Republic of the Philippines

BICOL UNIVERSITY
COLLEGE OF INDUSTRIAL TECHNOLOGY
Department of Technical-Vocational Teacher Education
East Campus, Legazpi City
ISO 9001:2015
SOCOTEC SCP000722Q

APPROVAL SHEET

This Portfolio in Field Study 1 Presented to the Faculty of Bicol University

Legazpi City prepared and submitted by REIN KYLA S. ABRIQUE, In Partial
Fulfillment of the Requirements for the course Field Study 1: Observation of
Teaching & Learning in the Actual School Environment, is hereby submitted
for consideration and approval.

Prepared and submitted by:

REIN KYLA S. ABRIQUE

BTVTEd-FSM

Approved by:

MA. LEONIDA ROQUE

Resource Teacher

Accepted in partial fulfillment of the Requirements for the course Field

Study 1: Observation of Teaching & Learning in the Actual School
Environment

IRENE M. DELA RAMA, MAIE CHRISTIAN C. CALLEJA, MAIE

Course Facilitator/Experiential Learning Department Chairperson
Coordinator

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 Republic of the Philippines
BICOL UNIVERSITY
COLLEGE OF INDUSTRIAL TECHNOLOGY
Department of Technical-Vocational Teacher Education
East Campus, Legazpi City
ISO 9001:2015
SOCOTEC SCP000722Q

CLEARANCE

This is to certify that REIN KYLA S. ABRIQUE, a 4th year BTVTEd student,
is cleared of all obligations and accountabilities with the school/classes and
personnel in LEGAZPI CITY NATIONAL HIGH SCHOOL during the Field Study
1: Observation of Teaching & Learning in the Actual School Environment for
the 1st Semester, AY 2023-2024.

MA. LEONIDA ROQUE

Resource Teacher

JEREMY A. CRUZ, Ed.D

Principal III

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 Republic of the Philippines
BICOL UNIVERSITY
COLLEGE OF INDUSTRIAL TECHNOLOGY
Department of Technical-Vocational Teacher Education
East Campus, Legazpi City
ISO 9001:2015
SOCOTEC SCP000722Q

CERTIFICATE OF COMPLETION

is awarded to

REIN KYLA S. ABRIQUE

for having satisfactorily completed the required number of hours for Field Study
1: Observation of Teaching & Learning in the Actual School Environment
for the 1st Semester, AY 2023-2024 in Legazpi City National High School.

MA. LEONIDA ROQUE JEREMY A. CRUZ, Ed.D

Resource Teacher Principal/School Head

IRENE M. DELA RAMA, MAIE

Course Facilitator/Experiential Learning
Coordinator

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ACKNOWLEDGEMENT

I would like to acknowledge and give thanks to all the people that had been part of
this portfolio. This would not have been achieved without the advice and
assistance of several persons who extended their valued help in the preparation
and completion of this portfolio in various ways.

First and foremost, I would like to express my deepest gratefulness to the Almighty
and powerful God for hearing all my prayers and for providing me with great
guidance, strength, and wisdom.

To my field study professor, Prof. Irene M. Dela Rama, I am very grateful for your
guidance and help, through answering all of our queries throughout our journey of
answering the worksheets provided and compiling it into a portfolio.

I am extremely grateful to my resource teacher/ cooperating teacher, Mrs. Ma.

Leonida Roque in Legazpi City National High School, that had been helpful for me
to come up with a sound portfolio because of her guidance and the teaching
strategies, approaches and classroom management strategies that I have
observed from her class. For being very accommodating and providing me with
the details that I further need in this portfolio, interviews and details about her
advisory class.

To Mr. Jeremy Cruz, principal of Legazpi City National High School, I would like to
express my heartful gratitude for accommodating us in the school that had brought
us a lot of knowledge and had let us observe and experience a school and
classroom environment as future teachers. To my co pre-service teachers/ field
study students in Legazpi City National High School, I am extremely grateful for all
your encouragements, guidance and good companionship during our stay in the
school.

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I would also like to express my gratitude to my family and friends, who had been
supportive, providing moral and financial support, who had become my inspiration
and my strength throughout my field study journey.

