ALPHA KULANG Gamay

Introduction
The field study is an educational technique, which makes the

educational process more active, that can help the students who are
future educators to work in a real situation and develop skills. This
experience opens a new challenge for me as an individual who’s
passionate towards my goal. There were so many lessons that this Field
Study 1 class made me realize and broadened my knowledge even more.
Moreover, this course helps me gain more experience to be able to
observe in a real-world activity. Those experiences help the future
educator to enhance, improve learning, increase understanding and
knowledge.
Moreover, the field study 1 immerse me to reflect on the different
educational theories and principles being employed by the teachers
toward the learners. Observing classes and their teaching practices,
especially right now that media platforms are being used as a new
modality in learning. Then, the online interactions towards the class
students that I had observed from the instructional materials and
assessment tools that the cooperating teacher is applying.
Employing the different pedagogy in teaching specially that
technological content is highly in demand. At the same time, allows us
future educators to analyze the curriculum of a 21st century learners.
This subject allows me to witness the educational rationale of the
teacher. On the other hand, this field study experience taught me many
things that as a future educator I can apply it. From the different
teaching strategies and methodologies to be used in order to foster a
learning practice that can achieve the learning outcome and goals of
every learner. At the same time, during this experience it made me
admire more on how teachers spare their time in creating an innovative
education towards their students.
Despite of the challenges that they are experiencing still, they find
answers to those errors just to make a learning possible. That is why,
this experience will serve as a basis for me to become a noble educator
in the near future. Knowing the strength and weaknesses that could
help me boost my confidence, capability and capacity as a future teacher
Curriculum Vitae
My beliefs in Teaching and Learning
Becoming a professional teacher, I believe that teachers have a big role

in shaping and developing the environment that they live in. Allowing
the educations to foster and become a tool to achieve an efficient
process of learning. That through teaching students can achieve what
they want to become someday and what they aspire. Teaching for me, is
a process where we future educators can integrate and take our parts to
foster cognitive context towards them. Valuing every learner that we
serve as a tool for them to motivate and grow professionally.
I believe that this has made a big contribution towards the learners
especially that before, they don’t particularly know what education
means. But through this teaching it allows the educator to become
effective in a way that they are serving this profession with much
dedication and hard work.
On the other hand, learning takes place when someone shares their
knowledge. Such that, understanding of the context serves as a medium
for them to learn certain points and lessons in their life. Learners must
have an opportunity to meet the demands that they need, in order to
have a worthy learning practice. They must be given opportunities to
engage in a higher order thinking skills that allow them to think critically
at the same time, they can use it for their future references.
That I believe that every learner is capable of learning and that they
learn in a different way. Such that, these ways must be considered and
uphold. Thus, this believes encourages me to become flexible on how I
can share my thoughts and knowledge towards the others. That
teaching must be considered a key for a proficient learning process to
take over. As a future educator, I’ve realized many things and one of
those things are the ways that could help me become a better individual
in the near future. That in order to foster a better way of teaching we
must become an individual who adapts the latest methodologies that we
could apply to our dear future students
CERTICATE OF COMPLITION
1.1. EXPOSURE
Sketch the map of the school showing its Structure
( five (5) year Development Plan)
SCHOOL MAP
1.2. PARTICIPATION
Getting acquinted with the facilities and resources of the school
No. Of Building /Structure Facilities Resources Found

Classroom for Grades____
Chairs, tables, learning
1. materials, etc.
Computer Room Computers, Printers,
Projector, TV sets
Classroom for grade 7 Chairs , tv, shoe rock,
2. special class comfort room
Chairs, electric fan, tv ,

Classroom for grade 7 pictures comfort room
regular class
Chairs , tv, water
3. Classroom for grade 8 dispenser, etc.
regular class
Tv , tables, water
Classroom for grade 8 dispenser, cabinet
special class
4.
Classroom for all grade 9
Chairs , long table , tv ,
wall papers
Classroom for grade 10 Tv ,long tables , chairs,
5. special class quotes.
Long tables, chairs black
Classroom for grade 10 board
maxwel
Class room for grade 11 Chairs, tv, tables , quotes
6. stem
Class room for grade 11 Chairs, tv, computers,

ICT tables
Class room for grade 11 Chairs , tv tables, pictures

7. humms
Mathematic dept. office Tables, chair, cabinet

measurement materials
Chairs, tables, fan comfort
8. English dept. office room
Tables, chairs , books ,
library cabinet etc.
Office for teachers Tables, chairs ,aircondition
9. , CR
Principal’s office Sala set, tables tv, aircon,
books, tv
Chairs, tables , computer
10 Computer lab
Gym equipment , tables ,
Room for the athletes locker,
1.3. IDENTIFICATION
Determining the purpose of the school facilities and resources for learners
development.
Facilities Available Program
Check (/) if Physical Social/ Cognitive/
available /motor( Psy Emotional Intellectual
chomotor) (Affective)
Library/ e.g. Reading
Reading Enhancement
Room
Computer / Actual using To develop
Room computer computer skills
Home / Cooking Cooperating
technology engagement other fresmen
Center contributors of
the team
Industrial
Arts Center
Health The good

Clinics / feeling of
alievation for
medical
Guidance / The good
Room feeling of
alievation for
the social and
sought
Gymnasium /
/ Social
Canteen engagements
Music Room
Kinesthetic Social
Playground / things to do engagements
Science
Center
Performanc
e Center
Office of the / The feeling of
School welcome,
Heads comfortable
and supported
Faculty / The feeling of
Rooms being
comfortable
and welcomed
Others
(Specify)
1.4. INTERNALIZATION
Identifying the challenges of the School in providing more opportunities fro
development.
A. You have identify the facilities and the resources of your school. What other
facilities and resources do you think are needed for other development program.
Make a Proposal or Suggestions.
I suggest that the school should the facilities such as; music room, industrial art
center, and science center. Because this facilities would help stablish solid
fundamentals education because they are necessary for every student’s education.
B. What aspects or development domains can you suggest as needing attention by

the school? What Program can be Suggested or can be Proposed.
The changes of curriculum has occurred to me. It went a lot of changes including the
addition of facilities. Even if the school is lack of facilities. I think they can still
emplement the curriculum and achieve its objectives by providing fair oppurtunities
for learning and development in all areas of education.
1.5 DISSEMINATION
Preparing an ideal profile of a school which can meet the physical, social,
and emotional and intellectual needs of learners.
Growth Portfolio
A development Plan of my Dream School
Structures to be Build Purpose Needed Resources
1.school clinic The school clinic provides Management of acute and
health and medical chronic health conditions,
services, it maintain the emergency care referral,
health and general well- preventive services
being of the member of education.
the school community
2. school parking lot It is to provide safety and Gate pass, and security
security for the vehicle of guard
both teacher students.
3.covention hall This hall will used as a Wife, chairs, tables,
venue of social activities of kitchen, speakers
the learner as well as the
faculty and staff
4.laboratory This will provide the Every materials ,tools and
students a venue to do equipment that would be
their experimental activity needed in experiments
5.gymnasium The main purpose of Sports club facilities
building a gym is to help Locker rooms
students to develop their Public facilities
skills in terms of sports. Training facilities
6.library Its main purpose is to Books , magazine, news

