Fs 1 Educ 11 Completed Module

FIELD STUDY 1: OBSERVATION OF TEACHING-LEARNING IN ACTUAL
SCHOOL ENVIRONMENT
SCHOOL AS LEARNING ENVIRONMENT

EPISODE 1
Objective:
At the end of this activity, you will be able to determine the kind of school
environment that provides social, psychological, and physical environment
supportive of learning.
Procedure:
Make a general observation of the campus/school, its facilities, equipment

and classrooms. This is an exciting way to start your observation.
Your mission is to do the following tasks:
1. Visit a school/campus. Look into the facilities and other support learning
areas in the campus, through the different buildings followed by the
classroom environment.
2. Accomplish the checklist as you roam around the school campus.
3. Describe the learning environment of the school.
4. Make an illustration of learner-friendly school.
5. Write general characteristics of the learning environment of the school that
promote learning.
Your Tools:
As you roam around the campus, activity forms are provided for you to
document/write down your observations. Take note that you have to read the
entire worksheet before proceeding to the school site. Understand well the activities
and tasks to be performed in the activity sheets so that you will have a better
learning result.
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SCHOOL ENVIRONMENT
ACTIVITY 1
THE SCHOOL FACILITIES
SCHOOL FACILITIES CHECKLIST
Observe well the different areas and facilities of the school. Check the appropriate column to
indicate their availability and location and provide also brief description.
Location of
Availability the Classroom/
Learning Facilities Building Description
Yes No Inside Outside
1. Office of the Principal
√ √
2. Library
√ √
3. Counseling Room
√ √
4. Canteen/Cafeteria
√ √
5. Medical Clinic
√ √
6. Audio Visual/ Media
Center √ √
7. Reading Center
√ √
8. Speech Laboratory
√
9. Science Laboratory
√ √
10. Gymnasium
√ √
11. Auditorium
√ √
12. Home Economics Room
√ √
13. Industrial Workshop
Area √
14.PTA/Organization Office
√
15. Comfort Room for Boys
√ √
16. Comfort Room for Girls
√ √
17. Computer Laboratory
√ √
Write down additional
existing facilities.
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SCHOOL ENVIRONMENT
CLASSROOM FACILITIES
Availability Number Description

Classroom Facilities/Equipment
Yes No
1. Bulletin Board
√
2. Teacher’s Table
√
3. Desks/Chairs
√
4. Books & Bookshelves
√
5. Comfort Rooms
√
6. Learning Materials/Visual Aids
√
Cabinet for Cleaning Tools
√
Available Cleaning Tools
√
Chalkboard/ Whiteboard
√
Teacher Stand/Rostrum
√
Stand Fan
√
Ceiling/Wall Fan
√
Lighting
√
Other available facilities/
equipment
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SCHOOL ENVIRONMENT
ACTIVITY 2 THE SCHOOL LOCATION
A. Describe the school location. Use the following items as your guide.
1. Where is the school located?

CFSI Mabiga is located at Mabiga, 2010 Mabalacat, Philippines.
2. Is it accessible to students?
Yes it is very accessible.
3. Is the school location conducive to learning? Why?

It can provide academic as well as extracurricular activities. The school's location
is advantageous because it is not located in a noise polluted area that could
possibly disturb pupils, but rather far away where they can learn in peace .
4. Are there rules and regulations posted on the use of the different school
facilities? Cite as many as you can.
Upon our visit after our work immersion there are signage that tells us to always
wear our mask and observe physical distancing aside from that there are other
basic school guidelines that we should obey like observe proper waste
management, clean as you go, avoid littering etc.
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SCHOOL ENVIRONMENT
B. Draw the school location here (from your home/dormitory to the school).
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SCHOOL ENVIRONMENT
ACTIVITY 3
MY PERSONAL IMPRESSION
Write your general impression of the school as a learning environment.
My overall perception has not changed. Children of Fatima Schools Incorporated

Mabiga. has a great learning atmosphere and is very favorable to learning. Every
school, in my opinion, should have this learning environment where students can
study, contribute, and feel comfortable. As a student teacher, I believe CFSI is the
best example; as a student teacher, I believe this institution is an excellent training
ground for improving as a teacher and assisting your students in becoming the best
version of themselves. CFSI's learning environment is beneficial since it provides
high-quality, purposeful instruction.
Moreover, the school offers a stable environment for learners to learn and
flourish. Warm atmosphere, helpful parents, and loving teachers, dependable
administrative staffs, compassionate non-teaching staffs, and clever pupils will
ensure that your stay is worthwhile.
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SCHOOL ENVIRONMENT
ACTIVITY 4 MY OWN POINT OF VIEW
Explain briefly the following questions.
1. How do the school and the classroom in particular impact the learning of the
students going to school? What are your conclusions?
Apart from being surrounded by the professionals, I believe CFSI can

provide a lot more for the students to do in school because the school is
extremely good and the classrooms are highly suitable to studying. The
classrooms at CFSI are well-ventilated, air-conditioned, clean, and
attractive. Students will quickly become linked to the professors and non-
teaching personnel since they are pleasant.
2. Are the lessons displayed on the bulletin boards related to the students’
lessons? How do these relate to the knowledge of child and adolescent
development?
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SCHOOL ENVIRONMENT
Due to the pandemic I haven`t clearly seen the bulletin boards inside
the classrooms. The only thing that is written to the blackboard is the
activities’ schedules for the month and other important reminders for the
student.
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SCHOOL ENVIRONMENT
3. Describe the seating arrangement of the students and the location of the
facilities i.e. teacher’s table. Is the arrangement of the facilities as well as
the environment conducive to learning? Why?
During our service at CFSI we don’t experience that thing it is simply because
of we are in the midst of pandemic although the effects of the surging epidemic
is decreasing the CFSI management continue its online system of classes.
4. In totality, is the school environment conducive to learning? Why?
Yes, since I can state from my experience as a student observer and a

student teacher at CFSI that the learning environment is very effective and
favorable. It can help children become more motivated, energetic, and
engaged in class and other school activities such as extracurricular
activities.
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SCHOOL ENVIRONMENT
YOU AND I ARE DIFFERENT

