Field Study 1

EXPERIENCES

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 INTRODUCTION

Welcome to the culmination of our field study experience at Catbalogan 1

Central Elementary School. This portfolio encapsulates the rich tapestry of our
observations, reflections, and discoveries during our time spent in the vibrant
educational environment of Catbalogan.

As aspiring educators, our journey in Catbalogan 1 Central Elementary

School has been an invaluable opportunity to witness firsthand the nuances and
dynamics of a real-world classroom setting. This portfolio serves as a testament to
our commitment to understanding the complexities of teaching and learning, and the
multifaceted nature of the educational landscape.

The primary purpose of our field study was to gain practical insights into the
daily routines, instructional strategies, and the overall learning atmosphere within the
school. We sought to bridge the gap between theoretical knowledge acquired in our
academic studies and the practical application of pedagogical principles in a real-
world context. Through this immersive experience, we aimed to refine our teaching
skills, foster a deeper understanding of diverse learning needs, and develop a
holistic perspective on the teaching profession.

Nestled in the heart of Catbalogan, this institution stands as a beacon of

education, dedicated to shaping the minds of the future. Catbalogan 1 Central
Elementary School is not merely a building with classrooms; it is a community where
educators and learners come together to explore the vast realms of knowledge. Our
engagement with this school has allowed us to witness the dedication of the
educators, the enthusiasm of the students, and the collaborative spirit that defines
the educational ethos of Catbalogan 1 Central Elementary School.

This portfolio is organized to reflect the various facets of our field study. Each
section delves into different aspects of our experiences. We invite you to explore the
contents and join us on a journey of discovery and growth. May this portfolio not only
serve as a record of our field study but also as a source of inspiration and motivation
as we embark on our individual paths toward becoming educators who are mindful,
adaptable, and committed to the transformative power of education.

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 TABLE OF CONTENTS

I Introduction……………………………………………………………… 1
II Table of Contents………………………………………………………. 2
III Curriculum Vitae………………………………………………………... 3
IV Beliefs on Teaching and Learning……………………………………. 9
V Descriptions and Reflections on the Areas 11
Observed………………
A. Nature of
Learners………………………………………………
B. Learning Environment………………………………………….
C. Classroom Management……………………………………….
D. Assessment Practices………………………………………….
E. Teacher’s Philosophy and Practices………………………….
VI Daily Time Record………………………………………………………
VII Feedbacks……………………………………………………………….
A. School Administration………………………………………….
B. Mentor-Mentee Relationship…………………………………..
C. Other Comments and Suggestions to Improve the Field
Study Program…………………………………………………..
VIII Overall Retrospection…………………………………………………..
IX Rubrics…………………………………………………………………...

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 CURRICULUM VITAE

NAME: BIGTAS, JACEN M.

ADDRESS: Brgy. Inoraguiao Sta. Margarita, Samar

EMAIL ADDRESS: jacenbigtas@gmail.com

PERSONAL INFORMATION

BIRTHDAY: August 6, 2000

BIRTHPLACE: San Isidro, Northern Samar
AGE: 23 years old
SEX: Female
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Cesar G. Bigtas
MOTHER’S NAME: Josephine M. Bigtas

EDUCATIONAL BACKGROUND

TERTIARY SAMAR STATE UNIVERSITY

Bachelor of Elementary Education
Catbalogan City, Samar
2020 - Present
SECONDARY Clarencio Calagos Memorial School of Fisheries
2014 - 2020
ELEMENTARY Inoraguiao Elementary School

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 2008 - 2014

NAME: CANDINATO, CARINA D.

ADDRESS: Brgy. Inoraguiao Sta. Margarita, Samar

EMAIL ADDRESS: candinatocarina@gmail.com

PERSONAL INFORMATION
BIRTHDAY: December 17, 2000
BIRTHPLACE: Brgy. Inoraguiao Sta. Margarita, Samar
AGE: 22 years old
SEX: Female
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Reynaldo A. Candinato
MOTHER’S NAME: Anacorita D. Candinato

EDUCATIONAL BACKGROUND

TERTIARY SAMAR STATE UNIVERSITY

Bachelor of Elementary Education
Catbalogan City, Samar
2020 - Present
SECONDARY Clarencio Calagos Memorial School of Fisheries
2014 - 2020
ELEMENTARY Inoraguiao Elementary School
2008 - 2014

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NAME: CORDERO, DELL S.

ADDRESS: San Andres, Villareal, Samar

EMAIL ADDRESS: dellsabugocordero08@gmail.com

PERSONAL INFORMATION

BIRTHDAY: November 8, 2000

BIRTHPLACE: San Andres Villareal, Samar
AGE: 23 years old
SEX: Female
NATIONALITY: Filipino
RELIGION: Seventh-day Adventist
CIVIL STATUS: Single
FATHER’S NAME: Cleo V. Cordero
MOTHER’S NAME: Ruth S. Cordero

EDUCATIONAL BACKGROUND

TERTIARY SAMAR STATE UNIVERSITY

Bachelor of Elementary Education
Catbalogan City, Samar
2017 - Present
SECONDARY San Andres National High School
2011 - 2017
ELEMENTARY San Andres Elementary School
2005 - 2011

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NAME: FABILE, CHARMINE V.

