Episode 1 2 3

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FIELD STUDY 1:
Observation of Teaching- Learning in Actual School Environment
JAILYN CEDENO
GROUP 2
EDUC 12 FIELD STUDY 1
TTH 3:30-5:00
DR CELIA D. ANDAS, LPT, EdD

FIELD STUDY PROFESSOR
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PREFACE
This portfolio is an organized collection of Episode 1 which is about
The School Environment. The reader will understand the roles of the school
facilities and how it contributed to the school, and to know effective board
displays.
It consists of two activities observing the OAR (Observe, Analyze,
and Reflect). At the end of this section, the pre-service teacher will gain
understanding about the importance of display boards as the hub of
education.
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TABLE OF CONTENT
Episode 1
Activity 1.1 Exploring the School Campus …………………………….4
Observe ……………………………………………………………………4
An observation Guide for the Classroom Visit …………………………5
Analyze ……………………………………………………………………..7
Reflect ……………………………………………………………………...7
Activity 1.2 Observing Bulletin Board Displays………………………….9
Observe …………………………………………………………………….9
Analyze……………………………………………………………………..17
Reflect………………………………………………………………………19
Link theory to Practice …………………………………………………..20
Show your Learning Artifacts…………………………………………….22
Evaluate Performance …………………………………………………….23
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ACTIVITY 1.1 EXPLORING THE SCHOOL CAMPUS
OBSERVE:
SCHOOL FACILITIES OBSERVATION CHEKCLIST
FACILITIES DESCRIPTION Will it contribute to the

students’ learning and
development? Why?
Office of the / The Dean’s office has a Yes, the principal is the
Principal complete facility and a one who’ll manage the
couch where visitors can whole campus and
sit. It is also with air- approve the activities.
conditioned.
Library / It has a lot of books and Yes, it helps student to
computer where students find information or
can do research. sources regarding on
their homework, or
thesis. This could be a
study room for students.
Counseling Room / It’s surrounded with Yes, it helps to release
different quotes or their emotions and solve
motivational messages. the problems of students.
They also have complete
facilities, tables and chairs.
Canteen/ / They serve good foods, Yes, because if the
Cafeteria and the surroundings are student is hungry, then
clean. The canteen is just there’s instances that
small but everything that they don’t want to listen
students need is there. or their moods will
change. Hence, by
having canteen in the
school, they can buy
foods. Healthy food,
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healthy mind.
Medical Clinic / The nurse is very Yes, sometimes the
accommodating, and clinic students are unwell, they
is clean. It’s also can take a rest at the
surrounded with healthy clinic, and if they feel
quotes posted on the wall. better then they can go
back to the classroom.
Audio Visual/
Learning
Resource Center
Science / The laboratory has its Yes, this is very helpful
Laboratory equipment, but they’re not for students to explore
maintained. and experiment things.
Usually, this is useful for
major in Science.
Gymnasium / The gymnasium has a Yes, it is where the
wide space that can students perform
accommodate all the specially when it needs
student. to have a big space. This
is also useful for physical
education subject like
doing sports or exercise.
Auditorium
Outdoor/ Garden / The garden are well This helps student to
maintained and it has big develop their skill in
area for gardening. naturalistic. It also gives
them peace of mind by
having such wonderful
view outside
Home Economic
Room
Industrial
Workshop Area
PTA office
Comfort Room for / The comfort room is well Yes, it helps students to
boys maintained. have proper hygiene and
cleanliness
Comfort room fort / There are two comfort Yes, it also for hygiene
Girls room for girls and it’s purposes.
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clean.
An observation Guide for the CLASSROOM VISIT

Read the following statement correctly. Then write your observation report
on the space provided.
GUIDE QUESTION Classroom Observation Report

1. Describe the community or The school is located at Ma-a,
neighborhood where the Davao City. The neighborhood of
school is found the school was the elementary and
high school campus, and there are
banks, restaurant and others.
2. Describe the school The campus is well- managed and
campus. What colors do maintained. It’s painted with dirty
you see? What is the white colors and brown. The
condition of the buildings? buildings are still in a condition but
the space is not enough for the
student specially when they are
few.
3. Pass by the offices. What The offices are simple yet clean.
impressions do you have of They put labels at the front of door
these offices? so that the student can easily
recognize it specially the new
students.
4. Walk through the school Aside from the library and cafeteria,
halls, the library, the they also have clinic, registrar’s
cafeteria. Look around and office, gymnasium, SSG office,
find out the other facilities comfort room for boys and girls and
that the school has. dean’s office.
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ANALYZE
How do the school campus and the classroom in particular impact the
learning of the students going to school? What are your conclusions?
- Nowadays, students will enroll themselves to a school which is very
known. This is because they see that the surrounding and
background of the school is good. Everything that surrounds a child
will give a big impact to their learning. That’s why the school campus
and the classroom should be conducive to learning. The materials.
Offices, and other facilities should be in well- maintained because
that can affect them.
How does this relate to your knowledge of child and adolescent
development/ How does this relate to your knowledge of facilitating
learning?
- Everyday a child develops something, it could be through his
experience or being taught to him/her. Learning environment is when
teaching and learning can take place in the most effective manner. I
learned that as a teacher, we need to ensure the safetyness of the
student, create good learning environment that is conducive to
learning.
REFLECT
1. Would you like to teach in the school environment you just
observed? Why? Why not?
- It would be my pleasure to teach at Christian Colleges of Southeast
Asia. I admire their mission, vision and core values of the school.
Thus, I love how they really give their best to give students the quality
of education.
2. What kind of school campus is conducive to learning?

- School campus must be appealing in the eyes of the student. They
should be comfortable so that the student will be interested to learn.
For example, good quality of rooms, canteens are offering delicious
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foods and most importantly, the surrounding must be clean and

secure student’s safetyness.
3. What kind of classroom is conducive to learning?
- Classroom should be in a positive place where students are more
motivated to learn. It comes with a concrete and educational
materials. Putting colors and decorations in a classroom is also one
of the factor to conducive because it soothes in the eye of the
student. The chairs must have enough space to move around so that
they are not crammed together. Hence, a kind of conducive
classroom will always start at the positiveness of the teacher.
4. In the future, how can you accomplish your answer in number 3?
- As a future educator, I should have my vision on how I would make
my classroom conducive to learning. I’ll do my very best that I can
accomplish everything that I’ve answer in #3.
5. Write your additional learning and insights here

- I have learned that a school is not just a school that students are able
to learn but there are lots of qualification that a school can do or
develop in order for them to meet the needs of the students and how
a student can learn comfortably. Also, as a teacher should be
creative in designing the classroom because this is also one of the
techniques to make the students interested or conducive classroom.
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OBSERVE, ANALYZE, REFLECT

Activity 1.2 Observing Bulletin board displays
Resource Teacher: Jailyn M. Cedeno
School: Christian Colleges of Southeast Asia
Grade/year level: BSED- English 4thyear
OBSERVE
As you look around and examine board displays, use the observation guide
and forms provided for you to document your observation
An observation Guide for BOARD DISPLAYS
Read the following carefully before you observe
1. Go around the school and examine the board displays. How

many board displays do you see?
- As I go around the school, I observed that there are 7 board
displays.
2. Where are the display boards found? Are they in place where
target viewers can see them?
- Yes, most of the display boards can be found in the lobby.
Students can easily read it because it is the hallway to exit. They
will be informed on what’s the latest announcement and upcoming
programs of the school.
3. What are the displays about? What key messages do they

convey? What images and colors do you see? How are the
pieces of information and images arranged?
- The bulletin boards of CCSA are all about the announcement and
memos. There are bulletins who have decorations, such as by
putting borders. They are being arranged by separating the bulletin
to different offices. For instance, the registrar’s office, library,
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business office etc. In this way, it is easy for a student to find and
determine what’s the announcement all about.
4. What material were used I making the displays? Are borders

used?
- The materials used in making displays is hard, board shaped
materials and it’s covered with a glass. It also comes with different
sizes depend on application of display board. For example, CCSA
have calendar bulletin where students know what programs and
holidays are in one semester. Therefore, they need big size
bulletin.
5. Do you notice some errors?