EPISODE 2
Objective:
At the end of this activity, you should have gained competence in

differentiating the varied learning characteristics and needs of the learner.
Procedures:
To reach your target, do the following tasks:
1. For BEED students, observe 3 groups of learners from preschool, primary and
intermediate levels; for BSE students, observe 3 groups of learners from
preschool, elementary, and high school.
2. Describe each of the learners based on your observations.
3. You can validate your observations by interviewing the learners.
4. Make a comparison in terms of the learner’s interests and needs.
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SCHOOL ENVIRONMENT
ACTIVITY 1 GETTING-TO–KNOW–YOU
Use the RATING SCALE below in doing this activity. You have to diligently
observe three (3) groups of learners from the different levels: Pre-school,
Elementary and Secondary.
Indicate with a check mark ( √ ) in the column provided the characteristics

you have observed.
PRE-SCHOOL LEARNERS
SCHOOL:
GENERAL CHARACTERISTICS OF
OFTENTIMES SOMETIMES NEVER
PRE-SCHOOL LEARNER
1. moves freely
2. runs without attention on who
and what he bumps with
3. develops speech rapidly
4. shows more creativity in
his/her work
5. enjoys learning new things
through playing, singing dancing
and listening to stories
6. learns through praises and
punishments
7. expresses emotions freely
8. frequent tantrums
9. motivates easily and quickly
through pictures and drawings
10. listens to teacher and always
asks questions
11. Always seeks the help of the
teacher when he/she does not
understand the activity/lesson
12. Curious about anything new
that he/she sees in his
environment
13. increases vocabulary rapidly
as he/she learns new words
14. can speak well and talks with
sense
15. depends on teachers to ease
his/her feelings
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SCHOOL ENVIRONMENT
My Analysis: Pre-school Learners
1. Write the most noticeable characteristics of the pre-school learners you

observed. Based on these characteristics, what do you think are the possible
effects on the teaching and learning process.
2. What should the teacher do to sustain the interest of the pre-school learners
in their everyday lessons?
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SCHOOL ENVIRONMENT
ELEMENTARY LEARNERS
SCHOOL:
GRADE LEVEL
GENERAL CHARACTERISTICS OF
ELEMENTARY LEARNER
1. very active; can write and
draw and can pay attention to
his/her studies
2. respect his/her teachers and
can follow instructions properly
3. pays attention on what he/she
will hit if he moves fast
4. intense physical activity or the
urge to do something is strong
5. disciplinary problem is
commonly observed.
6. hero worship is evident.
7. power of memory is good.
8. watching, talking and sharing
of experiences is observable.
9. expresses feeling but with
inhibitions.
10. can talk and communicate
well; Ideas are being
expressed with thought and
sense.
11. seeks the identity through
boasting and rivalry
12. ambitions start in here
13. emotions are expressed
among his/her closest friends.
14. stubborn but behaves when
reprimanded by the teachers
15. tendency to imitate is strong.
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SCHOOL ENVIRONMENT
My Analysis: Elementary Learners
1. Write the most noticeable characteristics of the elementary learners you

observed. Based on these characteristics, what do you think are the possible
effects on the teaching and learning process?
2. By analyzing the table, what do you think will the teacher need to do to
make his/her teaching effective and the learning of the pupils more
productive?
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SCHOOL ENVIRONMENT
SECONDARY LEARNERS
SCHOOL: CHILDREN OF FATIMA SCHOOLS INC.

GRADE LEVEL: 12-GOSLING
GENERAL CHARACTERISTICS
OF SECONDARY LEARNER
1. reads with comprehension,
writes legibly and can draw
√
well
2. listens attentively but
sometimes is engaged in
√
talking to his/her seatmates.
3. more democratic in dealing
with classmates and other
√
groups
4. increases in physical skill
and strength
√
5. leadership skill and self-
awareness is evident.
√
6. desire for social approval is
observable.
√
7. varied- emotions is intense
but properly controlled most
√
of the times i.e. ashamed
of crying and showing
emotions in public, etc.
8. chooses friends whom
he/she can get along well
√
9. respect teachers/ authorities
√
10. communicates well, talks
with sense and ideas are
expresses freely
11. opinions are mostly
based on his/her own
√
experiences and the
teaching he/she has
gathered.
12. growth in mental power
√
13. girls are higher in verbal
ability and in fingers
√
dexterity.
14. idolizes and imitates them
√
15. ambitions to succeed in life
are very evident.
√
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SCHOOL ENVIRONMENT
My Analysis: Secondary Learners
1. Write the most noticeable characteristics of the secondary learners you

observed. Suggest ways on how the teacher should deal with the learners.
Secondary learners, based on my views, are shy, which I believe is due to the
teen years. They don't want to make mistakes, I believe, because they are afraid of
what their classmates may say. However, if you capture their attention by piquing
their curiosity, they are more likely to interact and participate in both written and
oral recitation. I believe that inspiring them and making your class more exciting is
what allows them to feel comfortable participating. Due to the epidemic, it is
difficult for us to educate because we cannot see them completely due to the virtual
classroom. Our children find it difficult to learn and pay attention because it is all
virtual and makes them bored. That is why we cannot blame children, but we
teachers must be more adaptable and creative in order to capture their attention
without hurting their feelings.
2. Based on your observation, what do you think are the possible effects on the
teaching and learning process of these characteristics?
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SCHOOL ENVIRONMENT
Interest has an impact on the teaching and learning process. This virtual class
has captivated the pupils' interest in learning. So, because the goal is to have a great
education, the best way is to conceive of a plan that will make the teaching and
learning process run easily.
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SCHOOL ENVIRONMENT
ACTIVITY 2 SIMILARITIES AND DIFFERENCES OF THE THREE LEARNERS
Use the development matrix below to record the characteristics and needs of
the learners. With this, you can compare the development of the three levels of
learners.
DEVELOPMENT PRE-SCHOOL ELEMENTARY SECONDARY
DOMAIN LEARNERS LEARNERS LEARNERS
COGNITIVE
/INTELLECTUAL
(ability to
comprehend,
analyze,
understand and
generalize
SOCIAL
(ability to
interact, talk,
discuss, mingle,
coordinate with
other people)
EMOTIONAL
/AFFECTIVE
( ability to show
or express feeling,
moods and
appreciation
PHYSICAL/
PSYCHO-MOTOR
(ability to use
gross motor skills,
fine motor skills
and self - help
skills in doing
tasks
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SCHOOL ENVIRONMENT
ACTIVITY 3 MY REFLECTION
1. While observing the learners, which among the three levels of learners hit you
to recall your own experiences. Cite some similarities and differences.
DEVELOPMENT PRE-SCHOOL ELEMENTARY SECONDARY