provide and to make sure paper, microfilm
that the needs of students
in terms of learning will
fullfill
GROWTH PORFOLIO ENTRY NO. 1
(Reflection of your dream school)
 In my ideal school, everyone has equal access to all of the school's resources
without discrimination. This institution will rethink the meaning of life and
the purpose of existence. Because of the school, everyone will be able to
participate in the development and advance in their areas of interest. Every
thought will be redirected toward service at this school, which will eliminate
pointless competition. At my school, students have a better understanding of
life and what social well-being means. The aim of intellectual growth is
shared by society as a whole. Their capacity to contribute to society is
enhanced as a result. As a result, more benefits will accrue to the nation and
the world as a whole.
 The students at my school won't look to any one person as an example.
Because of their contributions to the social order, they will hold everyone in
high regard. This institution will not classify a student as an expert or novice.
It will provide new tasks that will satisfy every level of interest. This school
will dispel the outdated notion that one person is superior to another. It will
treat everyone with dignity and give them freedom to achieve their
objectives.
 Not just the school I aspire to attend in my dreams, but this society as well. I
intend to establish this nation in the future. Instead of valuing experiences
and other people based on their practicality, I envision a society where both
are valued. No one will ever be happy for the rest of their lives if there isn't a
social structure that encourages a sense of reciprocity and community with
other people.
JOHN MICHAEL M. TUVILLARA

Cooperating Teacher
2. The Classroom for Learning
2.1. EXPOSURE
Observing feature of two classroom of different grade levels.
Classroom Resources Checklist

Classroom 1 Classroom 2
Grade :7 Room: spc Grade:grade 9 Room: dias
No. Of Learners: Boys: Girls: No. Of Learners: Boys: Girls:
FURNATURE How FURNATURE How
many many
Learners’ Disks Yes:/ 45 Learners’ Disks Yes:/ 39
Teacher’s Table Yes:/ 2 Teacher’s Table Yes:/ 2
Book Cabenits Yes:/ 1 Book Cabenits Yes:/ 1
Learner’s Lockers 0 Learner’s Lockers 0
Yes: Yes:
Teacher’s locker 0 Teacher’s locker 0
Yes: Yes:
Others: Others:
Display Location: Display Location:

(Left, (Left,
Right, Right,
Front, Front,
Back Back
Visuals for new or Visuals for new or
current lesson current lesson
Yes: Yes:
Learners’ art works Learners’ art works
Yes: Yes:
Honor Roll Yes: Honor Roll Yes:
Group Yes: Group Yes:
task/responssibilities task/responssibilities
Attendance Yes: Attendance Yes:
Experiments Yes: Experiments Yes:
Projects Yes: Projects Yes:
Rules and Standards Yes: Rules and Standards Yes:
Others: Others:
Location
( Left, Location
Teaching Check( / ) Right, Teaching Check( / ) (Left, Right,
Aids Front, Back) Aids Front, Back)
Musical Yes::_____ Musical Yes::_____
Instruments Instruments
Maps/Globes Yes::__/__ Maps/ Yes::__/__

Math Kits Globes
Math Kits Yes::___
Art Kits Yes::__/_
Charts Art Kits
Charts Yes::_/__
Flannel Yes::__/_
board Flannel
board Yes::___
Computers Yes::___
Computers Yes::___
LCD Yes::__/_
LCD
Story Yes::__/_
Book/Trade Yes::_/__ Story
books Book/Trad
e books Yes::_/__
Reference Yes::___
Book Reference
Book Yes::___
Audio tapes Yes::___
Audio tapes Yes::___
Blackboards Yes::__/_
Blackboard Yes::_/__
Bulliten Yes::_/__ s
Boards
Bulliten Yes::_/__
Others Yes::___ Boards
Others
2.2. PARTICIPATION
Recognizing differences in the structure and display of classrooms

used by two different levels
1. What resources are available in both classroom? Write those common
resources on the matrix.
COMMON RESOURCES
FURNITURE Teachers table,

Learners disk
caben
DISPLAYS Rules and standards
TEACHING AIDS Bulletin boards
2. What are exclusively found only in one classroom

CLASSROOM 1 CLASSROOM 2
RESOURCES (LOWER GRADE) (UPPER GRADE)
Long table
FURNATURE
Water dispenser
DISPLAYS
Class schedule
TEACHING AIDS
Wish list
3. HOW WILL YOU DIFFERENTIATE THE RESLOURCES FOUND IN THE TWO CLASSROOMS IN TERMS OF
TYPE, ARRANGEMENT. COLOR, NUMBER OT LOCATION
CLASSROOM 1 CLASSROOM 2
RESOURCES (LOWER GRADE) (UPPER GRADE)
The listed furnitures are well The cabin, teachers table and the
arrange as well as the teachers learners desk are well organized
tables and it has a names on it at and in 1 pieces.
FURNITURE the top, the cabin are accesable.
As soon as the students ill enter The students are always aware of
the room they are aware of the the classed schedule because it is
rules and standards that are easy to see
DISPLAYS displayed, and everyone can
easily see the rules and standards
Information related to their It shos the information about the
subject and some announcement upcoming activities of the school
that are related to the school and some of the rules and
TEACHING AIDS regulation of the room
4. What could you significantly made the type of resources in the two classroom
different?
A. Both two rooms are identical, the cahirs and some furnitures are well-organized
making it easy for the teacher to start their lesson as they enter the room
B. Announcement that related to the schools are posted on the bulletin board where
the students can see it and read
C. Class schedule is posted so that the learners are aware of what is the next subject
2.3 IDENTIFICATION
Identifying the purpose of the resources found in the classroom
Do the two classroom share they same purpose or reason for the display? Cosult your
cooperation teacher.
CLASSROOM CLASSROOM 1 CLASSROOM 2
DISPLAY (Begging grade) (Upper Grade)
Shows the guidelines for both Shows the guidelines for both
1. Material for the new teachers and learners teachers and learners
lesson
Allow students to enhance Allow students to enhance

2. Model Art works painting and art skills and used as painting and art skills and used as
guide to create one of kind art guide to create one of kind art
work work
It’s provide students recognition It’s provide students recognition

for academic awards for academic awards
3. Honor Roll
allows learner to get ideas and allows learner to get ideas and
4. Group task/ look at problems different angles look at problems different angles
Assignment
responsibility
Giving students new ideas and Giving students new ideas and
5. Students projects/ gaining indepth knowledge gaining indepth knowledge
experiment.
Allows students to learn and Allows students to learn and

6. Exemplary learners understand the specific content of understand the specific content of
the lesson or in given situation the lesson or in given situation
written Output.
to provide curriculum extension , to provide curriculum extension ,

7. Supplementary enrichment and support enrichment and support
books and other
materials.
to provide students the discipline to provide students the discipline

8. Rules and standards and to teach the about the proper and to teach the about the proper
behavior and improving learners behavior and improving learners
for class to follow. academically academically
Do the the two classrooms always share the same purposes or reasons for having
those displays? What could be the reason why they vary? Consult your cooperating
teacher.
They are useful; for the students to create original activity, students only need to use
their imagination and the resources that avaible with in the area.
2.4 INTERNALIZATION
Matching the classroom resources with the learner characteristics.
FOR BSED only.

