Focus 1: THE SCHOOL AS LEARNING ENVIRONMENT

Field Study Intern: Matugas, Ronel V.

Cooperating School: Pasay City West High School
Address: Pasadeña Street, F.B. Harrison, Pasay City
Cooperating Teacher: Mrs. Madelyn C. Buenaobra

Specific Task:

➢ School Visit
➢ Describe school activities
➢ Describe and look for areas that support learning (classroom, library, computer
lab, laboratories, playground, gymnasium, canteen etc.)
➢ Describe the school environment and learning environment
➢ Ask other teachers on how to prepare an observation log book.

Learning Evidences:

➢ An illustration of a school of learning or a child-friendly school through the use

of:
● Descriptive Essay
● Photo Essay/Documentation
● Tabular/Diagrams

Competencies/Performance Indicators

➢ Determines an environment that provides social, psychological, and physical

environments.

Domain:

➢ Learning Environment
➢ Curriculum

Facilities Description Will it contribute to the

students’ learning and
development? Why?

PRINCIPAL’S ✓ The principal’s office was well- The improvement of the

OFFICE ventilated and air-conditioned. student's learning will be
There are chairs and tables for facilitated by the fact that a
the students and parents decent and clean principal's
 visiting the office. It is easy to office reflects the student,
access because it is near the motivating them to study well
campus entrance. Unlike other and enhance their learning.
offices, the door is made up of
glass which is easy to see if the
principal is available.

CLASSROOM ✓ The classrooms of Grade 10 A clean, presentable, well-

Rizal and Bonifacio were air- ventilated, and well-lighted
conditioned, and the lighting classroom is a must for a better
was not as bright as in other learning environment. Students
classrooms. On the other hand, are more motivated to study
Grade 10 Aquino, Agoncillo, when a classroom is clean and
Lakandula, and Baltazar's neat, and no distraction.
classrooms are not as ventilated
as the classrooms of the
previous classrooms. Some
classrooms have limited arm-
chairs for students to use, so
students use monoblock chairs
as alternatives.

GUIDANCE OFFICE ✓ The Guidance Office is well- By listening to the counselor's

ventilated. However, when I guidance regarding their
visit the office, it is closed, and academic issue, the student
sometimes, no one is available will be able to learn more and
to talk. In addition, I saw a progress in their
bulletin board where the understanding. They may also
Guidance Counselor put find calm and comfort in the
something relevant about counseling room.
mental health and bullying.