DOMAIN LEARNERS LEARNERS LEARNERS
COGNITIVE
/INTELLECTUAL
(ability to
comprehend,
analyze,
understand and
generalize
SOCIAL
(ability to
interact, talk,
discuss, mingle,
coordinate with
other people)
EMOTIONAL
/AFFECTIVE
( ability to show
or express feeling,
moods and
appreciation
PHYSICAL/
PSYCHO-MOTOR
(ability to use
gross motor skills,
fine motor skills
and self - help
skills in doing
tasks
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SCHOOL ENVIRONMENT
2. Think of a teacher who had been so influential to you. How did he/she help
you cope with your developmental needs (Cognitive, Affective, Psycho-motor
and Social)?
When I was in junior high school there is a teacher that is very influential to me
as for the information of the others I really don’t like the idea of getting PE as my
major subject I always want to teach history and that is because of that teacher. Sir
Rovic aside from being our subject teacher in Araling Panlipunan he is also our head
coach in our badminton team and during the times that were together he always
encourage me to bring out the best performance that I can go. I remember that before
I take the entrance examination here in PSAU I ask him if what would be the best
course that will suit in my personality but he didn’t answered it directly instead he
asked me “nanu bang buring mung gawan?” and I replied “gusto ko pong magturo”
then he suggests that I should pursue teaching then, and here I am completing all of
the activities that I need in order to attend the upcoming graduation. I am really
thankful for his guidance during my junior high school experience it really helped me
to go this far.
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SCHOOL ENVIRONMENT
CLASSROOM MANAGEMENT AND LEARNING

EPISODE 3
Objective:
At the end of this activity, you should have gained competence in managing
time, space and resources to provide an environment which is appropriate to the
learners in providing a conducive, effective and efficient learning.
Procedures:
 Observe a class.
 Using a checklist, find out if the classroom components are evident.
 Describe the classroom structure/ design to allow all the learners to
participate in the learning process.
 Based on your checklist, describe the learners’ behavior during the learning
activities .
 Reflect on how classroom management affects learning.
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SCHOOL ENVIRONMENT
ACTIVITY 1 MY OBSERVATION
Read the following statements carefully. Then, write your observation

report on the provided space.
1. As you observe the class, look into the characteristics of the learners. Note
their ages and behavior inside the classroom.
As per my teaching experience during the immersion I only encountered students

from 17-19 years old, with that I observed that learners at that age don’t need the
much information why? Because students at that age has their own thinking and even if
you insist on something that is not that reliable for them they will not absorb those
information. Though these learners are very curious of things they are eager to collect
information so we must be prepared for those incidental questions.
2. Give the total number of learners and describe how many boys and girls
comprise the class.
The 12 Gosling is consists of 40 Students, 3 of them were in the modular learning system. 16
are boys and the other 24 were girls. I actually handled 8 sections
(Gosling,Gandhi,Mandela,Hopkins,Bloomberg,Maslow,Musk and Walton) in the Senior High
School department and mostly the class number is also at 40.
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SCHOOL ENVIRONMENT
3. Observe well the learners. Describe how they are able to manage their own
behavior.
Throughout our digital observation, I noticed some unusual conduct among my students. There's
one student whose camera is turned off, and my cooperating teacher calls her name, but she
doesn't respond. My cooperating teacher took action and stated that those who are not
participating will be noted, and if they are called twice and do not respond, they will be absent
that day. All of their cameras are open the next day .
4.Determine if the learners can work independently and if their span of

attention is long enough for them to work well with their activities.
As their student teacher I believed in them, I think they can especially with their outputs. Giving
time to students is beneficial not only to us teachers but also to students to give their best in that
particular activity.
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SCHOOL ENVIRONMENT
ACTIVITIY 2 DIFFERENT CLASSROOM MANAGEMENT COMPONENTS
Listed below are statements regarding components of classroom

management. Kindly put a check mark on the space provided before the
number if the management component is observed during your class
observation.
1. Books and learners’ belongings are properly arranged.
√ 2. The rules and regulations are posted on the wall.
√ 3. Daily routines are observed such as cleaning inside and

outside of the classroom, attendance in the flag
ceremony, class prayer, warm-up activities, etc.
4. The learners are assigned to their seats.
√ 5. There is a positive reinforcement by the teacher on the

positive behavior of the students.
6. There is a system of collecting, distributing

and arranging of test paper, books and
activities.
7. The classroom tools, equipment and other paraphernalia

are properly kept.
√ 8. The teacher has strategies in maintaining classroom

discipline.
√ 9. Praises are given to students who answered questions

correctly.
10. Others, (please specify)
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SCHOOL ENVIRONMENT
ACTIVITIY 3 LEARNERS’ BEHAVIOR
List down the effects of the classroom management components to

the behavior of the learners.
1. Classroom rules and regulations

- Creates an environment for students that allows them to learn without distractions
- Reduces poor behavior and distractions so students are focused on learning
- Facilitates social and emotional development
- Promotes positive interactions between peers and decreases bullying
- Allows for more time to be focused on teaching and learning
2. Classroom daily routines

Routines enable pupils to complete daily chores that are expected of both the
teacher and the students swiftly. Routines also aid in the creation of smoother
transitions between activities, resulting in less potential for disruptions.
3. Learners’ seating arrangement

During my internship I didn’t experience seating arrangement due to classes are
made online for the students to attend without the risk of getting infected with the
surging COVID-19.
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SCHOOL ENVIRONMENT
4. Strategies in maintaining classroom discipline
Be a model ideal behavior

Let students help establish guidelines
Document rules
Avoid punishing the class
Encourage initiative
Offer praise
5. Praises given by the teacher

The teacher's praise also acts as an expression of their gratitude to their kids
for doing well in school and giving their all in all they do. If they answer your
inquiry accurately, they are saying very excellent. If you ask them to read, say
thank you. If they are unable to answer your query, advise them to try again.
6. Teacher’s authority during class discussion