- I haven’t noticed some errors regarding on grammars and words
because I believe that the facilitators read and check it carefully
before displaying on the bulletin board.
6. Are the messages clear and easily understood?

- Everything that is being displayed on the bulletin board are all
clear. The message are organized and easy to understand
because they only uses friendly words.
7. Think about what you got your attention. Why did it get your
attention?
- The bulletin board that really get my attention was the calendar
bulletin. Out of the school that I have been through, CCSA is only
the one who did like that. I like the way how they organized it, and
students can know the upcoming events of the school for the
whole year. It catches my attention because as I entered the
school, the first thing that I saw was the calendar bulletin.
8. Take a photos of display boards (if allowed)
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Based on the question on the observation guide, write your observation

report:
OBSERVATION REPORT
(You may paste pictures of the Board displays here)
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Last week, my group and I did our first observation at Christian Colleges
of Southeast Asia. We observe and look around the bulletin board. The
first thing that I notice was the calendar bulletin because it is just beside
the cashier’s office. Also, bulletin can easily be seen around the school,
they are organized. I think they need to develop their creativity in
designing their bulletin board. Based on my observation, there are 3
materials being used in making their bulletin board, blackboard, woods
and glass.
BOARD DISPLAYS EVALUATION FORM

Topic of the Board display _______________________
Location of the Board display in School: Christian Colleges of Southeast Asia
Check the column that indicates your rating. Write comments to back up your
comment.
4- outstanding 3- very satisfactory 2- satisfactory 1- needs improvement

CRITERIA NI S VS O Comments
1 2 3 4
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Effective The board display was

Communication informative, and the message
It conveys the message is clear as well. The student
quickly and clearly. will not be having a hard time
to understand because it is well
explained.
Attractiveness I gave satisfactory because the
Colors and bulletin is just plain and it’s not
arrangement catch and arranged well according to their
hold interest. parts.
Balance The objects are well arranged
Objects are arranged, and balance is showed in
so stability is perceived. board display.
Unity Although, their bulletin is just

Repeated shapes or plain, yet it’s organized. They
colors or use of borders uses borders on some of the
hold display together. board.
Interactivity In creating this board, no
The style and approach particular design aesthetic was
entice learners to be established, they simply placed
involved and engaged. it in.
Legibility The letters cannot be seen
Letters and illustration from a good distance because
can they’re using standard size of
be seen from a good letter. Hence, a student needs
distance. to look closely so that they can
read it.
Correctness I haven’t seen any misspelled
It is free from grammar words or wrong grammar out of
errors, misspelled the paper’s posted. I believe
words, ambiguity. that they really checked it
before posting on the bulletin
board.
Durability This part doesn’t need any
It is well-constructed; improvement because the
items are securely board are made with black
attached. boards. Thus, they really
secure it so that the storm
cannot take it down.
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Bulletin Board Evaluated by: Jailyn M. Cedeno

Location: Christian Colleges of Southeast Asia
Brief Description of the Bulletin Board:
Bulletin board serves multiple purposes. To inform students and
parents, be guided with the announcements.
EVALUATION
Strengths Weaknesses
Description of the
Bulletin Board Layout The bulletin board is a Bulletin boards are
large frame that lack of colors and
information can really designs. Most of the
be seen even on board are just quite
distant. This is very plain yet informative.
helpful to student and
teacher since it
serves as their guide
on announcement
and upcoming events.
Evaluation of
educational content The contents are well-
Some of the bulletins
and other aspects organized and easy toare not clear specially
understand because the fonts. The
they are making it students need to look
simple. closer for them to be
able to read what is
being posted.
Recommendations or Suggestions for improvement
I would recommend that the board display must be pleasing in the

eyes of the student and teachers. Hence, they need to add colors and
simple designs on it. Also, fonts should be in a bigger size so that it’s
clear.
Signature of Evaluator over Printed Name:
JAILYN M. CEDENO
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MY BOARD DISPLAY LAY OUT
Based on your suggestions, make your board display lay out. You may
present your output through any of these:
 A hand- made drawing or layout
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 An electronic (computer) drawing/ illustration or lay out

 A collage
ANALYZE
What do you think was the purpose of the board display?

- Basically, the purpose of the board display is to inform the student
and parents about the upcoming event of the school. Also, it conveys
a message whether it is from the school or not. Hence, it is important
to put display in school, so that everyone will be able to know the
announcement by just looking and read the bulletin board.
Did the board display design reflect the likes/ interest of its target
audience? Why? Why not?
- Yes, the bulletin board of the school are informative and general. For
instance, in the calendar bulletin, all of the announcement there is for
all courses. It reflects the interest of the audience because what they
have posted was important to student and teachers.
Was the language used clear and simple for the target audience to
understand? Why? Why not?
- Yes, as what I have observed, the poster are easy to understand
because of its simple words. Also, everything that has been written in
a bulletin board are well-said.
Was the board display effective? Why? Why not?
- The board display is effective in a way that it conveys message to the
target audience, but there are also some of the weaknesses that has
been mentioned on the last page that there were no color or
arrangement in board display.
What suggestions can you make?
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- I suggest that it would be more attractive if they’ll put something

colors on it. Highlights and use big letters so that it can be seen even
in distant. In addition, I would like to suggest that they can be more
resourceful in designing their bulletin boards so that they can less in
buying new materials.
Based on your suggestions, proposed an enhanced version of the
display board. Use the form below.
MY PROPOSED BOARD DISPLAY
Theme:
Earth month (APRIL)
Board Title:
” Living Sustainably in Harmony

Rationale (Purpose)
To bring awareness to student and share knowledge about environmental and

social economic issues
Objectives:
To increase students’ awareness on environmental issues.
Best features of my proposed bulletin enhancement:
Aside from promoting awareness, this could be very helpful for student to take
good care of our environment. Also, the materials that we are using is eco-
friendly.
Content Resources (Name each needed resource and give each a brief
description.
The pictures are from internet. We use pictures so that the student will
determine it easily what’s posted on the board display.
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Materials for aesthetic enhancement:

- Printed pictures
- Bulletin board
- Glass cover
- Cartolina (for designs)
REFLECT
1. Name at least five skills that a teacher should have to be able to

come up with effective board displays. Elaborate on why each
skill is needed.
- To have an effective board display, a teacher should possess these
following skills: Creative, Innovative, Resourceful, Organize, and
detail- oriented Being creative, it can make your board display catchy
in the eyes of the students. These is also one of the factors that a
student like to read what’s posted on the bulletin. Innovative, this
helps teacher think into a innovative ideas. Resourceful, they will be
using old materials to lessen the cost of purchasing something.
Organizational skills, a teacher should organize in making bulletin
board so that it will not be messy in the eyes of student. Lastly,
detailed oriented, this is also one of the important skills a teacher
should have, so that he/she will know what he needs to put in a
bulletin.
2. Which of the skills you named in #1 do you already have? Recall

your experience in making board displays? How do your
practice these skills.
- Resourcefulness is a skill that I currently possess. When I was in high
school, we are given a task to beautify our bulletin board. We are only
using old materials that time so that we can save. A resourceful
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teacher must be able to weigh several options or materials that are

suitable for student’s learning preferences.
3. Which skills do you still need to develop? What concrete steps

will you take on how you can improve or acquire these skills?
- What I need to develop is my communication skills. I believe that a
good teacher is a good communicator. That’s why I need to practice it
more by using it as my first language and to communicate others as
well.
LINK TO PRACTICE!
Directions: Read the items given below and encircle the correct
answer.
1. With the PPST as guide, an ideal learning environment should have the
following
characteristics, EXCEPT _____________
A. the learning environment promotes fairness
B. is safe and conducive for learning
C. builds many professional linkages
D. establishes and maintains consistent standards of learner’s behaviour.
2. Which facilitates are present in a health-promoting school environment?

