DESCRIPTION OF THE WORK IMMERSION PROGRAM

With the passage of the Enhanced Basic Education Act of 20113 or Republic Act 10533, DepEd was
tasked to implement the K to 12 Program, essentially adding two (2) years of specialization within the
Basic Educational System;

DepEd designed the Implementation of RA 10533 within the framework of increased community
involvement in the learner’s experience;

With this premise, DepEd offers venues for various stakeholders to participate in the implementation of
RA 10533 and, the same offer, accepted by the PARTIES herein;

The work immersion Program is one of the course requirements for graduation. A SHS student has to
undergo Work Immersion in a business organization or establishment with work requirements related to
the specialization. Through Work Immersion, the students are exposed to and are familiarized with the
work-related environment related to their field of specialization. Specifically, the students are able to:

1. Appreciate the importance and applications of the principles and theories learned in school.
2. Enhance their technical knowledge and skills
3. Enrich their skills in communications and human relations
4. Develop good work habits, attitudes, appreciation, and respect for works.

Links to DepEd’s National Competency-Based Teacher standards (NCBTS):

Domain 1 – Social Regards for Learning
Competencies:
1.1 Acts as positive role model for students
1.1.1 implements school policies and procedures
1.1.2 demonstrates punctuality
1.1.3 maintains appropriate appearance
1.1.4 is careful about the effect of one’s behavior on students

Domain 2 – Learning Environment

Competencies:
2.1 Creates an environment that promotes fairness
2.2 Makes the classroom environment safe and conductive to learning
*maintains a safe, clean and orderly classroom free from distraction.
2.5 Create a healthy, psychological climate for learning.
* Creates a healthy, psychological climate for learning.

Domain 3 – Diversity of Learners

3.1 Determines, understands and accepts the learners’ learning style, multiple intelligences and needs of
learners.

3.2 Demonstrates concern for holistic development of learners.

* Employ integrative & interactive strategies of meaningful & holistic development of learners.

2. ROLES AND EXPECTATIONS OF STAKEHOLDERS IN FS 1

Teacher Education Institutions (TEI’s)
The teacher Education Institution shall
1. determine the readiness of the student teacher to go on off-campus/extended field study or FS1;
2. Request the City Division Office to Designate cooperating school in the city;
3. Conduct conference/orientation among the selected school in the FS1 objectives
The TEI Practicum Supervisor shall:
1. Prepare the program of activities of the student teachers.
2. Coordinate with School Division Superintendent in the selection of cooperating schools.
3. Prepare and implement the MOA between the TEI and the Dep-Ed Division Office.
4. Coordinate regularly with the principal and cooperating teacher regarding the performance of the
student teacher.
5. Coordinate with the principal and cooperating school regarding the activities and the needs of the
student teachers relative to their observation of classes.
6. Prepare the student observers for their off campus observation activities.
7. Coordinate regularly with the Principal / Head Teacher / Cooperating Teacher regarding the
performance of the student observers.
8. Conduct debriefing, interview, case studies of student observers.
The Pre-service Teacher shall:
 1. Perform in accordance with the Basic Professional Expectations detailed in these guidelines.
2. Attend all sessions.
3. Meet the individual objectives for performance as described.
4. Offer and perform services to the school at an appropriate level, in return for the services which
the school provide.
5. Operate and co-operate with the school community and its requirements and expectations.
6. Observe and embrace the ethics of the profession including suitable attire and punctuality.
7. Maintain a journal of the experiences.
Department of Education (DepEd)
Role of the Cooperating Principal
1. Identify cooperating teachers to handle student teachers exposure.
2. Coordinate with the TEI’s supervisor concerning student teachers assignments and problems.
The Cooperating Teacher
1. Provide opportunities for the Student Teacher to carry out the activities appropriate for the stage
of the Student’s Course.
2. Act as a role-model for aspiring young teacher. While this activity occurs consciously during
demonstration sessions, it is of course, in operation all the time.
3. Help the student relate activities within the school to the University Program.
4. Evaluate the effectiveness of the activities of the Student Teacher on a continuing basis, and to
promote feedback so that progress can be made towards the aims of the program.