LIBRARY ✓ The Library is not available to Students will enjoy studying in

students for now because it is a library that has well-kept and
being used as a classroom by complete books and
Senior High School students. furnishings.
With that, we cannot enter the
Library, which can cause a
distraction to their class
 discussion.
CANTEEN ✓ The School has two canteens:
School Managed Canteen and
the Multi-purpose Cooperative.
Although it can accommodate
many students during their
break time, the service is still
slow, which consumes 20
minutes of their break time.
The canteens are not well-
ventilated. However, there are
electric fans in every corner of
the canteens.
COMPUTER ✓ The ICT Room was well-
LABORATORIES/ ventilated and air-conditioned.
ICT ROOM There are two ICT Rooms
available on the school
premises. However, it is not
available to all students
because it is being used by
Grade 10 Rizal and Bonifacio
in the morning and Grade 9
Narra and Acacia in the
afternoon due to the large
number of students enrolled in
the PCWHS and limited
classrooms.
CLINIC ✓ The School Clinic is air-
conditioned and has two beds
for students who need medical
attention. As I visit, there is an
isolation room for those who
have contracted COVID-19 to
avoid spreading of the disease
to other students, teachers, and
Students must consume
healthy meals since they help
achieve education's primary
objective of enhancing
cognitive function, focus, and
concentration of the students.
Students who have access to
good computer facilities can
learn more about a broad range
of topics as well as with their
homework and research.
Moreover, students are
comfortable because it is air-
conditioned, which encourages
them to study harder.
The school clinic is absolutely
important in order to provide
students with direct assistance
for those who have special
needs, first aid and treatment
for illnesses and injuries, as
well as health counseling and
education.
 school staff.
READING CENTER ✓ The Reading Center is not
well-ventilated and can only
accommodate 5-10 students. It
is located in the corner of
Building 3, near the English
Department, and accessible to
all students of PCWHS. Many
books are available to use and
arranged accordingly. The
students clean the reading
center after using it.
GYMNASIUM ✓ The PCWHS Gymnasium is
spacious and can accommodate
many students in any Grade
Level. Although it is not well-
ventilated, it helps students
shelter in sunny and rainy
weather during their Physical
Education Class or any school
events.
STEM/SCIENCE ✓ The Science or STEM
LABORATORY Laboratory is not available to
non-STEM students, but it is
still used for Science-related
activities. It is spacious and
well-ventilated. There are
shelves where experiment
equipment and tools are placed
accordingly. It can
accommodate 20-40 students
per session.
AUDIO-VISUAL ✓ The Audio-Visual Room is It is important to students to
ROOM currently being used by the show their skills and talents to
It is also essential to students
to have a place, not just in the
library. Students can read
anywhere they want as long as
it is clean, comfortable, and
well-ventilated, which
improves their motivation in
learning.
P.E. classes may also be held
in the gym. Activities and
group projects that are
primarily focused on fitness
may support the students in
strengthening their physique. It
is also used for intramurals,
which includes sports, cultural
dances, etc.
The principles and conceptions
that guide the development and
understanding of scientific
knowledge can be better
understood by students through
laboratory experiences.
 Senior High School students. It boost their confidence.
is spacious, although not well- Students must be comfortable
ventilated. There is a small to motivate themselves to
stage where students perform
study. AVR must be spacious
during some school-related
events. to help students to move
around.

SCHOOL’S ✓ The School’s Garden was kept Students learned to conserve

GARDEN clean and green. Plants are the environment and provide
inside the Greenhouse to their own resources by
protect it from any insects. It is
planting, which may help them
located near the entrance of the
campus that can be easily seen in case of emergencies.
by the students or visitors.

RESTROOMS ✓ The restrooms are located on Students will learn self-

every corner of the campus. discipline when using
Not all were kept clean, but restrooms and how to keep
some are very clean, which is themselves clean. An
extremely important amidst the environment that is pleasant
COVID-19 pandemic. Sinks can help students learn more
were also available for efficiently.
handwashing. As I observed,
female restrooms were kept
cleaner than the male
restrooms.

Focus 2: LEARNERS’ CHARACTERISTICS AND NEEDS

 Field Study Intern: Matugas, Ronel V.
Cooperating School: Pasay City West High School
Address: Pasadeña Street, F.B. Harrison, Pasay City
Cooperating Teacher: Mrs. Madelyn C. Buenaobra

Specific Tasks:

➢ Observe 4 learners from different levels (elementary/ secondary).

➢ Describe each of the learners depending on your observation. Regarding the
learners from different levels. (Observe their reactions, manner of their
understanding behavior, etc.)
➢ Compare them in terms of their needs and interests.

Learning Evidences:

➢ Comparative description of the observed learners

Competencies/ Performance Indicators:

➢ Compare and Contrast learning Characteristics of each

➢ Differentiate Learning Characteristics of each

Domain:

➢ Diversity of Learners

COMPARATIVE DESCRIPTION OF GRADE 10 STUDENTS

(Age range of children observed: 15 - 19 years old)

Development RIZAL BONIFACI AGONCILL AQUINO BALTAZAR LAKANDULA

Domain O O

PHYSICAL The student The student The student The The student The student is
is more is not is walking student is is always always seated
likely to walking and always walking in his/her
walk when around the sometimes walking around the proper seat,
moving into classroom. running in around the classroom and he/she just
other seats He is not the classroom during stands and
 in the physically hallways. during class walks if the
classroom active. class discussion. teacher told
in order to discussion. him/her so.
see the Sometimes
powerpoint , the
presentation student
. throws
things to
his/her
classmate
which
annoys the
teacher.