I. Canteen that sells all kind of food including junk food
II. Comfort rooms common for boys and girls
III. Sanitary drinking fountains
IV. Safe playground
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A. II, III, And IV C. I and II

B. I, II, III, and IV D. III and IV
3. Which physical school environment supports learning?

A. Availability of flexible classroom furniture.
B. Presence of spacious classrooms
C. Prominence of bulletin boards in every building
D. Tall school buildings
4. Examine the bulletin board display. This bulletin board fulfills which
primary purpose ?
A. Instructional-interactive C. Motivational
B. Informational D. Decorative
5.Examine the bulletin board display. This bulletin board fulfills which
primary
purpose?
A. Instructional-Interactive C. Motivational
B. Informational D. Decorative
6. Examine the bulletin board display. This bulletin board fulfills which
primary
purpose?
A. Instructional-interactive C. Motivational, decorative
B. Informational, decorative D. Instructional, informational
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My personal Illustration of an Effective School Environment
Effective school environment should be surrounded with a positive

atmosphere. It should be built with clean and strong surrounding. The
school facilities should be well- maintained and have fair disciplinary policy.
It is important to have effective school environment because that will affect
the learning of the student who are going to school. As a future educator, I
would recommend that the school should be conducive to learning where a
student is comfortable to learning, it must be well- ventilated, well-
organized, attractive, fully air conditioned. In this way, the students are
comfortable with their surroundings.
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EVALUATE PERFORMANCE TASK

Evaluate Your Work Task Field Study 1, Episode 1- The School As A
learning environment
Learning Outcome: Determine the characteristics of a school environment
that provides social, psychological, and physical environment supportive of
learning.
Name of FS Student: Jailyn M. Cedeno Date Submitted: October3, 2022

Year&Section: 4th year and Abraham Patriarch Course: EDUC12 FS1
Learning Excellent Very Satisfactory Needs

Episode 4 satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to two Three (3) Four (4)
Observation question/ tasks (2) observation observation
Sheet completely observation questions/task questions/tasks
answered/ questions/tasks s not not
accomplished not answered/ answered/ answered/
accomplished. accomplished accomplished
Analysis All observation All observation All Four (4) or
questions/tasks questions/tasks observation more
completely; completely; questions/task observation
answers are answers are s completely; questions were
with depth and clearly answers are not
are thoroughly connected not clearly answered;
grounded on to theories; connected to answers
theories; grammar and theories; one were not
grammar and spelling are (1) to three (3) connected
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spelling are free grammatical / to theories;

free from error. from error. spelling more
errors. than four
(4)
grammatical/
spelling errors.
Reflection Profound and Clear but lacks Not so clear Unclear and
clear; depth; and shallow; shallow; rarely
supported by supported somewhat supported by
what were by what were supported by what
observed and observed and what were were observed
analyze analyzed. observed and and
analyzed analyzed.
Learning Portfolio is Portfolio is Portfolio is Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the the context of the context of
the learning context of the the learning the learning
outcomes. learning outcomes. outcomes; not
Complete; well- outcomes. Complete; not complete; not
organized, Complete; well- organized. organized; not
highly relevant to the organized, very Relevant to the relevant.
learning outcome relevant to the learning
learning outcome
outcome.
Submission Submitted before the Submitted on Submitted a day Submitted two
deadline the deadline after the days or more
deadline after the
deadline.
COMMENT/S:
Objectively, all questions are Over-all Score Rating:
answered, although there are (Based on
some questions that weren’t
thoroughly discussed. 16
transmutation)
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Nonetheless, the output is
submitted prior to the deadline.
TRANSMUTATION OF SCORE TO GRADE/ RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8
Grade 10 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5
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99 96 93 90 87 84 81 78 75 72
DR CELIA D. ANDAS, LP T, October 03,

2022
Signature of FS Teacher over Printed Name Date
FIELD STUDY 1:
JAILYN CEDENO
GROUP 2
TTH 3:30-5:00
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PREFACE:
This episode covers about the diversity of learners: Developmental
Characteristics, Needs and Interests. This serves as an opportunity for the
pre-service teachers to observe the different intelligence, skills and
characteristics of a students inside the classroom.
At the end of this section, the pre-service teachers will understand the
diversity of student from their various ages and grade levels.
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Table of Content
Episode 2
Activity 2.1: Observing Learner Characteristics at Different Stages....... 4
Observe.................................................................................................. 4
Analyze................................................................................................... 7
Reflect..................................................................................................... 8
Link Theory to Practice ......................................................... ............... 9
Show your Learning Artifacts................................................................. 11
Evaluate Performance Task................................................................... 12
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FS1 LEARNING Name: Jailyn M. Cedeno

EPISODE BSED- English
2 Christian Colleges of Southeast Asia
Learner’s Developmental Matrix

Record the data you gathered about the learners’ characteristics and
needs in this matrix. This will allow you to compare the characteristics
and needs of learners at different levels. The items under each domain
ae by no means exhaustive. These are just simple indicators. You may
add other aspects which you may have observed.
Developmental Preschooler Elementary High School
Domain Indicate age range of Indicate age range of Indicate age range of
children observed: 3-5 children observed: children observed:
years old
Physical
Gross motor - They like to run, - They love to play - Student knows
skills jumping and and talk with their how to dance,
walking around classmates. enjoy
the classroom. participating in
- They already know the activity.
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Fine motor - The teacher how to write and

skills teaches the draw. Use pencil - They can write
student the correctly. legibly whether
correct way of it is cursive or
using pencils and not. They can
drawings. be able to draw
- Students know
Self- help skills objects.
how to clean their
- They need to
area after having - They can do
follow the color
their breaks. whatever they
inside the line.
want by not
- They must be relying on the
guided the way teacher. For
they move. For example,
instance, eating, cleaning and
going to answering
bathroom, questions.
hygiene.
Social
Interaction with - They are active in - They like to
teachers answering - They know how to have a good
questions and follow instructions conversation
listening to and have already a with their
discussion. confidence to teacher after
However, there participate in the the class.
are instances that class. - They are also
a child may be attentive when
tempted with the teacher
playing with other asks them.
student.
- They are
attentive in
following
instruction, but
Interaction with the teacher
classmates/ - Students love to
should repeat it talk and play with
friends twice or more so their classmates. - All of them
that the students
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can understand have good

it. interaction with
Interests - The students are their classmate
- As I observe that but in this level,
in this stage, excited to listen to
Others their teacher and they are being
they’re all friends, categorized by
they love to talk active when they
are being called. their gender,
and learn
together. - They like to do
challenging
- They like to draw activities.
specially objects
and the activity
should be more
on playing.
Emotional
Moods and - Their moods are - I can see that - I find their
temperament, changing depend students are happy section very
expression of on the activity learning in the serious, but
feelings and environment. school. I think it is they enjoy
- They got easily normal for a child what they’re
hurt, and report to cry when they doing. I also
immediately to are being hurt. At observe that
the teacher. this level, they their
Emotional cannot control expression of
independence - They are not temperament, but feelings is
mindful the way it depends on the through having
Others they act and student. conversation
noise. - Teacher can easily with their
teach them and seatmates or
give them advice classmates.
because they are - At this level,
active in listening they already
those. know how to
manage their
temperament,
and are mindful
with their
words.
Cognitive
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Communication - They are good in - Students can - The same as in

skills speaking English communicate well elementary,
since they are by using English students in
well- trained from language. I am high school are
their home and really amazed by good in
school them because they communication
can speak English .
fluently, and use
English as a
medium of
Thinking skills communication
and instruction.
- They know how
to complete - They are good in - They can think
puzzles, but in analyzing words critically, and
Problem- their stage, they specially numbers. good in
solving are not more on analyzing
speaking, rather words and
Others through actions. given task.
- They don’t know - Most of them can

how to already - Highschool
comprehend comprehend knows how to
problem solving problem solving solve problems
yet. in a creative
way.
ANALYZE
Write the most salient developmental characteristics of the learners you
observed. Based on these characteristics, think of implications for the
teacher.
LEVEL Salient Implications to the teaching-

Characteristics Leaners Process
Observed
Preschool  Preschoolers like  Therefore, teachers
Age range of learners to play and draw. should give them
observed: 3-5 years activities that is more on
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old playing or drawing.