?
Given the physical, social,emotional, and cognitive/intellectual characteristics of

upper grade learners, what activities will interest them carry out inside or outside their
classroom? What classroom resources should be available to carry these out?
Interesting Activities for Upper Grade Learners Useful Resources

Young students can meet new
1.acting in theater people and broaden their
mental horizons by
participating in this activity
Each class seasion concludes
2. Pass slips with this useful activity. For
1-2 minutes, ask each student
something in the slip about
the particular topic
By grouping the students ,
3. Buzz session you can encourage students to
work together to dicuss the
topic.
Participation in collaborative
4. Debate and discussion argumentation and discourse
enhance conceptual
comprehension and reasoning
skills
They should be encourage to

5. Volunteering volunteer at some public
places like child welfare and
etc.
2.5 Dissemination
Designing an ideal classroom structure that can promote active learning for
given developmental stage.
Based on the observation you have made of classrooms in your schools, reflect on
what can be an ideal classroom that can promote active learning for the given grade.
Growth Portfolio Entry.

My Idea of a classroom for Grade 7 :
My ideal classroom is the student-centered meaning that the teacher is the facilitator
of learning built on the student interest and abilities. The teacher rarely use
worksheets , but instead provides students with engaging ,authentic learning
opportunities
It’s well-organized so that the teachers and students can utilized the resources in the
room quickly and effectively. It has a structure of specified set of prosedures and
expectations that everyone knows.
Sketch the interior of your Dream Classroom that will show the pieces of
furniture, various displays, and teaching aids. Consider a floor plan that will allow for
collaborative work and other group activities.
Growth Potfolio Entry.
My Ideal Classroom for Grade ____7_____:

Cooperating Teacher
3.1. EXPOSURE
Recalling one’s experiences in early childhood, middle childhood, middle
childhood and adolescent period while in school.
Interesting things you did when you were Grade 1, Grade VI and Grade 10.
Form 1-A: Grade 1 Experiences

Middle Childhood
As first grade is packed with important and exciting transitions as a children leave
behind much of the play it’s the beginning of the development of academic skills , in
my first grade I experience a lot of things in school, I was able to read basic letters
and I am excited to go to school everyday to learn and develop new set of skills
Form 1-B: Grade V1 Experiences
Late Childhood
Grade iv experciense was the best because as I grow up and developing skills gaining
knowledge. In fourth grade, students begin to calculate the are of shapes and use
different problem solving strategies to solve word problem which is I acquire, the
teacher thought as basic things, it is more on learning familiarizing and memorizing
numbers, letters and colors
Form 1-C: Grade 10 Experiences
Early Adolescence
In 10th grade it is truly helpful to me a lot it set me up for may senior highschool level
Ih this grade taught me to be playful and competitive at the same time. I made a lot of
friends and gain a lot of knowledge which I can use in the future my instructor surely
a strick one but a helpful person she made me ho I am and prepared for the upcoming
struggles in my life.
3.2. PARTICIPATION
Identifying the various domains of growth and development
Form 2-A: Grade 1 Experiences

Middle Childhood
Sample Experiences: Domain
1. Cutting shapes using scissors, Physical Motor
2. Playing Dolls Social
3. Counting Marbles Mental/cognitive
4 Playing cards Physical motor
5 Playing Chinese garter during free time Physical motor
6 Pitching water and cleaning the ground Physical motor

Social
7 starts bullying
Physical motor
8 climbing
Form 2-B. Grade VI Experiences
Late Childhood

Physical/social
1 Camping
2 Playing marbles Physical motor
3 Playing Chinese garter Physical motor
4 Participating in contest Physical motor
5 Playing text cards Physical motor
6 Playing jackstone Physical motor
7 Gardening Physical motor
8 Join athlethic games Physical motor

Form 2-C. Grade 10 Experiences
Early Adolescence
1 Playing games in intramurals Physical motor
2 Cutting design Physical motor
3 Playing basketball Physical motor
4 Playing computer games Physical motor
5 Competing in contest Physical motor
6 Dancing during intramurals Physical motor
7 Joining sports Physical motor
8 Counting people imside the book Physical motor

3.3. IDENTIFICATION
Discovering the different patterns in the various of stages and development across
the three (3) domains.
1. Physical Motor Domain,

2. Social-Emotional Domain,
3. Literacy/cognitive/Intellectual Domain
Reflections
Provide significant comparisons your of the different patterns in the various of
stages and development across the three (3) domains based on your discoveries or
experiences..
Children learn how to play independently with peers in the physical domain. A child's
progress toward play is influenced by his or her physical abilities; A child who has
strong gross motor skills is likely to be able to play with other kids and participate in a
wide range of physical activities like running, jumping, catching, throwing, and
kicking a ball. Children develop their social-emotional skills by learning how to
interact with others. They begin to comprehend their emotions and learn how to
appropriately convey them to others. Children must learn to listen to and comprehend
the thoughts and feelings of others in order to communicate with them.
A child's early years are crucial to their development. During this time, many
children learn how to interact with the world around them and develop a sense of self.
Additionally, the child begins to acquire essential social skills like sharing and
communicating with other children. Provide in-depth comparisons of the similarities
and differences between your various patterns in the three domains after conducting
an analysis of your findings regarding your child's development over the course of
their lifetime. Include the methods you used in each session as well as your strategies
for each area. Using this information, evaluate your approach's strengths and
weaknesses, as well as the support systems required to maintain consistency over
time, and discuss the strategies that were most successful as well as the needs that
were not met. Use this information to develop more effective and appropriate
interventions in subsequent sessions.
During this time, parents play a crucial role in supporting their children's learning
and development. Having sufficient resources to support children's early learning and
development is also critical. An important part of a young child's growth and
development is early childhood education. This includes training in fundamental life
skills and teaching fundamental skills like reading and math. Even though early
childhood education is important, it doesn't guarantee a child will develop the skills
they need to succeed in life
3.5. DISSEMINATION
Write your Reflections

