimar
Publishing, Inc. Quezon
City, Metro Manila. ISBN:
978-621-8035-85-0.
Illustrate the teaching-learning process and the use of ICT to promote quality relevant and sustainable educated process.
Utilizing Teaching- Lucas, M.R., Borabo, M.L.,
Learning Resources and Bilbao, P.P., Corpuz, B.B.
ICT (2020). Field Study 1:
Observations of teaching-
learning in actual school
environment. Lorimar
Publishing, Inc. Quezon
City, Metro Manila. ISBN:
978-621-8035-85-0.
(Demo C)
(Learning Management
System and Module)
Completing Observation Classroom observation. Pen and paper test Observation
Sheet. Students will observe a Sheet/s
Students will accomplish virtual class and analyze Field Study Portfolio.
an observation sheet that the use of strategies, Students will create a Module
focuses on the use of determine the outcome- portfolio of all their
strategies, outcome- based teaching-learning, observation sheets, outputs,
based teaching-learning, and identify the and reflections of the
and the questioning questioning techniques. different areas.
techniques used by the
resource teacher. (Google meet/Zoom)
Outlining Lesson.
Students will outline a
lesson that will show
outcomes-based
teaching-learning.
(Module)
Completing Checklist. LRC (Learning Resource Pen and paper test Observation
Students will accomplish Center) Virtual Tour. Sheet/s
a checklist on the Students will observe a Field Study Portfolio.
available learning Learning Resource Center Students will create a Module
resources. in this link portfolio of all their
https://www.youtube.com/ observation sheets, outputs,
Utilization of Teaching watch?v=JYE5Nqu14eM and reflections of the
Aids Form. (Benilde Antipolo different areas.
Students will identify the Learning Resource
teaching aids used, their Center).
strengths and
weaknesses, and
appropriateness. Classroom observation.
Students will observe a