 Teachers should not
give students essay
question because they
are not interested on
that. Hence, a student
can’t learn from it.
Preschoolers is more on
actions, playing and etc.
Elementary  Elementary are  Therefore, teachers
Age range of learners attention seeker should not just focus on
observed: 6-8 years one or favorite student.
old There should be equal
treatment of student so
that they will never feel
unfair.
 Also, the teacher should
always give time talking
to students and activity
should be for all that
everyone can
participate.
High School  High School are  Therefore, the teacher
Age range of learners attentive in a should help student in
observed: 17-18 years class discussion developing these
old and creative in characteristics by
making ideas engaging them with
and opinions. classroom activities
such as reporting, role
playing, and other
activities that can
contribute to their
development.
REFLECT
1. While you were observing the learners, did you recall your own
experiences when you were their age? What similarities or
differences do you have with the learners you observed?
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- I was assigned to observe the elementary. My experience before is

not the same as they have now, because as generation passes, the
more the student become too millennials. During my time when I was
still elementary, it is hard for me to catch up lessons and I am not that
interactive when it comes to discussion. But the student that I was
observing was so amazing, aside from the fact that they’re all using
English and Filipino language only, they are very active in class.
Whenever the teacher asks them, they answer it immediately.
2. Think of a teacher you cannot forget for positive or negative

reasons. How did she/ he help or not help with your needs
(physical, emotional, social, and cognitive? How did it affect
you?
- There are positive and negative teachers that I have encounter during
my elementary to high school. The positive teacher I cannot forget
was when I was in Senior High School. I never thought that she
would done such thing for me, whenever I have problem, she
comforted me with the word of God. For your information, I graduated
at Sahmyook International Academy which is so far in the city. We
don’t have parents to lean on with our problems, but to just open it to
others. The negative teacher that I have encounter was when I was in
elementary, she do things that is not good for a student. Inside the
classroom, she’ll just let us copy anything on the board without
explanations or discussion. It affects me as student because I believe
that we came to school to learn something and to improve what we
need to improve specially on our skills. Also, this teacher shows the
negative and not effective teacher. Therefore, as a future educator, I
will do my very best to teach my student with my determination to
teach and my passion in teaching.
3. Share your other insights here

- As a teacher, we need to know the special needs of students. As we
interviewed one of the teachers at DWA, I realized that being a
teacher is not an easy task specially in dealing with students.
Teachers is not just about teaching the student for them to learn, but
also to know them on how we can help them.
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LINK THEORY TO PRACTICE
Directions: Read the items given below and encircle the correct answer.
1.A 14-year old felt ignored by her crush who she believes is her one
true
love. She is crying incessantly and refuses to listen and accept sound
advice that the teacher is offering. Her refusal to accept is because
______________________
A. she thinks what she feels is too special and unique, that no one has felt
like
this before.
B. The teenager’s favourite word is “no,” and she will simply reject
everything the
teacher says
C. 14-year-olds are not yet capable of perspective taking and cannot take
the
teacher’s perspective.
D. Teenagers never listen to adult advice.
2. A preschool teacher is thinking about how best to develop the fine

motor
skills of the 4-year-olds. Which of the following should he best
consider?
A. Provide daily coloring book activities.
B. Ask the children to do repeated writing drills everyday.
C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand
muscles
daily.
3. Science Teacher Rita showed her class a glass of water with an egg
in it.
She asked the class: “What happens to the egg if I add three-
tablespoon
salt to the glass of water?’’ This is hypothesis formulation. What can
you
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infer about the cognitive developmental stage of Teacher Rita’s

Class?
A. Formal operational stage
B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational
SHOW YOUR LEARNING ARTIFACTS

Which is your favorite theory of development. How can this guide you as a
future teacher? Clip some readings about this theory and paste them here.
THE PIAGET THEORY OF COGNITIVE DEVELOPMENT
My favorite theory was Jean Piaget’s theory. It talks about the cognitive
development of a child. There are 4 stages that he introduced, these are:
Sensorimotor stage, preoperational stage, concrete operational stage and
formal operational stage. As a future educator, this serves as my guide as
to handle and know the differences of the students. Each child goes
through the same stages of cognitive development in life but with a different
rate. It also helps me to identify what needs to be taught and when.
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EVALUATE PERFORMANCE TASK

Evaluate Your Work Task Field Study 1, Episode 2 - Learner Diversity:
Developmental Characteristics, Needs and Interest
Learning Outcome: Determine the characteristics, needs and interest of
learners from different developmental levels.


3 1
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36

errors. than four
(4)
grammatical/
spelling errors.
analyzed analyzed.
learning outcome
outcome.
deadline after the
deadline.
COMMENT/S:
answered, although there are (Based on
thoroughly discussed. 16
transmutation)
90
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37
Score 20 19-18 17 16 15 14 13-12 11 10 9-8
Grade 10 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5
99 96 93 90 87 84 81 78 75 72

2022
FIELD STUDY 1:
JAILYN CEDENO
GROUP 2
TTH 3:30-5:00
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PREFACE
In this episode, the pre- service teacher will have the chance to
observe the different culture, religion, needs, race, and students who have
special needs. Also, this serves a guide for every teacher on how to handle
students with disabilities and indigenous students.
The pre-service teacher should explore on the differences and
background of the students in order to carry out learning activities that are
appropriate for their development. Hence, this episode focuses on the
gender, needs, culture, socio economic, and indigenous people.
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TABLE OF CONTENT
EPISODE 3
Activity 3.1: Observing differences among learners’ gender, needs,

strengths, interests, and experiences; and differences among learners’
linguistic, cultural, socio-economic, religious backgrounds, and difficult
circumstances …......................................................................................... 4
Observe....................................................................................................... 6
Analyze........................................................................................................ 7
Reflect.......................................................................................................... 8
Activity 3.2 Observing Differences among Learners with Disabilities,

Giftedness, and Talents...............................................................................9
Observe..................................................................................................... .9
Analyze...................................................................................................... 10
Reflect........................................................................................................ 10
Activity 3.3 Observing the School Experiences of Learners Who Belong to

Indigenous Groups.................................................................................... 11
Observe..................................................................................................... 12
Analyze...................................................................................................... 13
Reflect........................................................................................................ 14
Show your Learning Artifacts .....................................................................15

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Link theory to practice …….......................................................................16

Evaluate Performance Task.......................................................................19
FS1
LEARNING EPISODE Name: Jailyn M. Cedeno
3
BSED- English
Christian Colleges of Southeast Asia
OBSERVE
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An observation guide for the Learner’s Characteristics