Reflecting on the value of addressing the characteristics and needs of learners
during the various stages of development, what is your perception on the needs of the
learners based on your experiences and the realities ( of your students/learners now)
of your present task in this field study at the moment based on your observation.
Understanding how people learn and why they behave as they do is at the heart of
educational psychology. The instructor must be able to design and implement a
suitable learning strategy for each student and utilize their various learning styles
throughout the learning process in order to create an appropriate learning
environment. An educational facility known as a learning commons aims to provide a
variety of adaptable learning and teaching environments to meet the needs of students
and the school community as a whole.
The instructor must be able to adapt to the ever-changing educational technology
and incorporate it into an engaging and effective educational strategy in the face of its
increasing prevalence in the classroom. The effective integration of these two
components is, in my opinion, essential to the success of any teaching and learning
program. As a result, in order to enhance the learning experiences of students,
researchers have been looking into alternatives to the conventional classroom setting.
A "learning commons" is one such alternative. For instance, the focus is not only on
the physical design of the classroom but also on how to arrange the space to make
learning easier. The activities that are carried out there, as well as the characteristics
of the students themselves, such as their abilities and learning styles, can have an
impact on the layout of the space.
Because they are ill-equipped to deal with the course's challenges, their learning
experiences suffer. They frequently have to deal with work and family obligations
outside of the classroom, which exacerbates the issue. Their enthusiasm and
commitment to learning in the courses they are enrolled in are further eroded by these
issues. Sadly, teachers with limited time and resources, as well as those who may not
be familiar with these new tools or know how to use them effectively in lesson plans,
may find this challenging.

Cooperating Teacher
4. Understanding the Learners.

4.1. Recalling age-typical characteristics of school learners according Paget’s
cognitive theory.
For BSED
Table 4.2.Observed evidences of cognitive Abilities((Formal operation stage)
Grade Observed; Grade 9 Subject Area; Organized and Time: 1:00-
management 2:00pm
Subject Matter:
Core subject title: Organized and management
Topic: polynomials
Lesson: Factoring Polynomials
Materials: Tv and laptop
Lesson Objectives:
 At the end of the lesson the learner can identify polynomials
 Ate the end of the lesson the learners can solve polynomials
 The learner can apply polynomials in life.
Cognitive Abilities Evidences

( Specific student
behavior/action/response/work sample)
Printouts should be provided by the
Adolescents “can group and classify teacher, Give then the opportunity to
symbols, statement and even theories”. identify the various event attendees
The educator give a models, and the
Adolescents can “follow and formulate learners will decide the sort of crowds on
arguments and premise to conclusion”. the said occasion
The teacher request her learners fron hat
Adolescent can hypothesize thinking of are the idea of the crowds . the learners
“what might be” / what if” and the can response
possibilities that can come out.
Adolescents can “perform mental It appeared to be fucos on the teacher,
operations with the symbols which may then at that point in the wake of making
not naturally exist in their own world”. sense of the educator ask, and the
understudy addressed it well
Children can focus attention and take The instructor give then activity. But
time and search for needed information. since of the lack of times the activity wont
be finished by the learners in time.
Adolescents can “ understand appreciate, The learners presently can undoubtedly
and produce metaphors and other figure unique of what are the sorts of crowds on
of speech”. the said explicit event.
4.b. IDENTIFICATION (For BSED)

Validating the age-typical characteristics of learners thruogh observed behaviors.
1. Do you notice any pattern in your observation?
 Yes, it is listed as cognitive abilities. All the given characteristics are most
likely observe.
2. Is there a relationship between grade level and the number of gathered evidences?
 Yes, teachers require methods to asses student’s academic achievements,
however the grading system fails to accurately measures student work
instead of the sole focus on learning. Students frequently believe that their
grade reflect on what they have learned .
3. What grade levels have displayed more abilities? Less abilities?

 Ability levels refers to where a student’s current abilities are at that time it
is what they can currently do independently with high accuracy base on this
the levels that has a more abilities are those who are in senior level because
of their experience and as they move to the different level they growth and
gain extra knowledge, aside from that the students that has a less ability are
those who are in low levels because of their lacking of knowledge and
experience
B.INTERNALIZATION
Drawing generalizations from observations of learners’ behavior.
1. Are all the learners in a given range age ( i. e. middle childhood or adolescense)
capable of performing all the cognitive abilities? Give reason for your response.
Yes, as the neurons responsible for the language social skills, and cognition
consolidate in middle childhood. Children begin to develop cognitive cognitive
control between the age of seven and eleven, gaining the ability to respond stimuli
and beginning to effectively process and comprehend information.
2. What cultural factors can enhance the cognitive development of learners? Illustrate.
There are three interconnected ways that culture influences cognitive development.
Includes are social process that support and guide learning, symbolic and material
artifacts that support and extend thinking, and participation in every activities.
Cognitive abilities are influenced by variety of factors, include education. Therefore,
patterns are influenced by culture, which in turn to affects our memory capacity to
review and make positive responses when asked to do a project related to our ways of
life.
3. What factor can hamper development?
The child’s social environment, relationships with family and peers, and the physical
and georgraphical condition of the area in which the child lives are all important
environmental factors that influence early childhood development.
C. DISSEMINATION
Giving suggestions on how teachers can develop the cognitive abilities of learners.
Activities to enhance Cognitive Development of my Learners. ( Select

specific level and subject area)
Grade Level: Grade 7 Subject Area: Mathematics

 Make timeline of memory of important events.
 Writing a brief paragraph about what they remember about the previous
lesson
 Reciting a poetry or important writings into a game

Cooperating Teacher
5.Learner’s Development and Instructions
A. PARTICIPATION
Identifying the instructional key events of a lesson in a particular class.
This a time - based observation.
Use the increments in 3 seconds in writing your notes.
See Sample below.
Episode TIME KEY LESSON EVENT
1. 9:00 Math/Science lesson starts.
2. 9:03 Teacher conducts review of past lesson by……
3. 9:06 Same activity
4. 9:09 Teacher introduces a game
“Meet your Cooperating Teacher prior to observation to inform him/her your

purpose”.
Observation proper:
Use the observation form in writing down your field notes every three (3)
seconds. Classroom Observation Form:
School:_______________________________________________
Grade/Year Observed: grade 8 mendel Name of Teacher: John Michael M. Tuvillara
Subject Area Observed::Time:9;00 to 10:00 A.M./P.M.
Number of Students:__________
Episode Time
1. 9:00 Checking attendance
2. 9:03 Conducting review about previous topic
3. 9:06 Introducing new topic
4. 9:09 Relating the previous to the present topic
5. 9:12 Explaining the new topic
6. 9:15 Giving examples
7. 9:18 Another explanation about the topic
8. 9:21 Standard devation of ungroup data
9. 9:24 Explaining the steps or procedure
10. 9:27 Asking of the idea of the ideas of the student
11. 9:30 Explaining the difference of groups and ungroup data
12. 9:33 Examples of ungroup data
13. 9:36 Specific formula of the topic
14. 9:39 Solving the given problem
15. 9:41 Step by step solution
16. 9:44 Asking on how to get standard devation
17. 9:47 Interacting with the students
18. 9:50 Reminding the students about the tables
19. 9:53 Exercise quiz
20.
5. a. INTERNALIZATION
Drawing the applications of the cognitive characteristics of learners in teaching-
learning practices.
For BSED:
1. What could be the reason/s why the teacher did not have the opportunity to observe
the suggested guidelines for the stage (during teaching learning engagement time).
 Due to the lesson’s unfamiliar delivery method. We do not have any materials
that the student can use, so the only thing a teacher can do is to let them watch
the given presentation and listen to the discussion
2. What significant characteristics of students enable them to reason out, discover,

invent and create new things?
 This their rational way of thinking as a human being, where the knowledge
they gained in the past experience can be combined with present experience
they have gain in the present to make them reliable at making things to work
independently with confidence.