SOCIAL The student The student The student The The student The student is
is friendly, is always always talks student is is friendly also friendly to
especially reciting to his peers, sometimes to her his teacher, but
to his during but rarely to talkative teacher and not all of her
teacher and class female but she is student- classmates. He
to his discussions students. friendly to teacher. only talks to
classmates. . However, her And also, her classmate
The student I rarely see classmates she is very who is not
always talks him talk to . She talks talkative annoying and
both to his his female when the but not naughty in
male and classmates. teacher during the class.
female He only asks her to classroom.
classmates. talks to his talk. As I
male observed
classmates, her, she
specifically was always
his quiet when
seatmates. the teacher
was talking
in front.

EMOTIONAL The student The student The student The The student The student is
is cheerful is not that is cheerful student is is cheerful cheerful and
and always cheerful and always sometimes and smiles laughs when
talks to his talks to his not that when her peers make
and is
classmates classmates cheerful, someone jokes or tell
and makes always on But, he is but I makes funny stories.
jokes about his own. very easy to always jokes or But when her
something. As I distract saw her tells funny classmates
But, he is observed, during class. smile stories. make fun of
 very easy to his face when Although her, she gets
distract was talking to she is not mad.
during gloomy her peers. always
class. smiling,
and always
she is
sleepy. serious
about
important
matters.

COGNITIVE The student The student The student The The student The student
can sometimes is having a student is having a can understand
understand can hard time can hard time the instruction
instruction understandi understand understandi clearly.
understand
and doesn’t ng new the ng new Sometimes,
want to the concepts instruction concepts she asks
repeat it. He instruction and ideas, clearly. and ideas, questions for
can but always especially in She can however clarification.
construct asks his the activities construct she can She can
his idea teacher to given by the her own express her construct her
through the repeat it for teacher. ideas ideas own ideas
activities through through her through her
clarificatio
given by his her activities. activities.
teacher. n activities.
 Focus 3: CLASSROOM MANAGEMENT AND LEARNING
Field Study Intern: Matugas, Ronel V.
Cooperating School: Pasay City West High School
Address: Pasadeña Street, F.B. Harrison, Pasay City
Cooperating Teacher: Mrs. Madelyn C. Buenaobra

Specific Tasks:

➢ Gather specific data about the general behavior of the learners.

Learning Evidences:

➢ Make a checklist on the evident classroom management component.

➢ Description of learners' behavior during learning activity
➢ Reflection on the effects of classroom management to learning

Competencies/ Performance Indicator:

➢ Manage Time, space and resources to Provide an environment that is conducive to
learning.
Domain:
➢ Learning Environment

Pasay City West High School

Pasadeña Street, F. B. Harrisson, Pasay City

November 16, 2022, 9:20 - 10:10 AM

During my class observation in Grade 10 Lakandula, I encountered different behaviors and

characteristics of learners under Mrs. Madelyn C. Buenaobra. The learners were ages 15-17 years old.
The total number of students was 55, composed of 25 male students and 30 female students.

As I observed, most male students are more likely to run and walk in the classroom and
sometimes in the hallway. Male students are more active physically than female students. Sometimes
they punch each other in a friendly way, but sometimes aggressively.

Students tend to become more aggressive when talking to their peers regarding something
irrelevant to the subject, which they shout in the classroom. Moreover, students are very talkative
with their classmates, which is also a cause of distraction to other students. On the other hand, some
students are quiet and do not want to socialize with their classmates, even during class activities.
Despite not talking to their classmates, they are active in school work on their own.

Based on my observation, not all students are not intellectually advanced, but some are serious
about their studies. Some students are having difficulty speaking in front of their classmates, and some
cannot properly read the text in the visual aids. Female students tend to be more focused on the subject
matter than male students. They are always reciting and very active in creating their class activities.