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TABLE OF CONTENT
TITLE PAGE
APPROVAL SHEET i
CLEARANCE ii
CERTIFICATE OF COMPLETION iii
ACKNOWLEDGEMENT iv
TABLE OF CONTENTS v
INTRODUCTION vi
BACKGROUND INFORMATION vii
Organizational Overview
Context of Field Study xii
Objectives and Methodology xiii
FIELD STUDY 2: PARTICIPATION AND TEACHING
ASSISTANTSHIP
Learning Episodes 1: The Teacher We Remember 1
Learning Episode 2: Embedding Action Research for
17
Learning Episode 3: Understanding AR Concepts,
31
Processes and Models
Learning Episode 4: Matching Problematic Learning 49
Situation with Probable Action
Learning Episode 5: Preparing the Learning 64
Environment: An Overview
Learning Episode 7: Making On-line or Virtual Learning 75
Environment Safe and Conducive
Learning Episode 11: Delivering My Lessons 91

Learning Episode 13: Utilizing Applications (Apps) for 110

Teaching and Learning
Learning Episode 16: Assessing FOR, AS and OF 124
Learning
Learning Episode 18: Grading and Reporting 138
153
Learning Episode 19: Writing an Initial Action Research
Plan
RECOMMENDATIONS FOR IMPROVEMENT 179

APPENDICES
A. Field Study Contract 181

B. Daily Time Records 182

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INTRODUCTION

Field Study 2 (FS 2) is a vital component of teacher education programs,

emphasizing Participation and Teaching Assistantship to provide pre-service
teachers with practical classroom experience.

The main objective is to bridge the gap between theoretical knowledge and its
application in real-world teaching scenarios. Through keen observation, active
assistance in teaching, and reflective practices, aspiring educators gain insights
into the complexities of the classroom environment. This hands-on approach
fosters collaboration between pre-service teachers, mentor teachers, and school
staff, enriching the overall learning experience.

Field Study 2 not only facilitates the practical application of educational theories
but also contributes to the professional development of pre-service teachers,
equipping them with essential skills in lesson planning, classroom management,
and effective communication.

Ultimately, the emphasis on participation and teaching assistantship in FS 2 plays

a pivotal role in preparing future educators for the challenges and responsibilities
of the teaching profession.

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 BACKGROUND INFORMATION

ORGANIZATIONAL OVERVIEW

LEGAZPI CITY NATIONAL HIGH SCHOOL

Rawis, Legazpi City
Since 1965

VISION

A high performing school with dedicated teachers and administrators, adequate

resources and facilities, strong supportive parents all towards the development of
the students’ full potential.

MISSION

Promote a competitive environment for the total development of the students

through the collaborative efforts of all stakeholders.

GUIDING PRINCIPLE

Legazpi City National High school serves as a guiding beacon to the youth,
leading the crusade against illiteracy and poverty. Since its establishment,
LCNHS has borne witness to a plethora of victories and success and will
continue to reproduce these milestones for many years to come.

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HISTORY AND GEOGRAPHY

Pag-asa National High School is located at Pag-asa, a sitio of Barangay Rawis, a

seaside fishing and industrial barrio of Legazpi City in Bicol Region. At about 500
meters East of PNHS is the shoreline of Albay Gulf and about the same distance
to the West lies the majestic, alluring landmark of Albay Province, the Mayon
Volcano, one of the world’s greatest wonders.

The original name of Pag-asa National High School was City Experimental High
School, later on changed to Rawis Barrio High School due to the approval of RA
6054, creating the Barrio High School Charter authored by Dr. Pedro T. Orata of
Pangasinan.

The first day of classes began on August 20, 1965 occupying 3 classrooms at
Rawis Elementary School. It started with two sections, 38 and 32 students,
respectively. In 1974 when Legazpi City Division was created, Mr. Josue Camba
as first school Schools Division Superintendent, Rawis Barrio High School was
changed to Pag-asa Barangay Vocational High School. After more than five years
of difficulties, in 1983, it was elevated to a National High School status by virtue of
Batas Pambansa No. 388 sponsored by Congressman Carlos R. Imperial. It was
in School Year 1976-1977 when the school transferred to its present school site.
The late Mrs. Carolina A. Lanuzo was its first appointed Secondary School
Principal.

Pag-asa National High School aims to develop the fullest potentials of individual
students in building a peaceful and progressive community. It provides equitable
access to quality education with the aim of developing the knowledge, skills,
attitude and values of students necessary for a productive life. From three
permanent teachers, it has increased to 135 teaching and 15 non-teaching
personnel. Teachers are given trainings and scholarship for their personal and
professional growth.

In 1993, there was a marked increase in enrolment and the school needed
additional classrooms. Again, it was through the efforts of Congressman Carlos

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Imperial that a 13 classrooms building was constructed in its annex site which is
100 meters away from the main campus. Due to rapid increase of enrolment and
with the purpose of decongesting the classrooms, the opening of extension
schools was thought of by Mrs. Consuelo Fe L. Panesa, the second officially
appointed Secondary School Principal of PNHS. Three extension schools were
opened, namely: Gogon Extension, Arimbay Extension and Pawa Extension.