Cooperating Teacher
6.The Teacher as a Classroom Manager

PARTICIPATION:
Gathering of data on teacher management techniques through observation.
Request Permission from your Cooperating Teacher to observe..
Legends:
O - Observed
NO - No Opportunity to Observe
NA - Not Applicable
Teacher’s Management Concerns
Please check (/)
Concern 1:Establishing a teacher presence in the classroom as a O NO NA
responsible role model.
1. Show respect to command respect. /
2. Know every student and respect adversity. /
3. Master your lessons to act confidently. /
4. Speak courteously to students at all times. /
5. Show personal pride on your students. /
Concern 2: Establishing a well-organize caring learning
environment.
1. Structure a “welcoming” room. /
2. Arrange the seats according to anticipated learning activities. /
3. Structure learning centers and bulletin boards that reinforce instructions. /
4. Arrange an area for display of students’ works to recognize their /
worth.
5. Maintain positively stated rules that go with learning territories. /
Concern 3. Establishing clear set of attainable classroom rules.
1. Very importantly, model all established school and classroom rules. /
2. Lead the learners to set attainable classroom rules themselves. /
3. Direct students to make a plan for observing classroom rules. /
4. Enforce rules positively. /
5. Constantly review and revise rules if necessary. /
Concern 4. Establishing wholesome friendly relationship with
and among students.
1. Model respectful treatment of students at all times. /
2. Listen to students’ voices and choices. /
3. Foster honest, wholesome and constructive conversation. /
4. Reinforce positive behaviors and achievements with deserved praise. /
5. Exhibit warm and cheerful disposition. /
Concern 5: Establishing a management system of routines
1. Establishing brief, precise routine procedures for organizing learners, /
equipment and activities.
2. Defines various noise levels and limits for different class /
acclivities.
3. Specify time for classroom activities and movement. /
4. Provide flexibility even with well-planned routines. /
5. Adopt a consistent and persistence approach to routine
implementation.
Concern 6: Establishing a management system plan of routines.

1. Begin and end all activities on time. /
2. Plan well ahead to minimize interruption. /
3. Use prompts and signals to keep students on tasks. /
4. Make sure that all needed resource materials are readily /
available.
5. Allow student volunteers to carry out various tasks as privileges. /
Concern 7:Establishing a well organized instruction.
1. Provide a well-planned, focused and logically organized lessons. /
2. Select varied teaching styles and grouping patterns to suit
diverse learners. /
3. Provide opportunities for productive learning engagement.
4. Observe students’ engagement on task behaviors throughout the /
lesson. /
5. Maintain smooth transition from one activity to the next.
6. a. IDENTIFICATION
Share your observation experience.Based on your indicators of each key concern,
answer the following questions briefly.
1. How did the cooperating teacher establish her presence in the classroom as a
responsible model?
 By adhering to the school's policies and wearing the uniform, the cooperating
teacher established her presence in the classroom as a role model of
responsibility. Students saw her as an example of how to dress respectfully at
school because teachers showed them how to properly groom themselves.

2. How did the cooperating teacher establish a managerial plan routine?
 She consistently followed a managerial plan routine in the classroom while

working as a cooperating teacher. E She made a personal connection with the
students and began the class by greeting them with a positive attitude.
6.b. INTERNALIZATION
You own wish list of competencies as a classroom manager.
Create your own wish list of competencies as a future classroom manager.

MY WISH LIST
 My own wish list as a potential classroom manager includes the following:
 Have an efficient filing system for materials and be organized.

 Be compassionate and communicate clearly.
 Establish rapport with the students' families.
 Keep your attitude upbeat.
 Give students constructive and encouraging feedback
6.c.DISSEMINATION
Connecting what I learned - A Reflection
“Every future Teacher must develop a systematic personal management plan for easy referral
as you approach teaching internship”.
Connecting what I have observed: A reflection
As a future classroom manager…..
I learned:
 That communication is essential. You must be able to communicate

with your students and keep them up to date on classroom activities. A
productive learning environment can only be maintained through
proper organization. To meet the needs of their students, the teacher
must be adaptable with their class schedule. At the beginning of the
school year, teachers must clearly communicate their expectations to
each student so that they are aware of what is expected of them
throughout the year. Seats in classes need to be assigned, and supplies
need to be properly organized and stored so they don't have to be used
constantly.
I am excited:
 To teach students about technology in the classroom There are

numerous ways to use technology to improve learning and keep
students interested. Using technology in the classroom, I can assist
students in staying on task and getting the most out of their education.
As a teacher, technology can also help me by providing me with useful
information about how my students are learning and how I can better
meet their needs for learning support. In conclusion, my objective is to
create a positive learning environment that motivates students to
realize their full potential and contribute to society. In addition to
teaching about new technology in the classroom, I will spend a lot of
time learning about it and how to use it to engage students as an
educator.
I need to:
 To create classroom learning environments that are effective. By
providing my students with the tools they need to succeed, I can
accomplish this. Even though my job as a teacher focuses on teaching,
I've realized how important it is to lead my classroom. I am responsible
for setting the tone in the classroom and must offer my students helpful
guidance on how to succeed academically. One strategy that I've found
to be effective is managing a classroom library where students can
access resources to finish their work.
I am very much concerned about:
 The classroom application of innovation. It is essential, in my opinion,

for my students to have access to technology in a way that does not
hinder their learning. Although I believe that using technology in the
classroom has some advantages, it also has the potential to cause a lot
of distractions. This is a hot topic. One of the most valuable lessons I've
learned as a teacher is that children should be able to explore and learn
on their own terms. It is incorrect for many teachers to believe that the
only effective strategy for engaging students is through technology. I
believe it is my responsibility as a teacher to create a setting where
students can study as efficiently as possible and feel at ease
I am afraid:
 I will need to start teaching my students how to deal with
disagreements. My understanding is that there are three distinct types
of conflict: systemic (between individuals and their organization or
society for the greater good), external (between individuals and the
external environment), and internal (between individuals involved).
The best way for me to deal with these situations, in my opinion, is to
ascertain the nature and source of the problem. After that, I'll make a
list of the requirements that each party needs to meet in order to come
up with a solution. I'll try to find a solution to this problem that meets
the needs of everyone involved.
Oh, how I wish:

 That I would be wise enough to consider using technology into my
lectures within course of my future career in education. It is no secret
that digital is being increasingly being utilized in classrooms today,
whether it is to support group projects as well as provide instructional
resources. To properly prepare our kids for a digital society, it is in our
duty as educators to embrace technology in the classroom. Our courses
will be more interesting and enhance student engagement in their
learning if technology is used effectively.