2. COURSE DESCRIPTION
Field study 1 will introduce student observers to the learner’s behavior in the different phases of
development, school environment and the school community. It offers them opportunities and prospects
for career development as they observe the school structure, the classroom, the school facilities, the
teachers, the parents and the students. This observation course provide them avenues to enhance their
communication skills as they exchange ideas with their buddy, with the cooperating teachers, with pupils,
with pupils and with parents. This observation includes the way teacher interact with each other, with
students, with parents, and with other stakeholder.
Objectives
At the end of the course, Field Study 1, the student observes will be able to:

1. Conduct a mini case study of one learner;

2. Familiarize with the structure of the cooperating school as spelled out in the organizational chart;
3. Adapt with the different facilities and amenities found in the cooperating schools that promote child
friendly school system;
4. Abide by the policies, guidelines, rules and regulations set by the school.
Expected Outcome/ Course Requirements
Each student will:
1. Produce a case study report on the learner.
2. Produce a chart of the school organization and identify personnel/ key positions of the structural set-
up of the cooperating school.
3. Identify facilities of school and describe their status and conditions.
4. List and explain the policies, rules and regulations set by the school.
Assessment Items
Using the chart 1 and chart 2 the student shall write a narrative report of finding that will serve as Journal
Entry 1. The students will be assessed using Assessment Item 2 found in the Appendix (page 21)

GRADING SYSTEM
RATER
CT
PS
Reflective Journal Writing ------------------------------------------------------------------ 50%
- Journal entry no. 1, organizational chart & checklist on facilities
- Journal entry no. 2, after 2 class observations
- Journal entry no. 3, communication skills
- Journal entry no. 4, after 3rd and 4th class observations
Project ------------------------------------------------------------------------------------- 30%
- Classroom diagram
- Organizational chart
Professional Portfolio ----------------------------------------------------------------- 20%
- Class List
- Seat Plan
- Checklist of Child-friendly School

5. COURSE CONTENT
Learning Content

Observation is an effective means of learning how to be component teachers and it is done

before actual teaching. The pre service teacher has to determine whether the school
environment is conductive to learning because it is the major factor in a number of
environmental influences that condition the learner’s growth. This is done through observation
of the learner, school structure, facilities, physical plant, rules and regulations, policies and
guidelines of the cooperating school.

A. Learner’s behavior: after observing learners, PTSs will choose one learner for their case study
for learner’s behavior.
Task 1. Ask your CT to select two pupils 1 boy and 1 girl) in a friendly environment. Interview each
individually. Use this proforma to find out about the learners. Record the information in your notebook.
A. Learner’s Profile
Name: Julian Jyden O. Mabale Height: 4/4
Age: 10 Sex: Male Weight: 31 kl.
Ordinal Position in the Family: Eldest
Parent’s name: (Father): Jemyr O. Mabale Occupation: Working at the Bank
(Mother): Juliet O. Mabale Occupation: CJC Senior High Teacher
Religion: Roman Catholic Ethic Group: Cebuano
Barangay: Lim Extension, Digos City_________________
Grade School Level: _____Grade 4___________________________
Section: ____St. Scholastica_________________________________
Class Adviser:___Mr. Vlademir Dacuyan______
Club Affiliation: A Member of Music Enthusiast and Math Club____
Most Liked Subject(s): Math and Science_____
Why? I like Mathematics and Science for they are both interesting and is easy to learn. Since I was a
little, reading and solving of solve is what I usually do as practice.____
Least Liked Subject(s): EPP____
Why? I don’t really understand it. For me it is confusing and is not easy.___
Hobbies: Basketball and Sleeping__
1. Favorite Color: Orange___
2. Favorite Flower: Sampaguita___
3. Favorite Song: Iris by Gogo Dolls___
4. Favorite TV Program: La Luna Sangre___
5. Favorite Movie: Titanic___
6. Favorite Game: Minecraft___
2 Things I like about the school are the good quality of teachers that provides us, learning, attention and
even instructions for us to be guided during activities and more.__
2 Thins I would like to change about the school are concerns about bullying and the disturbing behavior
of the students._