ASPECT OF DESCRIPTION EFFECT ON THE

CLASSROOM LEARNERS
MANAGEMENT

Specific Areas in the It is well-organized. Conducive to learning and

Classroom supports the growth of the
learner

Classroom Rules The classroom rules were verbally The students are able to
enforced and students must follow establish their own discipline.
it obediently.

Classroom Procedures For improved learning assistance, The students can effectively
instructional materials and other follow the procedures and
resources are prepared. instructions.

Daily Routines The students don't maintain the It encourages concentration and
daily routines. They always forgot keeps students engaged in class
to provide current news for activities.
“balitaan”.

Seating Arrangement
The seating arrangement was The students are kept
arranged according to the set. In comfortable, arranged based on
the case of Lakandula, Set A on their preferences, and being
the Left, then Set B is on the focused in class during.
Right of the classroom. It is not
spacious and has limited seats for
students. The teacher uses a seat
plan for her to record those who
are participating for additional
grades.

Handling misbehavior/ off The teacher is calm, but if the The students are aware of
task behavior students don’t stop misbehaving, inappropriate conduct and their
they will be shouted at and negative impacts.
punished through their grades in
behavior.

Reinforcement of Positive The teacher praises her student, The students are likely to
Behavior who did their work well and maintain their positive actions
behaved appropriately in class. with the support of appropriate
encouragement and reward.

Taking up measures in The teacher reminds her students Students’ misconduct and
dealing with undesirable that they are family which means negligence are reduced.
behaviors that they must love each other just
like their family at home. The
teachers promote camaraderie and
stability.
 Focus 4: LEARNER’S CHARACTERISTICS AND LEARNING ACTIVITIES
Field Study Intern: Matugas, Ronel V.
Cooperating School: Pasay City West High School
Address: Pasadeña Street, F.B. Harrison, Pasay City
Cooperating Teacher: Mrs. Madelyn C. Buenaobra

Specific Task:

➢ Observe in class on a regular recitation day (Examination, group work, etc.)

➢ Describe the characteristics of learners in the class
➢ Enumerate and describe the activities that take place (Poster making, earthquake
drill, periodical examination)

Learning Evidences:

➢ Learning Experience and Reflective Journal

Competencies/Performance Indicator:

➢ Recognizes the multicultural backgrounds of learners when providing learning

opportunities.
➢ Determines teaching approaches and techniques appropriate to the learners.

Domain:

➢ Diversity of Learners

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 the students. Gather data to their age, gender, and racial groups,
religious and ethnic backgrounds.
● The Grade 10 Lakandula has 25 male and 30 female students aged between 15-17 years old.
Most of the students are Catholics, one of my students is a Muslim, and some are from other
religious sectors.

During class:
1. How much interaction is there in the classroom? Describe how many students interact with
one another and with the teacher. Are they groups that interact more with the teacher than others?
● Despite being in a lower section, some students seem to engage in learning and interact with
their peers or teacher. The students seated in the front of the class seemed to interact with
their teacher the most as I observed the class. Meanwhile, the students at the back are busy
interacting with one another. The teacher and the attentive students were disturbed by the
noises and commotions of the students at the back.But not all students at the back are
causing some distraction among other students. Female students are more likely to
participate and interact in class than male students.

2. Observe the learners seated at the back and the front part of the room. Do they behave and
interact differently?
● In contrast to the students seated in front, the students in the back were talkative with loud
voices, sometimes shouting. The front students are well-behaved, but the students at the
back prefer to chat with their seatmates rather than participate in group activities.

3. Describe the relationship among the learners. Do the learners cooperate with or compete
against each other?
● The students collaborate well, particularly academically. On the other hand, students seem
to be more eager to compete with one another in irrelevant as well as academic content
areas. Despite the fact that they are competitors, they get along well. They communicate and
engage with one another. Every student cooperates with one another during class. Yet
encouraging group participation must be under the responsibility of each group's leaders.