Cooperating Teacher
7.The Teacher as a Facilitator of Assisted Learning
7.1 Participation
Noting that teachers’ practices in providing assisted learning.
Scaffolding Strategies Observed
Subject area: Mathematics 7 Name of Teacher: John Michael M. Tuvillara

Time Observed:_______to ________
Learning Task Form of Assistance Given

a. Repeat explanation
Example: Solving a Math Problem b. Demonstrates steps in doing it.
a. Discussing the lesson
1.starting the class using processing b. Giving examples
questions
a. Providing direct instruction and

2.providing students with the variety of feedback about their work
problems to work on in class b. Using an examples or model tp
demonstrate ho to do task
a. Explain the rules, show example
3.Having a long quiz of correct answer
b. Creating the rubric that clearly
states the criteria for success on
the quiz
a. Providing students with a list of
4.recitations of basic facts about definitions and other facts to memorize
mathematics before class begins
b. Making flashcards or other visual aids

to help students learn important
vocabulary.
a. Explaining the importance of
5. Reviews the properties of numbers knowing the properties of
and their operations numbers and how they can be
used to perform operations.
b. Using concrete examples to illustrate

how the properties can be translated into
mathematical operations.
a. Demonstrating to students how to
6.Ability to solve problems in find solutions to specific
Arithmetic, Algebra and Geometry problems in arithmetic, algebra
and geometry.
b. Assigning students to practice

problems that will allow them to
practice the skills they learned in class.
a. Developing problem-solving skills
7.Thinking Logically in solving by teaching critical thinking
problems in mathematics skills such as analyzing
situations, making logical
inferences and drawing
conclusions from the evidence
provided.
b. Encouraging students to think

critically and come up with their own
solutions to common mathematical
problems.
7.2.DISSEMINATION
Writing a journal article on how to engage in assisted learning
Writing a Journal Article
_________________________________
Title of Article
Grade Level: 11 stem

Subject Area: Basic Calculus
There are a lot of different ways to engage students and motivate them to learn
in the classroom. To be effective and successful, teaching necessitates the use of
both cognitive and affective aspects of human behavior. Students' performance
has even been linked to teachers' engagement with them (Sullivan & Kleinman,
2000).
The amount of effort and participation a student puts into the classroom
setting is a measure of engagement. This "participation" can be active, like
asking questions or providing responses, or passive, like listening to the lesson
without contributing to the discussion. Students who are disengaged from the
classroom and who might benefit from additional academic support can be
identified using participation tracking. Higher levels of student engagement are
linked to higher levels of overall success and academic success. You can use a
variety of methods to increase student engagement in the classroom. Making the
material more relevant to the lives of the students, providing them with
opportunities to interact with one another and their instructor, and creating a
fun and supportive environment where they are not afraid to make mistakes are
some of these. You will be able to increase student engagement and enhance their
learning experience by incorporating these evidence-based strategies into your
lesson plans. By creating a welcoming and encouraging classroom environment
that is full of opportunities for interaction and collaboration, teachers can find
ways to engage students. Beyond simply asking them questions and listening to
their responses, there are numerous other strategies for engaging students in
classroom discussion. They can develop valuable study skills and become more
productive learners by encouraging them to collaborate on projects and research
assignments.
Dewey was of the opinion that people learn best when they get their hands dirty.
This places Dewey within the pragmatic educational philosophy. Pragmatists
maintain that one must experience reality. This indicates, from Dewey's
educational perspective, that children

Cooperating Teacher
8.The Teacher as an Implementor of Purposeful Assessment
8.1 Gathering information directly from (2) teachers.

(AT LEAST TWO TEACHERS)
“Be sure to study the guide questions first before you start the interview”.
Interview Schedule
Guide
Greet the teacher (T) Date: December Time: 8:00am
you are about to
interview and mark Name of the Teacher) John Michael M. Tuvillara
the time you start.
Thank him/her for
giving you the time to
talk with him/her.
Ask how many years No. Of year as a Teacher: 3 years
teacher has been Grade/Year Level: 7 Subjects Taught: Mathematics
teaching and the grade
levels and subjects
she/he is teaching
Inform teacher of the
purpose of the interview. “
I would like to learn how
you have been assessment
in your class”.
What assessment Check all those mentioned by the teacher.
methods have you _/___Giving short quizzes
been using as a __/__Giving long test at the end of a unit
teacher? __ _Giving quarterly test.
(Anything else?) _/_Oral questioning
_/___Performance Test
_/___Observation
_/___Others(specify)_______________________
________________________
Check all that apply.

What do you do when
you give short __/__Teacher checks the quizzes after the class.
quizzes? __/__Students check their own test paper
__/__Teacher always records the scores in a record book.
____Students record their scores in their own notebook.
What do you do with ____Notes the common errors by a show of hands.

the result? _/___Teacher discusses the common errors in the class.
_/___Teacher returns the papers to the learners afte
checking.
____Others:________________
What about if you Check all that apply:

give a long test like a _/__Teacher check the long test after the class.
unit or periodical test? ____Students check their own papers.
__/__Teacher always record the the scored in a record book.
____Students record their own scores in their own notebook.
What do you do with
the results? ____Teacher notes the common errors by a show of hands.
____Teacher discusses common errors with the class.
____Teacher test papers to learners after checking.
____Others__________________________________
Do you let students Yes / No______ Sometimes_______________

know about the results
of the test?
How? __/__Teacher announces the score of each one.