Read the following carefully before you begin to observe. Then write your observation
report on the space provided on the next page.
1. Find out the number of students. Gather data as to their ages, gender,
racial groups, religious, and ethnic backgrounds.
- The number of students in elementary is 11. 7 girls and 4 boys. They are in
grade 3 level, and most of them ages 8- 9. About their religion, the teacher said
that they are open for all religions that’s why in praying they don’t do sign of the
cross because they know that not all students are catholic.
During class:
1. How much interaction is there in the classroom? Describe how the
students interact with one another and with the teacher. Are there groups
that interact more with the teacher than others.
- With regards about their interaction inside the class, the students are all active
and smart in answering questions.
2. Observe the learner seated at the back and the front part of the room. Do
they behave and interact differently?
- Yes, which is opposite from what I observe in public schools. Students at the
back are so silent, like they just want to be alone, but the student in front
apparently wants to be noticed all the time.
3. Who among the students participate actively? Who among them ask for
most help?
- There are 2 students who are so competitive in class. For instance, they are
asked to write and then one of them should be done first. Also, the girl in front
is competitive as well and actively participate in class. I cannot really see the
student who ask for most help because all of them as I observed are all active
and smart.
4. When a student is called and cannot answer the teacher’s question, do

the classmates try to help him? Or do they raise their hands, so that the
teacher will call them instead?
- Absolutely, when a student cannot answer the question, there is always one or
two student wants to raise their hand to answer the question. In elementary
students, the students are active in answering questions, you don’t need to ask
them one by one or randomly. Thus, this style commonly be seen in high
school or Grade 6.
Outside class:
1. How do the students group themselves outside class? Homogenously,
by age? By gender? By racial or ethnic groups? By interests? Or are the
students in mixed social groupings? If so, describe the groupings.
- In elementary and preschool, they want to bond with each other no matter
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OBSERVATION REPORT
Name of the School Observed: Davao Wisdom Academy
School Address: Torres Street, Poblacion, Davao City
Date of Visit: September 20,2022
The school is indeed conducive to learning as well as the classroom. The area of the
school is not big, but as I observe that students are given quality of education. I am
amazed by the students there and the vision, mission and goals of the school. I was
assigned in the elementary level. The first thing that I have observed is the activeness
of the student during their discussion. Also, the teacher is very hands on the student,
like she always observes what the student’s doing, if they’re still writing or listening. At
the very young age, elementary students knows how to use pencil correctly and can
able to identify objects, problem- solving.
I also observe that there are student who are introvert, they are sitting at the back. I
noticed it as they’re having their recess break. All of her classmates are talking and
playing each other, but she’s just sitting in her chair throughout the break. I also see
competitive students. During our observation, there are two students who are
competitive in elementary. For instance, when a teacher asks them about the lesson,
she must be the first person who’ll answer that question. There are also students that
is very competitive in writing.
After the observation, I realized that being a teacher needs to be flexible and know
the needs of our student. We need to know how we will engage them with our lesson,
we must be able to know their interest and capacities.
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ANALYZE
1. Identify the persons who play key roles in the relationship and interactions
in the classroom. What roles do they play? Is there somebody who appears
to be the leader, a mascot/joker, an attention seeker, a little teacher, a
doubter/pessimist?
- In elementary, I can say that most of the students are attention seeker, like they
really want to be entertained by their teacher from time to time. In high school,
there’s one student who is joker which makes the classroom fun and enjoy.
2. Is there anyone you observed who appear left out? Are students who
appear different? Why do they appear different? Are they accepted or
rejected y the others? How is this shown?
- Yes, there’s one student at the back appear different, in a fact that she just
wanted to be alone. When the teacher asks them to answer the question given
on the board, she’s just silent while her classmates are actively participating.
Although, she’s different from other student, yet she’s still accepted and not
rejected by others because I can see that her classmates still coming to her to
talk.
What does the teacher do to address issues like this?
- The teacher always monitor the student. Since they are just few, a teacher can
be able to look for all of them. Also, by giving them equal treatment, so that the
child will never feel that they’re different from others.
3. How does the teacher influence the class interaction considering the
individual differences of students?
- The teacher understands why there are student who appear different from the
class because the students are still adjusting from the normal classroom. Since
for the past 2 years, we are experiencing pandemic, its different from regular
class. The teacher’s strategy is to engage them with lesson that they can interact
with each other.
4. What strategies does the teacher use to minimize the benefits of diversity
in the classroom? How does the teacher leverage diversity?
- According to the teacher, when she was still having her training, she noticed the
students with special needs and the diversity of learners. First thing she do was
to talk to the parents regarding on their child on how he/she at home, what other
behavior they have. Through this, the teacher will understand how a student
behave in a class and what method/ activities will she do to get the attention of
the student.
REFLECT
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1. How did you feel being in that classroom? Did you feel a sense of oneness
or unity among the learners and between the teachers?
- Yes, there is unity among learner and teacher. Although there are students who
are left out, but others are so active specially during discussion, they always pay
attention. However, there are student appear left out, the teacher has also
strategy on this. As we begin observing the class, I really felt happy seeing those
students who actively and excited to the lesson.
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3.2 OBSERVING DIFFFERENCES AMONG LEARNERS WITH DISABILITIES,

GIFTEDNESS AND TALENTS
OBSERVATION REPORT
Name of the School Observed: N/A

School Address: N/A
Date of Visit:
REFERENCE: (226) Recognizing Number 5 (Teaching Demo in SPED) - YouTube
We’re not able to visit a school for SPED, what I’m doing was to search on
YouTube. Teaching special education is really tough specially if the teacher is
not strong enough to teach and engage with student with different abilities. As I
have observed in the video, the strategy of the teacher is always repeat what
she’s just saying. The students are determined to learn despite of their
condition, they are eager to listen and participate to the discussion of the
teacher. We cannot deny the fact that there are student who are not performing
well in the class, the teacher’s strategy is to call them to answer the question to
get his/her attention.
If we compare the regular students and those with special needs, I think for me,
it’s easier to teach the student in regular because we just need to know what’s
lacking on them, how we can help them on their behavior and etc. But, in
students with special needs, we need to know them specially in their difficulties,
we may use differentiated instruction, so that we would know interest in learning,
how they can learn easily and most specially how we can handle them despite
their differences.
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ANALYZE
1. Did your observation match the information given by the teacher?

- My sources is from internet and based on my observation outside the campus.
My observation matches the information given by the teacher, when we teach
special education, we must have a long patience because we are dealing with
different talents, disabilities of a child. It is indeed that teaching special education
is not easy.
2. Describe the differences in ability levels of the students in the class?

What practices or strategies are done or should be done to differentiate
instruction to meet the needs of the learners.
- As what I’ve observed, the teacher use objects and drawings to incorporate the
lesson. I believe that student can easily understand the lesson when they are
given variety of presentation. For the ability level of student, since they are still in
elementary, they can write, think critically and can solve problem-solving.
3. Describe the method used by the teacher in handling the students’
differences in abilities. How did the students respond to the teacher?
Did the teacher use differentiated instruction? If yes, describe how?
- We all know that all students are attractive in objects, the teacher’s method is to
call them their attention by answering given in the blackboard. Their subject that
time was math, the teacher is doing differentiated instruction to know the interest
of student on the lesson.
REFLECT
1. Recall the time when you were in elementary or high school. Recall the
high school and low achievers in your class. How did your teacher deal
with differences in abilities? Was your teacher effective?
- When I was in grade 5, I have a lot of classmates who cannot read yet. My
teacher did a remedial class for them. We are divided into groups who are good
in spelling and reading, so that we can help those students. It is very effective for
me, because aside from we are teaching spelling and reading, we are also
learning from them. The teacher always corrects us specially on the
pronunciation of the words.
2. What dispositions and traits will you need as a future teacher to meet
the needs of the learners?
As a future teacher, these are the following dispositions and traits to response to
my learner’s needs:
 Effective communication and active listener to the student.
 Before I proceed to my discussion, I should have a goal at the end of my
class.
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 Give time and effort to student, and understand the diversity of learners.
ACTIVITY 3.3. OBSERVING THE SCHOOL EXPERIENCES OF LEARNES WHO

BELONG TO INDIGENOUS GROUPS.
OBSERVATION REPORT
Name of the School Observed: Alon Elementary School