Teachers' authority includes the ability to discipline students. The classroom is the
teacher's domain, not to be ruled over, but to aid students in becoming the finest
versions of themselves. Let us utilize our authority wisely, punishing our kids to do the
right thing rather than judging and hurting them only to do the right thing.
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SCHOOL ENVIRONMENT
ACTIVITY 4
MY CLASSROOM IN THE FUTURE
Write down your answers on the following questions. Visualize

yourself as a teacher in the future.
1. Are there areas in your classroom for specific purposes (i.e. storage of
cleaning tools, books, supplies, learners’ belongings)?
They may be themselves, secure in the knowledge that accepting their flaws and
turning them into strengths would never be seen as a positive trait. Where children
may realize that everyone is unique and has skills that cannot be compared to
those of others. A place for kids to interact and learn to value and respect their own
personal aesthetics and beauty.I want you to feel at ease in the classroom in terms
of relationships. When you walk in, you'll notice a space dedicated to practicing
oneness and harmony. No one is afraid of being left behind since students
encourage and support one another.
2. Write some of the rules and regulations you would like to implement in your
classroom. Why did you choose these rules and regulations?
Always ask questions.

Respect everyone
Raise your hand to speak.
Be prepared for class.
Be quiet whenever someone is talking.
Share new ideas.
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SCHOOL ENVIRONMENT
3. Are you going to involve your learners in making these rules and
regulations? Why?
Yes, since my primary concern is my pupil. I'll take their input into account
when formulating my regulations; as a teacher, I have authority, but I make sure I
don't get in trouble. I will give them the highest consideration possible.
_
4. How will you handle the learners’ misbehavior in your classroom?

Given the authority, you must properly punish them. I will discipline them if they do
something wrong since that is my duty, and my student is also my responsibility. It will
reflect poorly on me as a teacher if they are not well-behaved students.
5. How can you maintain discipline in your classroom while getting the learners’
Interest in the lesson?
I believe that disciplining students while gaining their interest is the most important
aspect of being a teacher. You must establish a strong personality on the first meeting,
in my opinion, because first impressions are lasting. They will listen to you if they find
you to be strong and respectful. Also, spice up your conversation with some comedy and
avoid being too serious at all times so they don't take things too seriously.
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SCHOOL ENVIRONMENT
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SCHOOL ENVIRONMENT
ACTIVITY 5 MY ANALYSIS
1. How did the classroom structure and daily routines affect the learners’
Behavior?
The standard of your class is set by the classroom organization and everyday
activities. This will be their guidance to what they should and should not do. This will
assist them in disciplining student misbehavior and assisting them in becoming the best
version of themselves. Setting the bar higher will make your lesson more engaging and
pleasant. Because you have earned their respect, you may simply gain their attention.
This type of organization will ensure that the class discussion flows smoothly.
2. What are the factors that the teacher should consider when she/he
designs the classroom structures and daily routines?
The primary consideration is safety. Because we must put our students' safety
first as teachers. This will assist us in creating a pleasant learning environment. A
secure and well-organized classroom for students.
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SCHOOL ENVIRONMENT
3. What behavior strategies should the teacher apply in managing the

behavior of the learners? How about the strategy in motivating the
learners? Why do you think there are effective?
For students to be more disciplined, the teacher must first establish rules and
regulations. Second, give your students some positive feedback, especially when
they excel academically and non-academically. Finally, encourage children to be
responsible and respectful at all times.
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SCHOOL ENVIRONMENT
TRAITS CHECKAND DIFFERENCE IN ABILITY LEVEL
EPISODE 4 -
Objectives:
At the end of this activity, you will gain competence in determining teaching
approaches and techniques appropriate to the learners considering their diverse
background
Procedures:
Learners’ individual differences and the type of communication /discussion

will definitely have an effect on the quality of teaching and learning process. To
reach your target, do the following tasks:
1. Observe a class (beginning of the day, class time, recess, etc.).

2. Take note of the learners’ characteristics in terms of age and gender, religion,
level of intelligence, etc.
3. Discuss the different activities and kinds of interaction/discussions that take
place inside and outside the classroom.
4. Interview your resource teacher about the different ways he/she uses in
dealing with the learners with different characteristics.
5. Discuss how the activities facilitated learning through your observation and
interview with the resource person.
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SCHOOL ENVIRONMENT
ACTIVITY 1
LEARNERS’ PROFILE
A. Observe the class. Gather data as to their ages, gender, religion,

economic status, etc. You can use the learners’ School Register and
permanent records to fill out the table below.
School: CHILDREN OF FATIMA SCHOOLS INC.
Grade/Year Level & Section: 12 GOSLING
CATEGORY NUMBER OF LEARNERS
A. GENDER
16
Male
24
Female
B. AGE
4-5
6-7
8-9
10-11
12-13
14-15
16-17
40
18 & above
C. RELIGION
25
Catholic
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SCHOOL ENVIRONMENT
Protestant
10
Iglesia ni Cristo
Seventh Day Adventist
5
Baptist
Others ( pls. specify)
D. SOCIO-ECONOMIC
STATUS
Above-average
40
Average
Below average
Poor
E. LEVEL OF
INTELLIGENCE
10
Above-average
30
Average
Below average
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SCHOOL ENVIRONMENT
B. With the data you have gathered, accomplish the following items listed
below.
1. As to their gender, who are more active in the class? What do you think is
the reason?
Girls at this teaching internship. It is undeniable that girls are communicative than
boys. In class, they are more competitive, particularly during the oral recitation. And
I feel boys are more involved in sports than girls.
2. As to their age, discuss the method used by the teacher considering their
age difference to make learning more effective.
My cooperating teacher adopted fair treatment strategy in which all of her students
could relate to each other and easily participate. This strategy aids her in gaining the
attention of her students. They may readily relate to one other because they are the
same age.
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SCHOOL ENVIRONMENT
3. As to their religion and racial background, how did the teacher consider their
religion and/or racial background during the class discussion?
I didn't see any differences in their religious beliefs or ethnic origins. If the
teacher is a skilled handler, I don't see it as a problem for the class. My cooperating
teacher handled it brilliantly, despite the fact that the children were all different.
And, despite the differences, I believe that respect must be at the heart of
everything.
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SCHOOL ENVIRONMENT
4. As to their socio-economic status, why should the teacher need to know the
socio-economic status of the learners in planning all the activities of the
class? In what way do you think will this factor affect the teaching and
learning process?
Student performance might be influenced by their social class. As a teacher, it is