__/__Teacher return test papers to the learners.
__/__Teacher takes up the common errors of the class.
__/__Teacher discusses wring responses of the learners and
show how they can be corrected.
____Others______________________
Why do you return the test Test paper should be returned to learners after checking so
papers to the learners? that they may know how they have performed and check
What’s your purpose for
the errors of the learners?
errors so that they can do better next time
(Anything else?)
Other from testing, Check all those mentioned by the teachers.
what else do you use __/__Project
for grading? __/__Oral Performance
__/__Written Performance
__/__Physical demonstration Others.
(Specify)__________________________________
__________________________________
Which do you use for Check all those mentioned bt the teachers
arriving at periodical __/__Shorts Quizzes
grades? __/_Unit Test
__/__Quarterly Test
____Oral Test
____Projects
____Others
(Specify)_______________________________
________________________________
How do you compute the Write the Procedure here.

grade for the quarter? Make a summary and finalize learners row score in the class
record. After which, encode raw scores in the e-class record
by category: written , performance, and quarter exam.
Do you find assessment Assessment pares the way for teachers and learners to
useful to you as a teacher? observe and analyze performance in the teaching and
How?
(Encourage Teacher to
learning process. It is useful for the development and the
give as many reason as progress of learners as well as for the teachers to fully
she/he can) understand learners.
Thanks the teacher for the

opportunity she/he has
given you?
8.2. PARTICIPATION/REFLECTION
Reflection
Why teachers are providing assessments? cite reasons on the following

instances.
A. quizzes after every lesson
 Quizzes are frequently used by teachers to gauge their students'
understanding of the lessons' content. This is an excellent strategy for
ensuring that students retain what they have learned.
 I think this is a good way for teachers to see how well their students
understand the material. Students frequently become entangled in their
phones or other activities. Quizzes assist in keeping them engaged and
focuse
B. unit tests
 In schools, students' comprehension is frequently evaluated through unit
tests. To accomplish this, students take an exam that covers the material
they have been studying. Students are graded based on how well they did
on the test. The results of these tests can be used by students and teachers
to determine which comprehension areas require more study time.
C. periodic test
 Teachers conduct periodic assessments to help students track their

progress and identify their strengths and weaknesses. Additionally, tests
help students identify their learning priorities and problem areas. In the
end, these tests help students do well in school and reach their full
potential. Good teachers are aware of the unique learning requirements
of their students and adapt their instruction accordingly. They modify
their teaching methods in response to the distinct requirements of each
student. A comprehensive diagram outlining the key points of the lesson
can assist a student who learns best visually. The information might be
presented orally or in the form of notes for a student who learns best
verbally.
8.3 IDENTIFICATION
Inferring rationale for testing practices of teachers.
Below are some practices the teachers do after testing. Please provide good reason
for this practices? Of what good are these practices to learners?
Practices Possible Reason

 The academic progress of their
Teachers Announces the score of each students has always piqued the
one.(learner) interest of teachers. They might
be able to use this data to come
up with interventions and help
their students achieve their
academic goals in some cases.
Unfortunately, a lot of students
don't like it when they get this
kind of feedback because it can
make them feel bad about their
performance and make it hard
for them to do their best in
school. Fortunately, teachers
can provide constructive
feedback to their students
without harming their students'
self-esteem.
 The announcement of each
student's score at the conclusion
of each assessment is one of the
primary methods by which
teachers can offer constructive
criticism. This method works
because it makes it easier for
teachers to give each student
individualized feedback while
also reducing their workload. It
is important for the teacher to
stress that not every student will
receive an "A" or "B" on their
assignment when they announce
the score for each student.

Teacher returns to learners their test  Teachers return test papers to
papers. students for a variety of good
reasons. First, returning test
papers can help students
become more engaged and
motivated. Students can use test
papers to demonstrate what
they have learned in class and
receive feedback from their
teachers, according to many
teachers. As a result, students
who receive their test papers
back after completing a test will
be motivated to work even
harder and increase their
knowledge in order to pass the
test the following time. Second,
returning test papers can aid in
student achievement and
learning. Teachers can review
the material covered on the tests
and determine whether students
understood the concepts taught
in class or require assistance
studying for the test by
returning the test papers to
students. Last but not least,
returning test papers may
contribute to a reduction in
classroom management issues
like cheating.
 The person's incorrect
Teacher discusses reasons for wrong assumptions or the fact that
responses of learners. they simply do not know the
answer and have never given it
much thought could be one of
the reasons. In this article, we'll
talk about some of the most
common reasons why students
may give an incorrect response.
 The person's incorrect
assumptions or the fact that
they simply do not know the
answer and have never given it
much thought could be one of
the reasons. In this article, we'll
talk about some of the most
common reasons why students
may give an incorrect response.
 The following are some typical
explanations for a student's
incorrect response to a
question: They might, for
instance, misunderstand the
question or simply not know the
correct response. They might
also think the question has no
bearing on the material they are
studying at the moment, or they
might not understand the words
used in the question. As a result
of not providing a complete and
accurate response, the student is
unlikely to receive a high score
on the exam in these instances.
 Students may have
misunderstood the question,
which is another common
reason why they might respond
incorrectly. When a student
responds in this manner to a
question, it is challenging for
the instructor to comprehend
what the student is attempting
to say, making it occasionally
challenging for them to give an
accurate response. A student
won't be able to provide a
satisfactory response to the
question because they won't be
able to identify the most
relevant and significant aspects
if they do not fully comprehend
the meaning of the question.
 There are numerous valid
Teacher makes/told/command learners reasons for instructing students
records their scores. to keep score. Helping students
monitor their progress is one
good reason. Motivating
students to put in a lot of effort
and do well is another good
reason. The fact that keeping
score helps keep the lesson on
track is another advantage. Last
but not least, keeping score
keeps students engaged and
interested in their studies.
 Using scores in a lesson has the
following advantages: • It makes
it simple for students to monitor
their progress throughout the
class. It encourages students to
put in more effort in order to
succeed. It lets the teacher know
which parts of the lesson need to
be reviewed more thoroughly. It
keeps students interested in
what they are learning and
engaged. It helps the lesson stay
on track and on schedule.
 Students would not be
motivated to work hard in class
to earn a good grade if they
learned that the scores are not
important during the course of
the class. They might tell their
parents that they no longer
want to do homework or tests if
they dislike them.
 The most common mistake
Teachers takes up the common errors of teachers make is assuming they
the class know everything their students
know and can read the syllabus
before the class begins. Because
not all students learn at the
same rate or with the same level
of ability, this is a huge mistake.
While some students have more
experience and have learned
more in school, others may have
performed less well or have
knowledge gaps. It's possible
that the instructor is providing
the incorrect response in order
to assist students in finding it on
their own. However, the
teacher's lack of critical
thinking is shown by this error,
which is not a good reason to
make. As a result, a teacher
would not be justified in making
such a mistake. Additionally, it
demonstrates the teacher's
ignorance of the correct
response. As a result, it does not
give the student assurance that
what they are learning is
correct. Additionally, the
teacher's error demonstrates
that she is unqualified to teach
the course and is neither
prepared nor qualified to do so.
To summarize, a teacher would
not make such a mistake for the
benefit of their students because
there is no reason for them to
do so.
 Because it is crucial to their
overall development, school
systems ought to be willing to
permit students to engage in
extracurricular activities and
sports, for example, outside of
the classroom. As a great way to
improve students' leadership
abilities and their sense of
community, schools should also
encourage students to
participate in social and
community service activities.
 Because it gives students a
Teachers makes the learners correct their chance to learn from their
mistakes. mistakes, teachers are good at
forcing students to correct their
mistakes. Making a mistake is
difficult, especially when we are
anxious or scared. On the other
hand, we ought to learn to
accept and gain knowledge from
our errors. When we make
mistakes, we must attempt to
learn from them and avoid
repeating them.
 When we make mistakes, we
should do our best to learn from
them and avoid repeating them.
Children and students will learn
from their mistakes if they are
corrected, so parents should
always encourage them to do so.
They can learn from their
mistakes, so they shouldn't be
afraid to make them. They
should be encouraged to correct
their mistakes by their parents
so that they can perform better
in the future. Parents can
enhance their children's
education by enlisting the
assistance of their children in
making corrections for their
own errors.
 To get students ready for tests,
teachers must teach them how
to spell words correctly. They
have a responsibility to correct
their errors. They should
acquire it so they can use it in
their daily lives and improve
their academic and professional
performance.
8.5. DISSEMINATION
Committing to adopt useful testing practices to improve teaching and learning.
Given the testing practices you have learned from your interview of the teacher, write
down which practices you will adopt.
AS A FUTURE TEACHERS TO IMPROVE YOUR TEACHING
 The methods I will use as a future educator to enhance my teaching