Pag-asa National High School from its establishment has earned various
recognitions such as, second place Regional Search for the Most Effective
Secondary School (General Curriculum Category) in 1999-2000, a three (3) year
consecutive undefeated champion in the Division Science and Math Quiz, over the
high performing schools in the Legazpi City Division, BUCELHS, AUL-SOHS, SAA.
Student writers and English school paper Adviser, Mr. Jeremy A. Cruz had multiple
awards in Campus Journalism not only in the Regional but also in National Level.
The School paper “The Dawn” was adjudged 8thplacer in 2003 and 5thplacer in
2004, respectively as Best School Placer. In 2013 – 2014, Pag-asa National High
School was given recognition and awards by the Metro Manila Development
Authority for Movie Trailer Making Contest MMFF Cinephone Contest. Likewise,
in 2015 Pag-asa National High School was awarded as 4th Place Best
Implementer Exceptional School Category (2015 BRIGADA ESKWELA) all
throughout the Bicol region and as Best Achiever for Belly Gud for Health and Best
Achiever for the Promotion of Innovative Healthy Lifestyle Campaign which were
given by the Department of Health.

On March 12, 2021, a momentous event unfolded in the city of Legazpi as Pag-
asa National High School was officially renamed Legazpi City National High
School, marking not only a change in nomenclature but a significant leap towards
embodying inclusivity and global excellence. This transformation was realized
under the auspices of Republic Act No. 11526, a legislative milestone that echoed
the school’s commitment to providing an exceptional education for all.

The school's new appellation, Legazpi City National High School, reflects not just
a geographical change but a paradigm shift in its educational philosophy. At the

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heart of this institution’s mission is the recognition that education is a universal
right, and by embracing inclusivity, it stands as a beacon for students from diverse
backgrounds, ensuring that every individual is given an equal opportunity to thrive
academically.

This commitment to inclusivity was further validated when Legazpi City National
High School was honored as the most inclusive school in Legazpi City. This
accolade is a testament to the school’s unwavering dedication to providing an
environment where every student, regardless of their socio-economic status,
ethnicity, or physical abilities, can feel welcomed, supported, and empowered.

The school's mantra, "Character and Excellence in Diversity," encapsulates the

Ethos of Legazpi City National High School. It goes beyond the traditional bounds
of education by emphasizing the development of character alongside academic
excellence, recognizing that a well-rounded individual is not only proficient in their
studies but also possesses the values and ethics that contribute positively to
society.

The adoption of the philosophy, "Global Perspective. Global Education. Global

Citizenship,” underscores the school’s commitment to preparing students for a
world that is increasingly interconnected. In an era where borders are permeable,
and cultural exchange is commonplace, Legazpi City National High School aims
to nurture global citizens equipped with the skills, knowledge, and cultural
sensitivity to thrive in an international landscape.

This philosophy is not confined to textbooks and classrooms but is embedded in

the very fabric of the school’s curriculum. Students are exposed to diverse
perspectives, global issues, and collaborative learning experiences that transcend
geographical boundaries. The goal is not just to produce graduates with academic
prowess but individuals who can navigate the complexities of a globalized world
with understanding and empathy.

The school’s motto, “Sa Pag-asa, Aki An Bida,” encapsulates the spirit of hope and
empowerment. It signifies that within the walls of Legazpi City National High
School, every student is the protagonist of their own narrative, and through

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education, they can shape their destinies. “Pag-asa” not only signifies hope but
also serves as a reminder that education is the key to a brighter future.

CONTEXT OF THE FIELD STUDY

The context of field study refers to the specific setting or environment in which
aspiring teachers gain practical experience and apply their theoretical knowledge.
It typically involves placement in a real classroom or educational institution, where
students can observe, interact with students, and practice teaching under the
guidance of an experienced mentor.

Field study offers numerous benefits to future teachers in their practice teaching.
Firstly, it allows them to observe experienced educators in action, providing
valuable insights into effective teaching strategies and classroom management
techniques. Secondly, it provides an opportunity for aspiring teachers to practice
their teaching skills in a supportive environment, receiving feedback and guidance
from mentors and supervisors. Lastly, field study helps future teachers develop a
deeper understanding of the diverse needs and learning styles of students,
enabling them to adapt their teaching methods to cater to individual students'
needs.

This field study requires a portfolio to show that the field study was successful and
effective. This course is designed to help the field study students verify the
behavior of the student in the actual learning environment. It will require them to
recognize feasible approaches to facilitate learning considering the learner’s
different phases of development and social environment.