B. Learner’s Profile
Name: Daniella Caszidy R. Bangcal Height: 4/2
Age: 10 Sex: Female Weight: 28 kl.
Ordinal Position in the Family: Eldest
Parent’s name: (Father): Rustiquito Bangcal Jr. Occupation: Still becoming a Teacher
(Mother): Dominic Rosal Occupation: Housewife
Religion: Roman Catholic Ethic Group: Cebuano/ American
Barangay:______Lopez Jeana Extension, Digos City______
Grade School Level:__Grade 4________
Section:_______St. Scholastica________
Class Adviser:___Mr. Vlademir Dacuyan___
Club Affiliation: A Member of PACS and Techno Vators Club___
Most Liked Subject(s):___Math, Mapeh, Filipino and English___
Why? I mostly liked the said subject for I love dancing, solving math problems are easy same as Filipino
and the one that excites me the most is the English group activities especially when we’ll go speech
laboratory.
Least Liked Subject(s):__Science and Computer__
Why? I can’t really understand it directly. For me, it is confusing and is not easy.__
Hobbies:__Dancing and Singing___
1. Favorite Color:__Pink, Red and Blue__
2. Favorite Flower:__Sunflower__
3. Favorite Song:__Masterpiece by Jessie J__
4. Favorite TV Program:__Cartoon Network__
5. Favorite Movie:__Horror Movies (Such as Shake, Rattle and Roll)__
6. Favorite Game:__Chinese and Labay Tunga__
2 Things I like about the school are letting us join different categories of the school’s contest especially
the ones involving dancing. Just like the last Science Club event, we joined and made a SciJingle, it was
really fun for we have done an action song.__
2 Thins I would like to change about the school are the prohibition to be late and to have a different
playing area between Elementary pupils and Junior High School students.__

Task 2. Observe the two students for one lesson. In your journal, reflect on the learners in terms of their
behavior, attentiveness and interactions with others.

Observations of the two learner’s involvement in activities:

_______From the two(2) learners namely Julian and Daniella, I had observed that they are actively
participating when it comes to their involvement during class activities. Especially when it comes to
discussing the topic and the instructions for the activities, they are willing to communicate with their
teacher and classmates what are the ideas or knowledge they have in mind. Furthermore, they show
discipline and responsibility inside the classroom. Also base on observation, they really stand out inside
the classroom for they are potential leaders. They can lead their classmates from doing what is right and
wrong as following the teacher’s instruction during class activity.______
CTs comment about the two learners:
_______The two of them are really good in terms of academics. Aside from that, they are both potential
leaders and outstanding inside the classroom. Julian Mabale is an achiever, MTAP contender, his not
afraid or hesitant in asking questions, a logical thinker, good listener and responsible. But maybe
because he thinks Math and Science are one of the most easiest subjects to be understood, he seems to
be afraid committing mistakes. For example, he had committed a mistake during the quiz ,he suddenly
feels down afterwards. While on the other hand, Daniella Bangcal is not really good in terms of
Mathematics but gives her best. She is in fact a good leader. She can command her classmates to behave
accordingly inside the classroom. Also, she is trustworthy and responsible to herself and others._____
 C. The School Environment
Observe your cooperating school’s structure and organization.
Fill out the following charts as your guide.