School Address: Sitio Alon, Barangay Malabon, Paquibato, District Davao City
Date Visit: September 24, 2022 (virtual observation)
My observation is based on interviewing one of my teachers before, she’s handling

indigenous students from Alon Elementary School. Most of the students are Lumad,
but there are also native learners there. Lumad has 13 ethnic groups including
Manobo, Mandaya, T’boli, etc. Lumad are originally from southern Philippines and
are non- Muslim indigenous people in Mindanao.
Their greetings in the morning is “ Maopyan Masolom Kaninyo to Langon” which
translate to English as Good morning Everyone. By knowing their languages and
cultures, we can easily understand them.
The totality of student in that school is 242 in elementary, and 60 in high school. Since
we are still adjusting in pandemic, every classroom should have atleast 20 students
only. This is to follow the protocols of the government. Currently, they are still in the
process of developing the classroom as well as the surroundings. Although the
teachers are having a hard time on adjusting the students there, yet, they are
determined to teach those students despite the diversity of each learner. I am also
happy to see that the students are eager to learn, they are active listeners and very
attentive during discussion and activities.
The challenge in this curriculum is that I can really say that it is not yet conducive to
learning because there are lots of things that needs to improve specially on the
equipment and facilities. These are the things that can help indigenous students on
their needs.
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OBSERVE REPORT
(You may include photos here)
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ANALYZE
Curriculum Design, Competencies, and Content Answer each question based on your
observation and interview data.
1. Does the school foster a sense of One example on how the school foster the
belonging to one’s ancestral domain, a sense of belonging to Lumad’s practices is the
deep understanding of the community’s way they learn the languages. And respecting
beliefs and practices. Cite examples their ornaments of every woman and the woven
dresses they wear.
2. Does the school show respect of the I don’t think that the school follow what their
community’s expression of spirituality? belief specially on spiritual aspect, but I believe
How? that the teachers are always respecting what
their students culture, beliefs and values.
3. Does the school foster in the indigenous Yes, the school show a deep appreciation of
learners a deep appreciation of their Lumad’s identity by encouraging them that
identity? How? whatever color they have and their looks, they
must be thankful for it because that’s the
signature of being a Lumad that other people
don’t have.
4. Does the curriculum teach skills and Although, the school has a lot of indigenous
competencies in the indigenous learners students, but they also consider the native
that will help them develop and protect learners. Therefore, their curriculum are general
their ancestral domain and culture? and not only focused on IPED curriculum.
5. Does the curriculum link new concepts I think the school add subject that is connected
and competencies to the life experience to their cultures and beliefs to preserve it.
of the community?
6. Do the teaching strategies help Yes, the teachers’ strategies is to incorporate
strengthen, enrich, and complement the lesson which the Lumad’s can relate. Such as
community’s indigenous teaching- by giving them examples about their cultures,
process? and activities like dancing, or communicating
using their language and culture. But although,
learning second language is also important for
us whether a student is indigenous or native, we
must also preserve our international language,
7. Does the curriculum maximize the use of During my interview, the teacher didn’t mention
the ancestral domain and activities of the it. But I think they does to meet the needs of
community as relevant setting for learning indigenous students.
in combination with classroom- based
sessions? Cite examples.
8. Is cultural sensitivity to uphold culture, I wasn’t able to ask this to the teacher.
beliefs and practices, observed and
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applied in the development and use of

instructional materials and learning
resources? How? (For example, culture
bearers of the indigenous peoples are
consulted).
9. Do assessment practices consider Teachers incorporate community values and
community values and culture? How? culture into their assessment practices by
ensuring that they are cultural sensitive and
specially consider the group’s language,
resource that are easily accessible in the
community.
10. Do assessment processes include Teachers’ activities assist students improve their
application of higher order thinking skills? critical thinking skills by presenting them with
concepts and real- world problems to solve.
What do you think can still be done to promote and uphold the indigenous
peoples knowledge systems and practices and rights in schools?
- I think to promote and uphold the indigenous people knowledge is to have their
own curriculum which helps them to enhance their culture and tradition. Also,
there should be teachers that can teach even though they’re living in the
mountain. Most of the indigenous people are living in a rural, and so a teacher
must be determined to teach them.
REFLECT
Reflect based on your actual visit or videos that you watched.
1. What new things did you learn about indigenous people?

- One thing that I have learned about indigenous people is that as a teacher, we
should always focus on the things that they can relate. We also need to preserve
their cultures, languages, beliefs and values. And to give them the confidence
that despite of our differences, yet we are all unique the way we are.
2. What did you appreciate most from your experiences in visiting the school
with indigenous learners? Why?
3. For indigenous learners, as a future teacher, I promise these three things:
3.1. Be open to and respect indigenous people by accepting who they are
and learn to love their cultures.
3.2. Uphold and celebrate their culture, beliefs and practices by making a
special event in the school that will help them realize that we value
their culture.
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3.3. Advocate for indigenous people education by enhancing IPED

curriculum and accept every learner.

With the principle of individual differences in mind, what methods and strategies
will you remember in the future to ensure that you will be able to meet needs of
both the high and low achievers in your class? Make a collection of strategies on
how to address the students’ different ability levels.
PROVIDEAAVARIETY
VARIETYOF
OFLEARNING
LEARNING Know where the students are at
PROVIDE
MATERIALS academically and know where they can
MATERIALS
possibly go.
STRATEGIES ON HOW TO
ADDRESS THE STUDENTS’
DIFFERENT ABILITY LEVELS.
Create a variety of activities to meet the

needs of students
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LINK THEORY TO PRACTICE
Read the items given below and encircle the correct answer.
1. Which statement on student diversity is CORRECT?
A. The teacher must do his/her best to reduce student diversity in the class.
B. The less diversity of students in class, the better for the teacher and
students.
C. The teacher should accept and value diversity.
D. Student diversity is purely due to students’ varied cultures.
2. Which students thinking/ behavior indicates that she/he values diversity?

A. He/She regards his culture as superior to other’s culture.
B. He/She regards his culture as inferior to other’s culture.
C. He/She accepts the fact that all people are unique in their own way.
D. He/She emphasizes the differences among people and disregards their
commonalities.
3. What teaching-learning implication of student diversity?

A. Compare students
B. Make use of a variety of teaching and assessment methods and
activities.
C. Do homogenous grouping for group activities.
D. Develop different standards for different student groups.
4. All features of the Indigenous Peoples Education Curriculum, EXCEPT

A. Affirms and strengthen indigenous cultural identity.
B. Makes education exclusive to the indigenous culture.
C. Revitalizes, regenerates and enriches IKSPS and indigenous languages
D. Anchors the learning context on the ancestral domain, the community’s
world view, and its indigenous cultural institutions.
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5. All are the best practices in using learning resources for indigenous
learners,
EXCEPT
A. Culturally generated learning resources only include indigenous group’s
artifacts, stories, dances songs, and musical instruments.
B. The language used in instructional materials, especially in primary years,
which highlight mother tongue, is consulted with the indigenous community.
C. Cultural sensitivity and protocols are observed in development and use
of
instructional materials.
D. The indigenous community’s property rights are upheld in publishing
learning
resources.
6. All are best practices for assessment in the Indigenous Peoples

Education
Framework, EXCEPT
A. Including the practice of competencies in actual community and family
situations
B. Applying higher-order thinking skills and integrative understanding
across
subject areas.
C. Using international context in the assessment standards and content
faithfully without modification.
D. Including community-generated assessment processes that are part of
indigenous learning system.
7. Read the following comments by the teacher. Which of these comments

will most
likely make a child try harder, rather than give up?
A. Sinuswerte ka ngayon dito sa test, ha?
B. Hindi ka talaga magaling dito sa paksang ito, ‘no?
C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa
paksang ito para lubos mong maunawaan.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.
8. Which of the following demonstrates differentiated instructions?