Portfolios offer several benefits to individuals in the field study. Firstly, they provide
a platform to document and reflect on their learning journey, allowing for self-
assessment and identification of areas for improvement. Portfolios also serve as a
repository of work samples, allowing individuals to easily share their
accomplishments with others, such as potential employers or academic

xii
institutions. Additionally, portfolios can enhance credibility and professional
reputation by showcasing a diverse range of skills, experiences, and projects.

OBJECTIVES AND METHODOLOGY

A. Objectives

Field Study 2 aims to develop the practical teaching skills, professional attitudes,
and reflective practices of pre-service teachers by providing them with firsthand
experiences in an authentic educational setting. This field study is designed to
bridge the gap between theoretical knowledge acquired in the classroom and its
practical application in a real school environment.

Observation: Pre-service teachers are given the opportunity to observe and

analyze various aspects of classroom management, teaching strategies, and
student-teacher interactions. This observation phase helps them understand the
dynamics of a real classroom setting.

Participation: Through active participation, pre-service teachers gradually take on

teaching responsibilities under the guidance of mentor teachers. This hands-on
experience allows them to apply teaching methods, instructional strategies, and
assessment techniques in a controlled and supportive environment.

Reflection: Pre-service teachers are encouraged to reflect on their experiences,

challenges faced, and the effectiveness of their teaching strategies. Reflection
helps them make connections between theory and practice and refine their
teaching approaches.

Field Study 2 serves as a bridge that connects academic learning with the real-
world demands of teaching. It enables pre-service teachers to test their theoretical
knowledge, gain practical insights, and develop the skills necessary for effective
and responsive

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 B. Methodology

This methodology for Field Study 2 to proceed for practice teaching involves a
systematic approach that includes observation, reflection, and collaboration.
Students are required to observe and document classroom activities, reflect on
their observations, and collaborate with their mentor teachers to gain practical
teaching experience.

1. Identify a suitable educational institution or classroom to observe and engage

with.

2. Establish a clear research objective or question to guide the field study.

3. Conduct thorough background research on the institution, curriculum, and

teaching methods.

4. Develop a data collection plan, including observation protocols, interview

guides, and surveys.

5. Spend sufficient time observing and documenting classroom activities, teacher-

student interactions, and instructional strategies.

6. Engage in reflective practices to analyze and interpret the observed data.

7. Conduct interviews or surveys with teachers, students, and other relevant

stakeholders to gather additional insights.

8. Organize and analyze the collected data to identify patterns, themes, and
potential areas for improvement.

9. Develop a comprehensive report summarizing the findings and

recommendations for practice teaching.

This process of field study offers several benefits to students. It provides them with
the opportunity to apply theoretical knowledge in real classrooms, gain practical
teaching experience, and develop essential skills such as lesson planning,
classroom management, and student assessment. It also allows students to reflect
on their teaching practices and identify areas for improvement, and enhance their

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overall teaching effectiveness to apply in the near future or for the preparation of
practice teaching.

C. Activities and Observations

Field study 2 offers aspiring teachers the opportunity to gain firsthand experience
in a real classroom setting. By actively participating in activities such as observing,
planning, delivering lessons, and assessing student learning, individuals can
develop a deeper understanding of the challenges and rewards of teaching. These
activities aim to provide practical teaching experience and help future educators
develop their instructional skills and understanding of the teaching profession.

●Observing experienced teachers in the classroom

Field study activities provide opportunities to observe and learn from experienced
teachers, gaining insights into effective teaching strategies and classroom
management techniques.

●Assisting teachers with lesson planning and preparation

Assisting teachers with lesson planning and preparation allows field study
participants to understand the curriculum and instructional objectives, enhancing
their ability to create and deliver effective lessons during practice teaching.

●Conducting small group activities or lessons under the guidance of a mentor

teacher

Conducting small group activities or lessons under the guidance of a mentor

teacher helps build confidence and develop practical teaching skills.

●Reflecting on observations and experiences through journaling or discussions

with peers and mentors

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Reflecting on observations and experiences through journaling or discussions
promotes self-reflection and critical thinking, enabling field study participants to
identify areas for growth and improvement.

●Participating in professional development workshops or seminars related to

teaching strategies and classroom management

Participating in professional development workshops or seminars enhances

knowledge and understanding of current educational practices and theories.

●Collaborating with other field study participants to create and implement

instructional materials or resources

Collaborating with peers and mentors to create instructional materials fosters

teamwork and creativity, while also providing practical experience in designing and
implementing effective teaching resources.

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