1. School Structure and Organization

2. School Facilities
3. Child-friendly School

Chart 1
The School Structure/ Organization Chart
Name of School: __Cor Jesu College (Basic Education Department)___
Direction: Fill in the boxes with the names of school personnel as reflected in the organizational chart of
DepEd. List two (2) main duties and responsibilities of which as spelled out during the orientation
program. (This may vary in appearance as each school has a different way of presenting their
organizational structure.
Completed by: ___Lou Daneille C. Lofranco____________
Assessed by: ______Ms. Alexa Pryty A. Gallarde_________
Chart 2
Checklist of School Facilities
Direction: Check on the facilities of the school whether available or not available and specify the number,
status, and condition. (Status may mean construction on going, purchase being processed, construction
nearing completion, etc. while condition may mean functional, not functional, etc.)

IF AVAILABLE, WRITE THE

B. School Available Not
Available SPECIFICATIONS
Number Status Condition
1. Library with adequate 
number of holdings 3 Complete Functional

2. Laboratory with  Complete Functional

adequate number of 8
equipment

3. Canteen/Cafeteria  2 Complete Functional

4. Comfort Rooms with  Complete Functional

lavatory 27
5. Reading Center  3 Complete Functional

6. Home Economics  1 Complete Functional

Room
7. Industrial Art Shop  1 Complete Functional
8. Audio Visual Room  1 Complete Functional
 9. Printing/  1 Complete Functional
Mimeographing Room

10. Counseling Room  2 Complete Functional

11. Others (specify)
12. Others (specify)
SUMMARY:
A school is an establishment that do offer specialized instructions for teaching the children A school that has a
complete and functioning facilities could have a better way of teaching and would be most convenient to the
learner to have a conductive environment. Lucky are the students enrolled in Cor Jesu College for they have a
complete and running facilities to give a higher quality of Education.

Completed by:___Lou
Daneille C. Lofranco______
Assessed by:______Ms. Chart 3
Alexa Pryty A. Gallarde___
Checklist of a Child-friendly School
Direction: The following checklist should be accomplished by the pre-service teacher to reflect whether
the school is “Child-Friendly”.

INDICATOR YES NO If YES, give an example of this…

1. The school has  The School’s Gymnasium and the
facilities and  School’s ground for indoor and
equipment for sports outdoor games.
and recreation.  Also, they have this storage room
used to keep sports equipment.
2. The school has
sufficient lawn   School’s Garden
space and vegetation  Corn field
3. The school has a 
duly assigned  School Guards
personnel in-charge  Maintenance
of securing its
premises, its
properties and those
of the pupils and
teachers.
4. The school has a
program for children 
with special needs.
5. The school
coordinates with the 
barangay and local
 authorities to ensure
the safety and
protection of the
students.
6. The teachers use
non-threatening   Deducting points to those who are
modes of discipline. noisy

C. The Classroom Environment

Learning Content
The classroom’s physical environment, including the amount of space and type of equipment, can
influence the structure of the group and relationships among its members. Therefore, it has to be
safe and secure for work, study, and play and has a relatively quiet, attractive, orderly and healthy
learning atmosphere.

Objectives
At the end of the three consecutive sessions on class observation, the student observers will be able to:
1. Familiarize with the structure of the classroom;
2. Adapt the different facilities found in the classroom;
3. State the standard size and features of the classroom set by Dep-Ed;
4. Observe teaching-learning process
Expected Outcome/ Course Requirement
Prepare and describe the actual classroom lay-out and make a critique of the classroom in relation to the
standard set by DepEd.
Activity 1
Prepare a classroom diagram (with narrative explanation) for one of six classroom observation made.