our responsibility to be aware of their current situation and the type of life they are
leading. Because you must consider your students' specific resources and capacities
when arranging all of the activities in class. Due to unequal resources and
equipment in use in online classes, having a distinct socio-economic status can
impair the teaching learning process.
5. As to their level of intelligence, should the teacher consider this factor in

planning his/her daily lesson? Why? Why not?
As teachers, we must recognize that our kids are diverse, particularly cognitively.
Their learning and performance abilities differ from one another. As a result, when
planning our daily lesson, we must consider all of our kids. Consider that not all of
our students are quick learners who can grasp all of the material quickly .
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SCHOOL ENVIRONMENT
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SCHOOL ENVIRONMENT
ACTIVITY 2 LEARNERS’ INTERESTING AND RELATED ACTIVITES
A. Write down the different curricular and extra-curricular activities that took
place during your observation.
School: CHILDREN OF FATIMA SCHOOLS INC.
Grade/Year Level & Section 12 MANDELA
INTERESTING AND RELATED

SUBJECT
ACTIVITIES
PERDEV Spoken Word Poetry Writing & Performance
Inter Section Virtual Cheer dance Competition

HOPE 3 (Culminating 2.0)
CONTEMPORARY ARTS Poster making on different art movements

during Modern Era
Proper etiquette during a camp

HOPE 4 (video presentation)
Field Study | 39
SCHOOL ENVIRONMENT
B. Based on your data, briefly answer the following items.
1. Were the activities interesting and related to the subject?

Yes, because these engaging activities allow students to quickly connect and become
involved while exhibiting their talent in several areas. One of the keys to greater
performance is staying connected.
2. How much participation is there among the learners?

Most of them are actively participating, one thing I observed is in the online
learning system you cannot force them to participate in class activities.
3. Who among the learners participated actively, male or female? Why?
It is dependent on the type of activities. But when it comes to art, music, and
wellness, it's primarily women. When it comes to physical education, however, men
are more active.
4. What technique/strategy did the teacher use in making the activity more
interesting and lively and at the same time made the learners’ behavior
controlled?
Field Study | 40
SCHOOL ENVIRONMENT
Students can easily relate to the activities. Activities that correspond to their age.
This will facilitate their connection and participation. If you can pique their interest,
you can easily discipline them since they are having fun and can relate to you.
Field Study | 41
SCHOOL ENVIRONMENT
ACTIVITY 3 MY OBSERVATION
A. IN THE CLASSROOM
1. Among the different factors you have observed ( age, gender, socio-
economic status, ethnic/racial background, religion, level of intelligence),
which do you think were given much consideration by the teacher in planning
his/her daily classroom routine? Why?
It's the degree of intelligence for me. The primary reason we attend school is to
learn. As a result, as a teacher, you must prioritize intelligence and recognize that
each kid is unique. To be a more successful teacher, you must understand their
strengths and shortcomings.
2. Do the learners interact more with the teacher or with their classmates?
Why? Did you observe respect of authorities among learners?
Students are more engaged with their peers since they have similar problems and
can easily relate to one another. I can attest to their respect, particularly when
speaking with their teacher.
Field Study | 42
SCHOOL ENVIRONMENT
3. Describe the learners’ relationship inside the classroom? Did you see
cooperation/oneness? Cite one (1) or two (2) situation/s.
When it comes to group activities, I can state that they communicate well with one
another. When it comes to individual tasks, they are unified in their request for some
consideration and a deadline extension.
4. How did the teacher manage the class discussion considering the learners’
individual differences in abilities and characteristics?
It's all about respect for diversity, in my opinion. My cooperating teacher

is not just severe, but also unkind. He tries to be as fair as possible at all times.
This impartiality will aid her in gaining the trust and respect of his students.
Field Study | 43
SCHOOL ENVIRONMENT
B. OUTSIDE THE CLASSROOM
1. Did you have an opportunity to observe the learners outside the classroom
(during their recess/vacant time)? How do they group themselves? Is it by
gender (homogeneous or heterogeneous), by age or by friends, by religion,
etc.?
2. Describe the learners’ groupings. What do you think they talk about? How
do they talk with each other? Did you observe unity/oneness with the group?
3. How do the learners behave outside the classroom? Did you observe the
same behavior when they were inside the classroom?
Field Study | 44
SCHOOL ENVIRONMENT
ACTIVITY 4
MY ANALYSIS
Analyze the following items below. Write down your opinion based on your
observation. You can also make an interview with the resource teacher to
validate you opinion.
1. Are there key persons/individuals in the classroom to make the learning

more effective? What are their roles in making the lessons/activities more
interesting? Is there somebody among the learners who appeared to be the
singer, dancer, joker, and leader, and facilitator, attention seeker, active or
passive? Describe them.
Well based on my observation students in my class are different in nature for

example JM from 12 gosling tend to be more of a joker rather than being serious.
There is also a student who is in the moving on stage with her ex so every time she
speaks there is always what we call “hugot”. I can easily describe their personalities
depending on their habits and by that our discussion is heavily affected.
2. Did you notice learners coming from minority group? Were they accepted
or rejected by the group?
Yes, I am proud to say that my students were well mannered in a way that they
understand the problems of each other and by that they are helping hand by hand to
cope for ones shortcomings.
Field Study | 45
SCHOOL ENVIRONMENT
3. Did you observe learners who seem to be performing well and those who
are left behind? How were you able to identify them?
Actually it is very simple, when we are in our class there are certain students who
will continuously participate in our daily discussion and that is one thing that we
could take as basis another one is their performance sheets I regularly check their
class standing before going in class so Ill prioritize students with lower outputs so
that they will be par on their classmates.
4. Did you validate your observation with the resource teacher? Do you have
the same opinion on who among the students performed well and who did
not?
Yes, whenever my cooperating teacher is saying something I always listen to him

especially when giving tips on how to do this and that, when it comes to students of
course I will automatically listen. Sometimes there are students that are in the watch
list (given by my coop) that will perform well and others are not, for me class
participation depends on how you start your class because it will ste the mood of the
whole session.
5. What techniques/strategies did the teacher use in handling learners’