4. Which students participate actively? Which students ask for the most help?
● The student named Mary Jane Madronero, 15 years old, is the most active and participative
in class. She is also the President of the class, which explains that she is more responsible to
her fellow student in participating in class discussions. On the other hand, Kenzo Go, 16
years old, is always asking a lot of questions, sometimes, it is not related to the subject
matter. However, my colleague was surprised when he asked, “What if the Spanish did not
colonize the Philippines, what would be the condition of the country economically and
culturally?." Some of his classmates gave their own opinion regarding the question, which
enhanced the participation of the students.

5. When a student is called and cannot answer the teacher’s question, do the classmates try to
help them? Or do they raise their hands so that the teacher will call them instead?
● As I observed the class, I noticed that most students were not raising their hands during the
regular recitation. Although the students know the answer, they are hesitant to answer
because they are worried that their answers are wrong. Additionally, students tend to help
their classmates answer questions by raising their hands. I also noticed that some of the
students were ashamed after wrongfully answering the questions, which caused them to
have low self-esteem.
Outside Class:
1. How do students grow themselves outside class? Homogeneously by age? By gender? By
racial or ethnic group? By their interests? or by students in mixed social groupings? If so,
describe their groupings?
● Outside the class, students interact and socialize with their classmates based on gender
and interests. Some students who are part of the LGBTQ community interact with their
female classmates. But, I also notice that some male students are comfortable among
other classmates who are homosexual, specifically gay. Female students are interested
in K-Pop culture and always talk about Korean artists. Male students, on the other
hand, play video games and sports outside the class.

2. Notice who are alone and those who are not interacting. Describe their behavior.
● As I observed in the class, students who are alone are the ones who are quiet, shy, and
always segregate themselves from others. They make themselves comfortable and are
sometimes seated at the back and corners of the classroom. However, the negativity of
this behavior is that students are less participative in class, especially during group
activities. They tend to work alone and don't want to cooperate.

REFLECTIVE JOURNAL

Pasay City West High School

Pasadeña Street, F. B. Harrisson, Pasay City

As I observed the class of Grade 10 during the class discussion, I noticed that most of the
students were interacting based on their gender and interests. In addition, the behavior of Grade
10 Lakandula depends on how the teacher manages the classroom. For example, the teacher uses
negative reinforcement to follow her instructions by giving them low grades on their behavior. I
learned that students follow the instructions when the teacher manages them negatively.
However, it is not always necessary for some sections, given that Grade 10 Lakandula is the
lowest section under my cooperating teacher's supervision.

Furthermore, I also noticed that students who are part of the LGBTQ community are not
just only communicating with female students but also with male students, which explains that
even though they have different interests, they still respect each other. In the context of religion,
one of the students is a Muslim. I noticed that he has a close group of friends in their classrooms.
In addition, when there is a topic about religion, he always participates and shares his insights and
ideas about his belief, making all of his classmates curious because they are Christians.

During some classroom activities, all students participate regarding their closeness to each
other. As I observed them, I learned that most female students were more of a leader type of
students, unlike male students who only follow the instructions of their leaders. For example, one
of the students, Mary Jane Madronero, is an authoritative leader who gives instructions to her
members and trusts them to finish the task in a given time. The Grade 10 Lakandula is the perfect
example of Diversity because not all students are fast learners, good at interacting and
communicating, and have different genders and beliefs. But they collaborate to make their work
better than they expected.
Focus 5: INDIVIDUAL DIFFERENCES AND THE LEARNING PROCESS
Field Study Intern: Matugas, Ronel V.
Cooperating School: Pasay City West High School
Address: Pasadeña Street, F.B. Harrison, Pasay City
Cooperating Teacher: Mrs. Madelyn C. Buenaobra

Specific Tasks:

➢ “Shadow” two learners of different learning abilities but the same grade level
(i.e., preschool/elementary/secondary)
➢ Interview them to gather their background information.
➢ Observe them as they participate in a classroom activity.
➢ Write Narrative Report

Learning Evidences:

➢ Accomplished Learner Profile

➢ Narrative Report

Competencies/ Performance Indicator:

➢ Determines, understands and accepts learners’ diverse background
➢ Relates the learner’s background to their performance in the classroom
Domain:
➢ Diversity of Learners