Chairs
Blackboard
Teacher’s Table
Bulletin Board
Garbage cans
Cabinet
Doors for Entrance and Exit
Windows
Ceiling Fans

The class of Grade 4 St. Scholastica under the advisory of Mr. Vlademir Dacuyan is a complete example of a
conductive learning environment. It has Two(2) main doors for both Entrance and Exit. Equal number of chairs each rooms
depending on how many students they had and chairs to be occupied. A wide and durable blackboard to be used during class
discussions. It has two(2) garbage cans to separate Biodegradable and Non-biodegradable trash. Windows as well as ceiling fans
for the students not to be suffocated inside the classroom. Bulletin Boards provided to the students in order for them to know
what to do. And lastly, the cabinet was also delivered in each class to put a specific room for the students’ equipment and other
materials. In order to maintain a clean and well-ordered learning environment. That is why the students do behave and listen
Activity 2
After completing two classroom observation, write a reflective journal using the following phrases.
JOURNAL 2
After having the two classroom observations, I was able to come up with this following
comprehensive conclusions. I have learned that the classrooms were provided with complete and
functional equipment that met the students’ needs. I was surprised that the school was able to provide
what the students need to have a conductive learning environment. As they truly value the students’ safety
and security the most. For as we all know that not all schools could foster the students’ needs for some
reasons commonly because of financial stability. I was pleased to know that the classrooms were in order,
well-ventilated and is in condition to be used by the students of the school accordingly. I want to know
more the other options of safety and security measures that is possible to use for the students welfare.
The classroom observations can be of help to me as a future teacher by both heart and mind. It
makes me think effective strategies that would be applicable in securing the children’s safety in order to
reach the goal of having a conductive learning environment that do provides a higher quality of
Education. Heart to have passion for as time flies fast, it would not only be a job anymore. It is the
passion of a teacher that would keep him/her on going. Teaching by heart and mind would be
advantageous not only for the teacher but most importantly to his/her learners. Even though you have that
complete and functional classroom equipment, if it would not be used wisely and the teacher could not
give a better way of teaching, it would still be useless.
 Chart 2
Checklist of School Facilities
Direction: Check on the facilities of the school whether available or not available and specify the number,
status, and condition. (Status may mean construction on going, purchase being processed, construction
nearing completion, etc. while condition may mean functional, not functional, etc.)

IF AVAILABLE, WRITE THE

A. School Available Not
Available SPECIFICATIONS
Number Status Condition
1. Two (2) doors (1 Complete Functional
entrance,1 exit)  2 Per Room
2. Ceiling fans 4 Per Room Complete Functional

3. Comfort room with Minimum of 4 Complete Functional
lavatory  each
Department
4. Chairs/ desk 40 Per Room Complete Functional

5. Teacher’s table 1-2 Per Room Complete Functional

6. cabinets 2 Per Room Complete Functional

7. shelves 2 Per Room Complete Functional

8. bulletin board 2 Per Room Complete Functional

9. racks and stands 1Per Room Complete Functional

10. benches 2 (BED) Complete Functional

11. Others (specify)
12. Others (specify)
SUMMARY
The school has a complete, available and functional facilities provided for the students to be used and is to
be maintained well by both students and the school.

Completed by:___Lou
Daneille C. Lofranco______
B. Communication Skills
Assessed by:______Ms.
Learning
Alexa Pryty A.Content
Gallarde___
The pre-service teacher manifests attitude in communicating with student buddy while
observing the learners, school and the classroom environment. This is enhanced through
his/her interaction by sharing notes, information and ideas with his or her buddy, hence,
establishing interpersonal relations.
Objectives
1. To enhance oral and written communication skills with buddy.
Expected Output/ Course Requirement
1. Journal entry number 3 which reflect responses to questions found in Assessment Item number 2
(see page 21)
Activity
Task 1
Complete the seven-item questionnaire for communications skills competency. This will be
assessed by the buddy as well as self-evaluation (use the checklist for communication skills on
page 14)
Task 2
Discussion with student buddy. Discuss your recorded observation with your buddy and compare
it with his/ her observation of your communication skills.
Guide Questions:

 What are common?

 What are different?
 What will you do to improve your interpersonal communication skills?
 Write your responses in your journal entry as number 3.