differences in abilities? Do you think that the learners respond well to these
techniques /strategies? Explain your answer.
The aspect I saw is that if a student is unable to communicate himself or herself,

the teacher will assist them in expressing their thoughts and would give them
another opportunity to respond and try their hardest the following time. Your pupil
will regard you differently as a result of this, because you did not condemn them
based on their response, but instead assisted them in discovering their untapped
potential.
Field Study | 46
SCHOOL ENVIRONMENT
ACTIVITY 5 MY REFLECTION
1. How did you feel while you were inside the classroom? Did you feel
cooperation and unity among the learners and the teacher? In what way?
When the lesson is exciting and students can quickly relate to the material, I sense
collaboration. However, once the topic has piqued their curiosity, the majority of
them remain silent.
2. Recall your experiences when you were in elementary/high school. Do you

still remember who the high and low achievers in your class were? How did
your teacher manage the learners with different characteristics and abilities?
When I was in the primary stage of schooling I am a type of student that is a low
achiever and my interest is not in attending school I only want to play the whole
and one of my most unrefined skill at that time is my writing skill. I am a slow
writing student there was a time I am the inly who is in the class simply because of
I am not finished copying the lectures. My teacher help me to excel in that thing
she always tells me to keep on practicing my writing phase.
3. Being a teacher in the future, how will you encourage your learners to
participate actively in the discussion regardless of their age, gender, racial
background, religion, intelligence and socio-economic status?
My ambition is to become a teacher in the future, but my aim is to become the finest
teacher possible. To motivate my kids to learn, I shall first set a good example for
them. How can you inspire someone if your actions don't show it? Second, I will
make my teachings new and fascinating every day to encourage students to engage.
Finally, they will be molded by some disciplines that they will bring with them in their
future activities.
Field Study | 47
SCHOOL ENVIRONMENT
THE TEACHER’S TEACHING STYLE AND THE LEARNER’S HOME AND COMMU
EPISODE 5 -
Pedagogy is the instructional techniques and strategies that allow

learning to take place. It refers to the interactive process between
teacher/practitioner and learner and it is also applied to include the provision
of some aspects of the learning environment (including the concrete learning
environment, and the actions of the family and community).
It is an encompassing term concerned with what a teacher does to influence

learning in others. As the importance of high quality early childhood education and
care services for children has become more clearly understood, so has the
teacher/educator’s role in the provision of these services. This demands a clear
understanding of the meaning of ‘pedagogy’ and how it plays out in individual
educators and services.
Objectives: At the end of this episode, you will be able to identify the
different unique strategies of the teacher in teaching-learning process that will give
great impact in the home and family life of learners learning process.
Procedure:
1. Choose/select a teacher and student from the class whom you have
observed.
2. Interview the teacher and the student about the teacher’s teaching style and
the student’s characteristics.
Field Study | 48
SCHOOL ENVIRONMENT
3. Make/conduct a home visit to your selected learner.
4. Take note of the family’s background in terms of the following: number of

siblings, number of siblings in school, etc.).
5. Take note also of the learners’ home environment. Identify factors that may
help/affect the learner’s performance in school.
6. Interview the parents/guardians about the rules they implement at home

regarding the learners schooling, activities and behavior while at home.
Field Study | 49
SCHOOL ENVIRONMENT
ACTIVITY 1
OBSERVING THE TEACHING
STYLES
Conduct/make a class observation. Listen and observe well the teacher as

regards the following: the strategies in delivering the lesson; the
instructional/pedagogical styles used in motivating the students to learn and the
integration of different activities in promoting higher order/critical thinking skills.
1. Write the teaching styles used by the teacher during your observation?
My cooperating teacher adopt an interactive approach to teaching. Every day, he

ensures that his lectures are engaging and intriguing. She use a variety of
platforms, such as websites, to allow pupils to enjoy their activities as if they were
games. He incorporates some learning materials in her discussion, such as movies,
GIFs, and photos, to assist her pupils visualize the topic properly.
2. How did the teacher motivate the students to participate in the discussion to
make the teaching learning process more fruitful?
One thing that I observe is he always ask questions that is related to our topic aside
from that is the jokes he often throw unexpected jokes that even I didn’t expect to be
brought up in our discussion.
3. What are the different activities integrated by the teacher that promote
higher order / critical thinking skills?
My supervising teacher's activities and assessments are intellectually difficult,

encouraging pupils to strive for higher order thinking skills rather than being
average.
Field Study | 50
SCHOOL ENVIRONMENT
4. How did the students perform with the given activities? Were they able to
use their critical thinking skills? In what way? Explain briefly.
Because most of my pupils are fluent in English despite only being in high school,
the majority of them can think critically, yet their way of thinking differs from earlier
generations. I believe it is also due to the fast-paced nature of technology, which
allows pupils to gain information from a variety of sources other than school.
Field Study | 51
SCHOOL ENVIRONMENT
ACTIVITY 2
SELECTING/CHOOSING A LEARNER
Conduct/make a class observation. Observe well your selected learner, then

answer the listed items below. Describe the learner’s aspects of
development.
1. Physical aspect like body build, weight and height of the learner. Use the
following as your guide ( thin, chubby, tall, small, overweight, underweight,
etc.)
I once seen their physique during their culminating activity and I observe that there are
students that is not physically mature with their bodies.
2. Social aspect like interaction with teachers and classmates (sociable, friendly,
liked by many, loner, shy, aggressive, cheerful, gets along easily, noisy, etc.)
Fortunately, I can say that all of the students that I had handled are very friendly and
respectful.
Field Study | 52
SCHOOL ENVIRONMENT
3. Emotional aspect like moods swing, sensitive, happy, indifferent, easily loses
temper, manage emotions well, shows self- control, positive aura, etc.
I didn’t experience this kind of situation since the meeting is only happening virtually
4. Cognitive aspect like appears to understand the lessons well, excels in class,
responsive to questions, slow in understanding lesson, cannot catch up with
the lessons, easily gets the lesson, thinks and analyzes before answering,
talks senseless, etc.
Some of my students pay attention, while others do not. There are two types
of learners: rapid and slow. In addition, I have a pupil that is physically there but
mentally absent. Finally, there is always that one student who speaks incoherently.
Field Study | 53
SCHOOL ENVIRONMENT
ACTIVITY 3 INTERVIEWING THE KEY PERSONS
Schedule an interview with the teacher and parents. Take note of important
details about the learner’s aspect of development as shared by these key
persons.
A. THE TEACHER
Name of the Teacher:
School:
1. What can the teacher say about the learner’s aspects of development?
1.1. Physical aspect
1.2. Emotional aspect
Field Study | 54
SCHOOL ENVIRONMENT
1.3. Social aspect
1.4. Cognitive aspect
2. Inquire on how the teacher communicates with the parents. What are the
modes of communication he/she uses to get in touch with the parents?
3. How often do they meet to discuss the learner’s development in school and
at home?
Field Study | 55
SCHOOL ENVIRONMENT
B. THE LEARNER’S PARENTS/GUARDIANS
Interview a parent/guardian present during your observation period or during