ADDRESS: Brgy. Himyangan Villareal, Samar

EMAIL ADDRESS: fabilecharmine23@gmail.com

PERSONAL INFORMATION

BIRTHDAY: July 23, 2002

BIRTHPLACE: Villareal, Samar
AGE: 21 years old
SEX: Female
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Marcelino L. Fabile
MOTHER’S NAME: Armida V. Fabile

EDUCATIONAL BACKGROUND

TERTIARY SAMAR STATE UNIVERSITY

Bachelor of Elementary Education
Catbalogan City, Samar
2020 - Present
SECONDARY Villareal National High School
2014 - 2020
ELEMENTARY Himyangan Elementary School
2008 - 2014

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NAME: JABAGAT, AIZA S.

ADDRESS: Brgy. Bunu-anan Catbalogan City, Samar

EMAIL ADDRESS: aiza.jabagat@ssu.edu.ph

PERSONAL INFORMATION

BIRTHDAY: March 5, 2002

BIRTHPLACE: Catbalogan City, Samar
AGE: 21 years old
SEX: Female
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Juan Jabagat (Deceased)
MOTHER’S NAME: Sonia Jabagat (Deceased)

EDUCATIONAL BACKGROUND

TERTIARY SAMAR STATE UNIVERSITY

Bachelor of Elementary Education
Catbalogan City, Samar
2020 - Present
SECONDARY Samar College Inc.
2014 - 2020
ELEMENTARY Bunu-anan Elementary School
2008 - 2014

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NAME: TEPASE, JERLYN S.

ADDRESS: Himyangan, Villareal, Samar

EMAIL ADDRESS: jerlyntepase@gmail.com

PERSONAL INFORMATION

BIRTHDAY: September 5, 2000

BIRTHPLACE: Villareal, Samar
AGE: 23 years old
SEX: Female
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Armando N. Tepase
MOTHER’S NAME: Apolonia S. Tepase

EDUCATIONAL BACKGROUND

TERTIARY SAMAR STATE UNIVERSITY

Bachelor of Elementary Education
Catbalogan City, Samar
2020 - Present
SECONDARY Villareal National High School
2014 - 2020
ELEMENTARY Himyangan Elementary School
2008 - 2014

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 BELIEFS ON TEACHING AND LEARNING

Before embarking on the field study observation at Catbalogan 1 Central

Elementary School, our beliefs in teaching and learning were grounded in theoretical
knowledge and educational principles. We held the notion that effective teaching
primarily involved the dissemination of information from teacher to student. Our focus
was often on delivering content in a structured manner, assuming that this would
naturally translate into effective learning. We believed that a teacher's role was to be
an authoritative figure, imparting knowledge with minimal student involvement. Our
approach was somewhat traditional, emphasizing rote memorization and
standardized assessments.

Upon entering the classrooms of Catbalogan 1 Central Elementary School,

we were immediately confronted with the vibrant and dynamic nature of the learning
environment. The teachers exhibited a profound commitment to creating a student-
centered atmosphere, where active engagement and critical thinking were
paramount. This contrasted starkly with my preconceived notions of the teacher-
centric approach. The classrooms were alive with discussions, group activities, and
collaborative learning experiences. It became evident that teaching was not merely
about conveying information but fostering an environment that nurtures curiosity,
creativity, and independent thinking.

Through careful observation and reflection, our beliefs in teaching and

learning underwent a significant transformation. We came to appreciate the
importance of student participation, recognizing that learning is a reciprocal process
where students contribute to their own understanding. The emphasis shifted from
being the sole provider of knowledge to a facilitator who guides and supports
students in constructing their own learning experiences. We realized the value of
incorporating diverse teaching methods to cater to different learning styles,
acknowledging the individuality of each student.

Another notable aspect of the observation was the seamless integration of

technology and real-world context into the lessons. Teachers at Catbalogan 1
Central Elementary School skillfully incorporated digital resources like the use of
Smart TV, making learning more interactive and relatable to the students' lives. This

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experience challenged my previous beliefs that technology might be a distraction in
the classroom. Instead, we saw its potential to enhance engagement and provide
access to a broader range of educational resources.

In conclusion, the field study at Catbalogan 1 Central Elementary School

prompted a profound reevaluation of our beliefs in teaching and learning. We now
see education as a dynamic, student-centered process that goes beyond the
transmission of information. It involves cultivating critical thinking, fostering
collaboration, and integrating technology to create a holistic learning experience. The
experience has not only broadened our perspective on effective teaching but has
also instilled a deep appreciation for the adaptability and creativity required in the
ever-evolving field of education.

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DESCRIPTIONS AND REFLECTIONS ON THE AREAS/COMPONENTS
OBSERVED

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DAILY TIME RECORD

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FEEDBACKS

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OVERALL RETROSPECTION

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RUBRICS

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