A. The teacher groups the learners by their ability level and makes the
groups work with the same topic but assigns a different task appropriate for
each group to accomplish.
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B. The teacher divides the class into three heterogeneous groups and
assigns the same activity for each group to work on.
C. The teacher groups the learners by their ability level and assigns
different
content topics to the groups to work on.
D. The teacher groups the learners by ability levels and assigns each group
a different task on the same topic, and then requests three different
teachers,
each to asses one of the groups.
9. Which teaching practice gives primary consideration to individual

differences?
A. Allowing children to show that they learned the stages of mitosis in a
way
where they feel most comfortable.
B. Allowing children to show that they learned the stages of mitosis in a
way
where they feel most comfortable except by lecturing.
C. Preparing two different sets of examination, one for the fast learners and
another for the slow learners.
D. Applying two sets of different standards.
19
EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 3-Focus on Gender,
Needs, Strengths, Interests, Experiences Language, Race, Culture,
Religion, Socio- economic Status, Difficult Circumstances, and
Indigenous Peoples
Learning Outcomes: describe the characteristics and needs of learners

from diverse backgrounds; Identify the needs of students with different
levels of abilities in the classroom; Identify best practices in differentiated
teaching to suit the varying learner needs in a diverse class (PPST 3.1.1);
demonstrate openness, understanding and acceptance of the learners’
diverse needs and backgrounds.
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3 1
errors. than four
(4)
grammatical/
spelling errors.
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analyzed analyzed.
learning outcome
outcome.
deadline after the
deadline.
COMMENT/S:
answered, although there are
thoroughly discussed.
15
(Based on
transmutation) 87
Score 20 19-18 17 16 15 14 13-12 11 10 9-8
Grade 10 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5
99 96 93 90 87 84 81 78 75 72
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2022
TABLE OF CONTENT
Episode 6
Activity 6.1 Observing Classroom Management and Routines ………..59

OBSERVE ……………………………………………………………..…….59
ANALYZE ……………………………………………………………..……..60
REFLECT ……………………………………………………………..……..61
Activity 6.2 Listing Down Classroom Rules………………………….……61

OBSERVE …………………………………………………………..…….….61
ANALYZE …………………………………………………………………….62
REFLECT ……………………………………………………………………..63
Show your learning Artifacts

Evaluate Performance Task
Link Theory to Practice
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58
FIELD STUDY 1 LEARNING

EPISODE
Classroom Management
FS1 6
and Classroom Routines
2
OBSERVE, ANALYZE, REFLECT
Activity 6.1. Observing Classroom Management and Routines

Resource Teacher: School: Davao Wisdom
Academy
Grade/ Year Level: Grade 11
OBSERVE
Observe the classroom routines of the Resource Teacher by accomplishing

the given checklist.
Checklist on Classroom Routines

Check Yes (/) if observed and (X) if not observed.
Classroom Routines Observe Not
d (/) observed
(X)
1. Movement into the classroom /
2. Transition in classroom activities /
3. Movement out of the classroom /
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59
4. Use of laboratories/ comfort room/ /

washrooms
5. Passing of papers /
6. Passing of books /
7. Working with pairs/ groups /
8. Tardy students /
9. Absent students /
10. Submission/ collection of materials /
11. Submission of projects /
12. Asking questions during lessons /
13. Asking for assistance /
14. Joining classroom activities /
15. Lining up /
16. Walking in line /
17. Fire drill/ emergencies /
18. Movement between activities /
19. Use of classroom supplies /
20. Checking of assignments /
ANALYZE
Analyze the routines set by the Resource Teacher by answering the

following questions.
1. Were the routines effective in ensuring discipline and order in
the class? Why? Why not?
 Yes, the routines are effective in ensuring discipline and order in
class. All of the objective in class were met because of this routine.
The flow of instruction were detailed and organized. Hence,
through having this routine, teacher and students will have a guide
on what should be done inside the classroom.
2. Which of those routines were systematic and consistently

implemented? Explain your answer.
 Passing of papers
 Prayer
 Asking for assistance
 Use of comfort rooms
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 Working with pairs/ group

 Checking of assignments
 Use of classroom supplies
Most of the time, these routines were implemented consistently
inside the classroom.
REFLECT
Reflect on the various routines observed

1. Which of the various will you most likely apply in your class?
Why? Why not?
In the future, I will most likely to apply:
 Prayer- It is important to start the class with a prayer. I
believe that this also discipline student and learn them how
to pray.
 Working with pairs/ group- I believe that when student work
in a group they can come up with a good result. They can
also brainstorm regarding on the lesson.
 Checking of attendance – this is also a very important
routine in class to monitor student who have a lot of
absentees. With this, we can be able to reach out to student
and encourage them to go to school.
 Asking question during discussion- students should be open
to teacher if they have some confusion about the lesson.
They are free to ask any question.
 Checking of assignments- for them to review the lesson.
6.2 Listing Down Classroom Rules

Resource Teacher: School: Davao Wisdom Academy
Grade/Year Level: Grade 11
OBSERVE
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Observe a class and list down the classroom rules formulated by the
Resource Teacher. Cite the importance of these rules.
Classroom rules are imperative and must be reinforced for learners’
safety and security. Rules also teach discipline and self- control. Rules
eliminate stress and will provide a more pleasant, secured and non-
threatening environment. Rules ensure the students’ engagement and
focus in their classroom activities.
Classroom Rules Importance

1. Only use your official Gmail  To avoid confusion
account when you access our  To be identify easily
google classroom, google
meet and google docs o
forms
2. Customize your personal  Ease identification
information in your Gmail
account with proper full name
for ease identification
3. Regularly check your google  To be updated in all
classroom for lesson updates. activities and
announcements.
4. When we are having a thread  To have a good and
and online discussion, try to interactive discussion
participate as much as you
can.
5. Submit outputs on or before  It can give extra marks to
the scheduled deadline. Late student
outputs will be given a  To have teachers enough
deduction. time to check with the
papers.
ANALYZE
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1. Analyze each given rule. What circumstances led to the formulation

of the rule?
Classroom Rules Analyzation

1. Only use your official Gmail This is to avoid confusions since
account when you access our some of teachers doesn’t yet
google classroom, google memorize the students, therefore
meet and google docs o the student must only use his/her
forms Gmail to be identify.
2. Customize your personal To be easily identify by the
information in your Gmail professors and with the classmates.
account with proper full name
for ease identification
3. Regularly check your google The students must be responsible
classroom for lesson updates. to always monitor the google
classroom, to be updated all the
time on the activities and
announcements.
4. When we are having a thread Engaging with students is one of
and online discussion, try to the most effective way for them to
participate as much as you learn. They are being asked or will
can. volunteer. Through this, there is
interaction and participation in the
discussion.
5. Submit outputs on or before To discipline student to work with
the scheduled deadline. Late their projects or assignments.
outputs will be given a
deduction.
2. Are the classroom rules really important?

 The classroom rules that we’ve observed focuses on the online
platform rules. It is important to have these rules in order for the
student to know the Do’s and Don’ts. By having rules inside the
classroom, the students will be disciplined. For instance,
submitting outputs on time, late outputs will be given deduction. In
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this rule, the student will know what will happen if they submit late.
Therefore, rules have a big impact on shaping students’ behavior.
REFLECT
Reflect on the various classroom rules set by the Resource Teacher.

Will you have the same rules? If not, what rules are you going to
employ? Explain your answer.
Yes, I will definitely employ the same rules as set by the Resource
Teacher. But I’ll need to add some relevant rules that should be
implemented inside the classroom. These are:
 Follow directions – this is to help student to have minimal errors or
mistake. Following directions is a skill too.
 No eating inside the classroom – this is to reduce distractions. And
this could bring noisy inside the class while the teacher is having
discussion.
 Be respectful- it is important that student and teacher have respect
with each other. Teachers should always teach student to be
respectful inside and outside the class.