a scheduled Parents-Teachers meeting. The following guide questions on the table
will serve as a guide interview to parents regarding the learner’s aspects of
development.
Name of the learner
Date of birth
Grade/Year level &

section
Number of siblings
(brothers & sisters)
Birth order
Parents’ Name Father
Mother
Parents’ Occupation Father
Mother
Parents’ Educational Father

Attainment
Mother
Field Study | 56
SCHOOL ENVIRONMENT
LEARNER’S PHYSICAL ASPECT
Physical - body built and weight

(thin, chubby, underweight)
Level of physical activity

( fast, slow, active, passive)
Mothers’ health during pregnancy with

the learner
Learner’s age when he/she started to

talk
Learner’s age when he/she started to

walk
Learner’s food preferences then and

now
Learner’s caretaker from childhood to

present
Field Study | 57
SCHOOL ENVIRONMENT
LEARNER’S SOCIAL ASPECT
Learner’s sociability (friendly, loner,

shy, easy to get along with, etc.)
Learner’s playmates & friends then &

now
Was the learner allowed to play outside

with his/her playmates?
At what age was the learner allowed to

go out with friends?
Is the learner allowed to sleep over

with his/her classmates/friend’s
house? If yes, at what age?
What are the rules in going out with

friends? In sleeping over in a friend’s
house, are they followed?
Are there punishments for not

following rules? If yes, cite some.
LEARNER’S COGNITIVE ASPECT
What do you think are your child’s

interests?
What is/are her favorite subject/s in

school?
In what subject does your child have

difficulty? What did you do for your
child to cope up with this difficulty?
How do you monitor your child’s

school performance?
Field Study | 58
SCHOOL ENVIRONMENT
How do you motivate your child to

study harder?
Do you give incentives to your child

for his/her achievements in school?
Name some of these incentives.
What rules do you implement as

regards to your child’s studies? How
do you monitor the following of these
rules?
Are there punishments for breaking

the rules? Name some.
LEARNER’S EMOTIONAL ASPECT
As a parent, what are your

expectations of the learner?
Does the learner come to you when

he/she has problems? What advice
do you give to solve the problem
and comfort your child?
How do you help your child

emotionally when he/she does not
meet his/ her own expectations?
Identify some of the household

rules.
Field Study | 59
SCHOOL ENVIRONMENT
Is punishment a part of your

discipline method? Do you explain
why they are being punished?
Cite some of these punishments.
Field Study | 60
SCHOOL ENVIRONMENT
ACTIVITY 4 PARENT-TEACHER ASSOCIATION
A Parent-Teacher Association (PTA) is a formal organization composed of

parents, teachers and staff that is intended to facilitate parental participation in
school. Through this organization, the parents can easily monitor their children
academic performance.
It also helps form as a strong bond between parents and teachers in

organizing more activities that will enhance and develop more the learners’
capabilities.
Visit a class. Interview the resource teacher about PTA.
1. Write down the organizational structure/officers of the Parent-Teacher

Association.
2. What do you think are the roles of the association on the learners’
schooling?
Field Study | 61
SCHOOL ENVIRONMENT
3. What are the plans/activities/programs of the association for the betterment

of the learners? Should the learner leaders be included/presented during the
planning of these activities?
4. Are there planned general assemblies for the whole school to disseminate the
plans for the school year? How many general assemblies are there in a
school year?
Field Study | 62
SCHOOL ENVIRONMENT
ACTIVITY 5
MY ANALYSIS
Based on your gathered data, answer the following items.
1. Based on your home visit and interview, what can you say about the
parenting experiences of the learner? Explain your answer.
2. Describe the family and home environment of the learner.
3. Does the idea of a school-home link affect the learners’ progress in

school? In what way?
Field Study | 63
SCHOOL ENVIRONMENT
ACTIVITY 6
MY REFLECTION…THEN AND NOW
1. Reflect on your own childhood experiences. What type of parenting methods

did you experience to become the “you” of today? How did it affect your
personality development?
Throughout my childhood, my parents always told us to be good, have fun, and not
be mean to others. They taught me these good values that have made me who I am
now. Now I am becoming a teacher and I want to teach my students respect.
Because respect is the only thing that unites people. As a future teacher, I want to
give the best for my students. I want them to learn that life is easy when you don't
put others down.
2. As a future teacher, what can you say about the following:
a. What learning/pedagogical styles are you going to employ? List some

of them below.
I want to be a constructivist teacher; instead of being a passive learner, I want my

pupils to give their ideas their all. In addition, I want to be this kinesthetically inclined
instructor that allows kids to investigate and experience their ideas.
b. What do you think is the importance of home visit?
Home visits are good it is an implication of care for your students.
Field Study | 64
SCHOOL ENVIRONMENT
c. What is the role of the teacher in providing linkages between the

home and the school?
The teacher's job is to communicate with the parents and establish a positive
relationship. Informing them on their child's performance and behavior. Reminding
them of what they should do if their child is struggling in school. Assisting them in
encouraging their children to participate more actively in school.
d. How can you maintain a good relationship with the parents?
Respect the personality of your children. It's hard at first, but over time you'll love the
process. Respect their children's strengths and weaknesses. Help them become the best
version of themselves. This way, parents will see how much you care about your child's
future.
e. How will you communicate to the parents to report their children’s