Demonstrate knowledge of the design
and use of formative assessment.
Explain the importance of formative
assessment.
Determine the alignment of
assessment tools and tasks with
intended learning outcomes.
Critique traditional and authentic
assessment tools and tasks for
learning in the context of established
guidelines on test constructions.
Examine different types of rubrics
used and relate them to assessment of
student learning.
Evaluate sample portfolio.
Evaluate assessment and reporting practices done in the classroom.
Assessment for Learning Lucas, M.R., Borabo, M.L.,
and Assessment as Bilbao, P.P., Corpuz, B.B.
Learning (Formative (2020). Field Study 1:
Assessment) Observations of teaching-
learning in actual school
environment. Lorimar
Publishing, Inc. Quezon
City, Metro Manila. ISBN:
978-621-8035-85-0.
Evaluate assessment and reporting practices done in the classroom.
Assessment of Learning Lucas, M.R., Borabo, M.L.,
(Summative Assessment) Bilbao, P.P., Corpuz, B.B.
(2020). Field Study 1:
Observations of teaching-
learning in actual school
environment. Lorimar
Publishing, Inc. Quezon
City, Metro Manila. ISBN:
978-621-8035-85-0.
virtual class focusing on
Professional the learning resources used
Development through by the teacher.
MOOCs.
Students will search (Google meet/Zoom)
MOOCs relevant to the
competencies and give a
description and the
MOOC provider.
(Learning Management
System / Module)
Completing Observation Classroom observation. Pen and paper test Observation
Form. Students will observe a Sheet/s
Students will accomplish virtual class focusing on Field Study Portfolio.
an observation form that the assessment for learning Students will create a Module
focuses on the formative practices and assessment portfolio of all their
assessment and self- as learning practices. observation sheets, outputs,
assessment. and reflections of the
(Google meet/Zoom) different areas.
(Module)
Aligning Assessment Scrutinizing the Types and Pen and paper test Observation
Tasks with the Learning parts of portfolio. Sheet/s
Outcomes. Students will select/search Field Study Portfolio.
Students will rewatch the for sample portfolios and Students will create a Module
videos below and evaluate based on the parts portfolio of all their
accomplish the given and elements. A checklist observation sheets, outputs,
form on the assessment will be accomplished by and reflections of the
tasks conducted by the the students. different areas.
teacher.
https:// Level of Teacher/s
www.youtube.com/ Questions.
watch? Students will observe a
v=zx__DNGWDlw class and identify the level
(Demo A) of question according to
https:// Bloom’s Taxonomy as
Construct assessment questions for
HOTS following Bloom’s Taxonomy
as revised by Anderson and
Krathwohl and Kendall’s and
Marzano’s taxonomy.
Compute students’ grade based on
DepEd’s grading policy.
Describe what must be done to make
grade reporting meaningful.
Describe the personal qualities and
competencies of effective classroom
teachers.
Enumerate the professional
characteristics of practicing teachers
observed as based on the professional
standards and code of ethics for the
profession.
Describe the personal qualities and
competencies of a glocal classroom
www.youtube.com/ revised by An
watch?v=gvi5ABUzLVs derson and Krathwohl and
(Demo B) Kendall’s and Marzano’s
https:// taxonomy.
www.youtube.com/
watch?v=zG0Qmgeyh1E Analyzing TOS.
(Demo C) Students will study a
sample Table of
Traditional and Non- specification.
traditional Assessment
Tools. Students will DepEd Grading System.
secure a copy of the Students will study a
assessment tool (pen- sample report card and
paper test, performance, show sample computation
product-based) of the of the student’s grades.
resource teacher and will
accomplish a form. Reporting Students’
Performance.
(Module) Students will observe the
proceedings in a card
distribution day and will
answer some guide
questions.
(Google meet/Zoom)
Formulate one’s philosophy of teaching.
The Teacher as a Person Lucas, M.R., Borabo, M.L., Completing Observation Teacher observation. Pen and paper test Observation
and as a Professional Bilbao, P.P., Corpuz, B.B. Form. Students will observe a Sheet/s
(2020). Field Study 1: Students will accomplish resource teacher and look Field Study Portfolio.
Observations of teaching- a checklist about the on his/her personal and Students will create a Module
learning in actual school personal and professional professional qualities. portfolio of all their
environment. Lorimar qualities of the teacher observation sheets, outputs,
Publishing, Inc. Quezon observed. (Google meet/Zoom) and reflections of the
City, Metro Manila. ISBN: different areas.
978-621-8035-85-0. (Module)
Formulate one’s philosophy of teaching.
Towards Teacher Lucas, M.R., Borabo, M.L., Completing Observation A Day in the School Life Pen and paper test Observation
Quality: Developing A Bilbao, P.P., Corpuz, B.B. Form. of a Quality Teacher. Sheet/s
teachers of the 21st century.
Design a learner-centered classroom
for the 21st century learners with
learning spaces that are safe, that
allows creativity, and use of ICT.
Determine prevailing philosophies of
education based on DepEd vision and
mission statements, core values and
mandate, the K to 12 Curriculum
Framework and Guide and RA
10533.
Cite teacher’s behaviors and
philosophies of education on which
these behaviors are founded.
Articulate own philosophy of
teaching.
COURSE REQUIREMENT:
Preliminary requirement: prelim examination, proposed bulletin board
Midterm requirement:
Finals requirement:
GRADING SYSTEM:
The minimum requirement for a passing grade is 75 % as reflected in the grading system of the institution composed of the following:
Global Teacher of the (2020). Field Study 1:
21st Century Observations of teaching-
learning in actual school
environment. Lorimar
Publishing, Inc. Quezon
City, Metro Manila. ISBN:
978-621-8035-85-0.
Formulate one’s philosophy of teaching.
On Teacher’s Philosophy Lucas, M.R., Borabo, M.L.,
of Education Bilbao, P.P., Corpuz, B.B.
(2020). Field Study 1:
Observations of teaching-
learning in actual school
environment. Lorimar
Publishing, Inc. Quezon
City, Metro Manila. ISBN:
978-621-8035-85-0.
midterm examination, activity sheets
final examination, portfolio
Students will accomplish Students will shadow a Field Study Portfolio.
an observation form that teacher in three major Students will create a Module
focuses on the major responsibilities: actual portfolio of all their
responsibilities of a teaching; management of observation sheets, outputs,
teacher. learning; and and reflections of the
administrative work. different areas.
My Classroom for the
21st Century. (Google meet/Zoom)
Students will design their
own learner-centered
classroom for the 21st
century learners.
(Module)
Analyzing DepEd’s Lecture and class Pen and paper test Observation
Philosophy of Education. discussion. Sheet/s
Students will identify Students will share and Field Study Portfolio.
philosophies of explain their own Students will create a Module
education based on philosophy of teaching. portfolio of all their
DepEd vision and observation sheets, outputs,
mission statements, core (Google meet/Zoom) and reflections of the
values and mandate, the different areas.
K to 12 Curriculum
Framework and Guide
and RA 10533.
(Module)
 Quizzes 30%
Class Standing 30%
Major Examination 40%
Total 100%
Note: Class standing includes recitation, attendance, and output.
The cumulative system is applied which is one-third of the previous and two-thirds of the present.

CLASSROOM POLICIES:

 The class starts and ends with a prayer to be led by assigned student. It is expected that the assigned student prepares short personal prayer for the class.
 Students attend class regularly at the prescribed time. Policy on attendance should be followed.

 Active participation in the discussion and other works assigned to the class.

 Students should attend class ready for exams, reports, assignments, and projects.

 Students can use their cellular phone and gadgets for academic purposes only.

 Take examination on scheduled dates.

 Use the prescribe uniform.

 Special examinations are only given to students who can present excused letters signed by their parents and with valid reasons. Securing special permit from the treasurer’s office is a must.

Academic Honesty:
Honesty is expected from the students. Unethical behaviors (immorality, lying, undesirable actuations) are discouraged. Any student caught cheating during examinations or engage in plagiarism in submitting
requirement shall be given a grade of F which means failing in the requirement or course. Asking help from others during examination; cheating during examination, assignment, report or research; owning works of
others, and other works that show scholastic dishonesty.

Policies on Absences:
Students are only allowed 10 absences for classes of three hours (Monday, Wednesday, and Friday), while 7 absences for Tuesday and Thursday classes. Students are asked to present an excuse letter before he/she
could be accepted in class. Special exams are only allowed to students with valid reasons. These are the valid reasons of absence: (1) hospitalization; (2) death of immediate family; (3) suffering to illness supported
by medical certificate; (4) attendance to church-related events with letter; and (5) scholarship matters. It is the responsibility of the student to monitor his/her tardiness and absences which can be a reason for a grade
of “FA.” It is also the responsibility of the student to consult his/her teacher, academic coordinator of the Dean for extraordinary cases.

Prepared by: Approved by:

HILLARY JOY M. RUFINO MARISSA F. PRUDENCIO, Ph. D.

English Instructor/ CTE Program Coordinator College Dean