Chart 5
Checklist for communication Skills
Direction: using the checklist below, tick the appropriate box that assesses the communication skill of
your buddy and yourself.
RUBRICS for communication Skills

Communication Always Usually Sometimes Seldom Never

Skill Observed Observed Observed Observed Observed
5 4 3 2 1
1. Manifest positive Me 
attitude in
communicating
with student buddy. Buddy 
2. Listens to and Me 
shares information
with buddy. Buddy

3. Ideas are focused, Me 
clear and specific.
Buddy

4. Voluntarily speaks Me 
at appropriate
times. Buddy

5. Uses non-verbal Me 
cues (eye contact,
facial expression, Buddy
posture) 
6. Shares well- Me 
developed,
pertinent Buddy
information in a 
concise way.
7. Word choice is Me 
clear and accurate.
Buddy


Completed by:____Lou Daneille C. Lofranco_____

Assessed by:___Ms. Alexa Pryty A. Gallarde______

JOURNAL 3
After spending at least two(2) months of doing our work immersion with my buddies
namely Ella Mellejor and Chia Lauda , we really had such a fun time together with our cooperating
teacher Sir Vlademir Dacuyan. It was like a journey, a very long journey. But as the time flies, we had
finally reached the end of that journey. Right from the start, we barely talk to each other because of the
fact that I was still a newbie in HUMSS A but thanks to this opportunity we got to bond and laugh al
throughout of it together. The common things we did was manifesting positive attitude towards
communicating with each other. Do listen if one has something to say. Ideas are focused enough and
specific for we were helping each other how to sort things out. I am pleased to know that my buddies
talked voluntarily to me without any hesitations. I was able to understand them even just by the means of
non-verbal communication. Also, I can really feel that we had that sudden connection for the fact that we
can easily understand each other because our word choice is accurate and comprehensible enough to get
the point out of it.
Honestly, I cannot really say that there is difference between us in anything. But to be in
particular, we had that difference just by sharing our developed ideas, information and other matters. But
I do believe that we are individually unique and different. And by being different makes us special. Now,
if there is one way that I could improve my interpersonal communication skills that would be more open
towards communicating others. Remember to set a positive attitude always, share more information and
be more approachable next time.

D. Post Conference
After making four classroom observations, a post conference will be held in the TEI to gather
information/insight from your experience. A fourth entry in the Reflective Journal will be submitted
as entry number 4
Guide Questions:

 What do my experiences in Field Study 1 mean to me as a pre-service teacher? As a future

teacher?
 What influence do you observations have on my thoughts about my careers choice as a teacher?
The teaching profession in general?
 Other learning/insights maybe included in the journal.

JOURNAL 4

Being a teacher is not an easy job nor an easy path to take over. I do believe that teaching plays a
bigger role in order to have learning for the learners. A teacher must possess both professional and
personal attributes. Being a professional teacher, he/she must know most topic to be discussed and
use effective strategies on how he/she must deliver it in the class. On the other hand, being a personal
teacher is a teacher that can make ties to his/her learners, a kind of bond that is long-lasting. The
teacher must be able to communicate and is open to share and listen what his/her learner’s must say.
Now, if the teacher has this following attributes he/she may make learning in the most easier way and
may provide a higher quality education.
 My experiences in Field Study 1 mean more than what my words can. It was both hard and a
challenge for me thinking if this was the right choice I had made my entire life of picking courses. As
a pre-service teacher, I had experience how a teacher’s life play everyday. It was quite difficult
especially when your students are so noisy, keep on transferring seats, keep on standing, asking
random questions and even keep on chitchatting with their classmates. And yes that is reality though,
That is why I am totally hands up to the teachers in the entire world for doing the job their passion.
They elaborated a perfect example of a teacher having patience to his/her students. Reflecting from it
as a future teacher, it made me question myself if my decision upon taking this course would be final
or even correct. If I am ready enough to be a teacher someday or even act like one. Luckily, I still
found a reason for me to believe that I can still be a Teacher someday. There is still that passion
inside and hope I can still do the job. And in the end it made me realize the truth, let’s make teaching
not only a job but a passion of a lifetime commitment.