Progress or status in school?
I can simply message them personally or maybe I can create a group chats
among parent just to ensure their child is performing well in my class.
Field Study | 65
SCHOOL ENVIRONMENT
f. How will you seek the parents’ help/support in providing take home
lessons for the fast learners and slow but capable learners?
I'd tell them about their child's accomplishments first, then inquire about their
plan if their child fails. If they respond, I will stand by them and do whatever I can
to assist them. We should congratulate instructors, parents, and children if they
learn quickly.
Field Study | 66
SCHOOL ENVIRONMENT
BIBLIOGRAPHY
AVID Tutorial Guide. Learning Style Classroom Observation; pp. 208
Facilitating Learning; Module 7; pp. 69
Facilitating Learning; Module 8; pp.76
Field Sudy 1. The Learner’s Development and Environment. Le Delie, Concepcion,

et.al. 2007 St. Andrew Publishing House
Garcia, C.D. ( 2005). Principles and strategies of teaching: A Skill Approach. Books
Atbp. Publishing Company.
Harlen, W. ( 2007). Assessment of learning. SAGE Publications
Santrock, J.W. (2004). Child development.14th Edition. McGraw- Hill Higher

Publishing, USA.
Pedagogy: Objectives and Assignments: FIOE. 2017.
Vail, P. L. ( 2018). Early Childhood Today. Observing Learning Styles in the

Classroom. Scholastic Inc.
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%2BnaHm8aDdMeY5tZHM3a8T8l81c%3D&Expires=1437400998&AWSAcce
ssKeyId=AKIAIA7QTBOH2LDUZRTQ
http://s3.amazonaws.com/ppt-download/fs2episode3-121013223231-
phpapp01.docx?response-content-disposition=attachment&Signature=wJp
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SCHOOL ENVIRONMENT
sr75s4oWEK7u%2FNW5ZVU7VQcA%3D&Expires=1437400683&AWSAccessK
eyId=AKIAIA7QTBOH2LDUZRTQ
http://s3.amazonaws.com/ppt-download/fs2-episode2-130322235459-
phpapp01.doc?response-content-disposition=attachment&Signature=N52
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http://s3.amazonaws.com/ppt-download/fieldstudy2-141004034928-conversion-
gate02.docx?response-content-disposition=attachment&Signature=OvhdLjp
Qwon9CcaZkYAFycUDwIU%3D&Expires=1437398935&AWSAccessKeyId=AKI
AIA7QTBOH2LDUZRTQ
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m5HRW6puSQBQOa6J9cBr6Tw%3D&Expires=1437399381&AWSAccessKeyId
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FWt5lXsQO59eFNuO%2FjhcV4%3D&Expires=1437399853&AWSAccessKeyId
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http://www.sierracollege.edu/ejournals/jscnhm/v4n1/importance.html
http://stacweb.stac.edu/~cmarkham/manual/ST%20Manual%202013.pdf
Field Study | 68
SCHOOL ENVIRONMENT
This
Certificate of Completion
is awarded to
MARC REVEN F. VITALICIO

(Name of FS Student)
For having completed the required

number of hours and units for
FIELD STUDY COURSE 1

(OBSERVATION OF TEACHING-LEARNING
IN ACTUAL SCHOOL ENVIRONMENT)
Given this day of

Two thousand and ,
in the year of our Lord.
FS Teacher
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FIELD STUDY 1: OBSERVATION OF TEACHING-LEARNING IN ACTUAL

SCHOOL AS LEARNING ENVIRONMENT

Make a general observation of the campus/school, its facilities, equipment

Your mission is to do the following tasks:

SCHOOL FACILITIES CHECKLIST

Availability Number Description

ACTIVITY 2 THE SCHOOL LOCATION

1. Where is the school located?

3. Is the school location conducive to learning? Why?

Write your general impression of the school as a learning environment.

My overall perception has not changed. Children of Fatima Schools Incorporated

ACTIVITY 4 MY OWN POINT OF VIEW

Explain briefly the following questions.

Apart from being surrounded by the professionals, I believe CFSI can

4. In totality, is the school environment conducive to learning? Why?

Yes, since I can state from my experience as a student observer and a

YOU AND I ARE DIFFERENT

At the end of this activity, you should have gained competence in

To reach your target, do the following tasks:

2. Describe each of the learners based on your observations.

3. You can validate your observations by interviewing the learners.

4. Make a comparison in terms of the learner’s interests and needs.

Indicate with a check mark ( √ ) in the column provided the characteristics

My Analysis: Pre-school Learners

1. Write the most noticeable characteristics of the pre-school learners you

My Analysis: Elementary Learners

1. Write the most noticeable characteristics of the elementary learners you

SCHOOL: CHILDREN OF FATIMA SCHOOLS INC.

My Analysis: Secondary Learners

1. Write the most noticeable characteristics of the secondary learners you

ACTIVITY 2 SIMILARITIES AND DIFFERENCES OF THE THREE LEARNERS

DEVELOPMENT PRE-SCHOOL ELEMENTARY SECONDARY

CLASSROOM MANAGEMENT AND LEARNING

To reach your target, do the following tasks:

 Using a checklist, find out if the classroom components are evident.

 Describe the classroom structure/ design to allow all the learners to

participate in the learning process.

 Reflect on how classroom management affects learning.

Read the following statements carefully. Then, write your observation

As per my teaching experience during the immersion I only encountered students

4.Determine if the learners can work independently and if their span of

ACTIVITIY 2 DIFFERENT CLASSROOM MANAGEMENT COMPONENTS

Listed below are statements regarding components of classroom

1. Books and learners’ belongings are properly arranged.

√ 2. The rules and regulations are posted on the wall.

√ 3. Daily routines are observed such as cleaning inside and

4. The learners are assigned to their seats.

√ 5. There is a positive reinforcement by the teacher on the

6. There is a system of collecting, distributing

7. The classroom tools, equipment and other paraphernalia

√ 8. The teacher has strategies in maintaining classroom

√ 9. Praises are given to students who answered questions

10. Others, (please specify)

ACTIVITIY 3 LEARNERS’ BEHAVIOR

List down the effects of the classroom management components to

1. Classroom rules and regulations

2. Classroom daily routines

3. Learners’ seating arrangement

4. Strategies in maintaining classroom discipline

Be a model ideal behavior

5. Praises given by the teacher

6. Teacher’s authority during class discussion

Write down your answers on the following questions. Visualize

Always ask questions.