Take some snapshots of the classroom routines employed by the Resource
Teacher which are worth emulating. Tell something about the pictures.
WORKING WITH PEERS

“When students are working
and helping one another, they
can build strong relationship
and learn together through
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exchanging of ideas’
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PRAYER
“It is important to lead a
short prayer before and
after the class”.
/
ASKING FOR ASSISTANCE
“ Asking for help allows for the

possibility of fresh ideas and new
perspective”.
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FIELD STUDY 1 LEARNING

EPISODE
Physical and Personal
FS1 7
Aspects of Classroom
Management
Activity 7.1 Identifying Personal and Physical Aspects of Classroom

Management
Resource Teacher:
Grade/ Year Level: Grade 11
OBSERVE
Observe a class and interview the Resource Teacher. Ask how the
personal and physical aspects of classroom management ensure proper
classroom management and discipline.
Check if these aspects were observed in the classroom .
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Aspects of Classroom Management YES NO

1. Personal Classroom Management
1.1. Is the teacher well- groomed that he/she /
demands respect from the learners?
1.2. Is the teacher’s voice modulated and can be /
heard by the entire class?
1.3. Was the teacher present in class? /
1.4. Did the teacher arrive on time in class?
1.5. Does the teacher exude a positive attitude /
towards teaching?
2. Physical Classroom Management
2.1. Is the classroom well- ventilated? /
2.2. Is the lightning good enough? /
2.3. Is the classroom free from the noise? /
2.4. Does the seating arrangement provide better /
interaction?
2.5. Is the design/structure of the room inviting to
classroom activities?
2.6. Is the physical space/learning station clear from
obstruction?
ANALYZE
Analyze the different elements of personal/ physical classroom

management and answer the following question?
1. How does the voice of the teacher affect classroom
introduction?
- The teacher’s voice was loud and energetic that attracts them
to listen. There are instances that the person at the back cannot
hear, the teacher will stand at the center so that everybody can
hear.
2. How does the punctuality of the teacher affect classroom
discipline?
- Teachers are the role model of the student. If the teacher is
always late, then obviously has a negative impact on all
learning areas. Hence, punctuality of the teacher shows self-
discipline and devotion to work.
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3. Why do we need to check on the physical aspects of

classroom management?
- We need to check the physical aspects of classroom
management to know what we need to improve specially on the
learning of the student and their behavior.
REFLECT
Reflect on the aspects of personal and classroom management:

1. What does this statement mean to you as a future teacher?
Explain.
“no amount of good instruction will come out without
effective classroom management”
- If the classroom management isn’t effective, the teacher cannot
come up with good instruction. The teacher must have his/her
lesson plan, everything should be plan before having a class to
make the day productive.
2. What are your plans in ensuring effective classroom
management?
- To ensure effective classroom management, I should always
understand my students specially on their different ways to
learn and their diversity. Also, as a teacher, we should always
have our patience with us and learn to listen with the opinions
of others. This helps us to build a strong relationship between
our students.
ACTIVITY 7.2 DEMONSTRATING KNOWLEDGE OF POSITIVE AND
NON- VIOLENT DISCIPLINE IN THE MANAGEMENT OF LEARNER
BEHAVIOR.
Resource Teacher: Teacher’s signature:
Grade/year level: Subject:
Date:
OBSERVE
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Observe the classroom management strategies that your resources

teacher employs in the classroom. You may also conduct an interview to
substantiate your observation.
Check the management strategies employed by the resource teacher.
Check (/) observed, put an (x) if not observed and O for no opportunity to
observe.
Effective Classroom Management observed Not No
Strategies observe opportunity
d to observe
1.Model to the students how to act in /
different situations.
2.Establish classroom guidelines. /
3.Document the rules /
4.Refrain from punishing the entire /
class.
5.Encourage initiative from class. /
6.Offer praise and rewards. /
7.Use non- verbal communication. /
8.Take time to celebrate group effort. /
9.Let students work in groups. /
10.Interview students to assess their /
needs.
11.Address bad behavior quickly. /
12. Consider peer teacher. /
13. continuously engage the students. /
14. assign open- ended project /
15. White group contracts. /
Others (please specify)
ANALYZE
Analyze the checklist you have accomplished and answer the given
questions:
1. How many strategies were employed by the resource teacher?
Did these contribute to better classroom management? Explain
your answer.
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- As what I have observed in the checklist, there are 11

strategies that are being employed by the resource teacher.
Indeed, it contribute to better classroom management because
it builds a strong relationship between the teacher and
students. Hence, these strategies can also develop students
thinking skills by letting them work with others.
2. What were not used by the resource teacher? Were these
important? What should have been used instead? Explain.
- I believe that everything in the checklist were all used by the
resource teacher. There are just strategies that I didn’t observe
while we’re observing the class. Every strategy of a teacher is
very helpful and important to meet the needs of the learners.
REFLECT
As a future teacher, reflect on the observations then answer the

given question.
1. What classroom management strategies do I need to employ to
respond to diverse types of learners?
- The strategies that I need to employ is to have a consistent
communication and good relationship with the student. With this, it is
easy for me to engage them with lesson. Also, practice cultural
sensitivity and to give them the freedom on what they really want for
them to easily catch up the lesson.
Show piece(s) of evidence of learning to capture the classroom
management strategies used by your resource teacher.
69

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1

DR CELIA D. ANDAS, LPT, EdD

This portfolio is an organized collection of Episode 1 which is about

It consists of two activities observing the OAR (Observe, Analyze,

understanding about the importance of display boards as the hub of

ACTIVITY 1.1 EXPLORING THE SCHOOL CAMPUS

FACILITIES DESCRIPTION Will it contribute to the

An observation Guide for the CLASSROOM VISIT

GUIDE QUESTION Classroom Observation Report

2. What kind of school campus is conducive to learning?

foods and most importantly, the surrounding must be clean and

5. Write your additional learning and insights here

OBSERVE, ANALYZE, REFLECT

Read the following carefully before you observe

1. Go around the school and examine the board displays. How

3. What are the displays about? What key messages do they

4. What material were used I making the displays? Are borders

5. Do you notice some errors?

6. Are the messages clear and easily understood?

Based on the question on the observation guide, write your observation

BOARD DISPLAYS EVALUATION FORM

4- outstanding 3- very satisfactory 2- satisfactory 1- needs improvement

Effective The board display was

Unity Although, their bulletin is just

Bulletin Board Evaluated by: Jailyn M. Cedeno

I would recommend that the board display must be pleasing in the

Signature of Evaluator over Printed Name:

MY BOARD DISPLAY LAY OUT

 An electronic (computer) drawing/ illustration or lay out

What do you think was the purpose of the board display?

- I suggest that it would be more attractive if they’ll put something

” Living Sustainably in Harmony

To bring awareness to student and share knowledge about environmental and

To increase students’ awareness on environmental issues.

Best features of my proposed bulletin enhancement:

Materials for aesthetic enhancement:

1. Name at least five skills that a teacher should have to be able to

2. Which of the skills you named in #1 do you already have? Recall

teacher must be able to weigh several options or materials that are

3. Which skills do you still need to develop? What concrete steps

2. Which facilitates are present in a health-promoting school environment?

A. II, III, And IV C. I and II

3. Which physical school environment supports learning?

My personal Illustration of an Effective School Environment

Effective school environment should be surrounded with a positive

EVALUATE PERFORMANCE TASK

Name of FS Student: Jailyn M. Cedeno Date Submitted: October3, 2022

Learning Excellent Very Satisfactory Needs

spelling are free grammatical / to theories;

DR CELIA D. ANDAS, LP T, October 03,

DR CELIA D. ANDAS, LPT, EdD

This episode covers about the diversity of learners: Developmental

Characteristics, Needs and Interests. This serves as an opportunity for the

pre-service teachers to observe the different intelligence, skills and

characteristics of a students inside the classroom.

diversity of student from their various ages and grade levels.

Activity 2.1: Observing Learner Characteristics at Different Stages....... 4

Link Theory to Practice ......................................................... ............... 9

Show your Learning Artifacts................................................................. 11

Evaluate Performance Task................................................................... 12

FS1 LEARNING Name: Jailyn M. Cedeno

Learner’s Developmental Matrix