are crucial to my success. Self-reflection, opportunities for
professional development, and technology use are all part of this. It is
easier for teachers to meet their students' academic needs and
recognize how their own teaching beliefs are influenced by their
culture, life experiences, and religious beliefs when they are
committed to lifelong learning. The most important aspect of my job
as a teacher is my relationship with my students.
 As a teacher, I am aware that the relationship I have with my
students is crucial to the classroom's success. To succeed, students
must be engaged in the classroom and motivated to learn. I must also
be aware of how my students' culture and customs affect their
learning experience. Additionally, it is essential to clearly
communicate expectations to students at the beginning of the school
year so that they are aware of what I expect from them and what they
can anticipate from me. Lastly, if I want to be a good teacher, I need
to be able to adjust to the needs of each student.
 Teaching is difficult because it requires both organization and
flexibility. Being flexible and willing to try new things in the classroom
is crucial for meeting the needs of each student. However, at the same
time, it is essential to maintain classroom structure and consistency
year after year. This makes it possible for students to form routines
that will make it simpler for them to achieve success in the future.

Cooperating Teacher
9. The Teacher as an Effective Administrator
9.1 Observing a test administration episode.

Make an appointment your Cooperating Teacher to allow you to be an observer
when she/he is due to administer a quiz /long test(e.g. unit test or quarterly test) to the
class. Start recording the necessary information in your note.
Date: 11/29/22
Time: 1:30-2:30
Subject Observed: Mathematics
Grade Level: 11
Test to be Administered: Pre-Calculus
Purpose for Giving Test: To solve
9.2 PARTICIPATION
PARTICIPATION
Recording practices prior to, during, and after giving a test.
A. Prior Testing
Time Started:7:30-8:30 am
1. Actual instructions given by the teacher to the class:(Be specific as possible in
writing chronologically what teacher says:)
(e.g., keep all notes closed or put all thing one meter away from your chair).
T: Get some papers
T: No cellphones allowed
T: One chair apart
T: Put your notebook on the bag
T: Answer quietly
B. Testing Proper
Observe closely this part of the lesson and answer the guide question.
A. Testing Proper
Observe closely this part of the lesson and answer the guide question.
1. How was the test administered? Checked all those that apply.
/ Entire test written on the board.
/ Entire test orally given by the teacher.
/ Some parts of the test are written; some parts dictated.

Learners received copies of the printed test where they wrote their answer.
Learners used answer sheets.
/ Test directions read by the teacher after test materials had been distributed.
Test direction were not given by the teacher..
/ Test directions were not given by the teacher. Instructions read by the
learners silently.
/ Some pupils called to read the instructions.
/ Instruction were given by part.
/ Examples were given on how to do each part.
Others:_________________________________________
2. What did the teacher do while students were taking the test? Check all that
apply.
Teacher went around the room to supervised learners,
/ Teacher stayed only in one place while testing was going on.
Teacher left the room while learners work on test.
Teacher answered clarificatory questions of learners.
/ Teacher did not entertain any questions of learners.
Others:__________________________________
3. How did the learners behave during the testing session?
Learners started all at the same time.
/ Many learners were doing other things than attending to the test.
/ Many learners asked seatmates what they would b doing.
/ Some learners showed signs of cheating/copying.

/ Most of the learners appeared to have understood the test directions.
/ Many learners appeared confused and did not know what to do.
Others:____________________________________
B. After Testing Session
Observed closely how the testing ended.
How did the teacher finish the testing session? Check all that apply.
/ The teacher asked the class to stop working at the same time.
Teacher still allowed learners to continue working even after the time was
up.
/ Teacher had a systematic way of collecting the test papers.
Learners submitted their test papers in any way and at any time they wanted.
Others:_______________________________________
9.3 IDENTIFICATION
Matching teacher’s testing practices with good students behavior.
Which of the practices you have cheeked in the Participation part will consider as
good practices?
Phase Good Practices Reason

so that the test goes
1. To provide a printed smoothly and accurately
Preparatory Phase or written test. for the students without
them having to worry
about things like hearing
or focusing on their
2. To have a clear and answers.
precise instruction given
before the test starts. to prevent
misunderstandings and
to test the students'
3. Ensure that the comprehension of the
content of the test are instruction.
things that are included
in your previous lessons.
To make sure that the
students have concepts
4. Having a well and information about
ventilated and lighted the test so that they can
room. answer it.
So that the students

5. Ensure that every could respond effectively
student has a clean table without being
and secure the distance significantly distracted
between every student by the lightning and heat.
to keep from copying and

conversing with their
seatmate
Actual Testing 1. Make sure to watch to avoid copying from

your students like a other seats and cheating.
hawk when the test starts
2. Make sure to answer

and clarify the students’
questions regarding the
quiz given. to avoid
misunderstandings and
3. Never leave the room to address each student's
unattended. concern about the
provided quiz.
4. Make them start the

quiz on the same time. to avoid copying and
talking to their
5. Make sure that they seatmates.
have understood the quiz
provided. so that each student has
equal time to respond.
so that the students can

respond appropriately.
so that all students have
1. Make them stop equal chances to
End of Testing answering at the same respond.
time.
to pass papers in a clean
2. Have a systematic and orderly manner.
way of collecting the
papers.
to ensure that each
3. Make sure to count student has already
and remind to write their passed their papers and
name on the paper. to prevent paper loss.
4. Clarify that absence

upon taking up quizzes is to provide learners with
not easily excused. equal opportunities and
to maintain them.
5. Make sure to double
check everything before
leaving the room.
to ensure that no papers
are misplaced and that
each student has already
submitted their work.
9.4. INTERNALIZA
Inferring the benefits of administering tests properly
You have observed how the your Cooperating Teacher administers atest from
beginning to end.
1. Why is it important to administer a test properly? Conseder the pupose of the

assessment.
A. For the Learners

 The purpose of a test is to evaluate the learning of the students, and in
order to do so effectively, the test must be administered correctly to avoid
misunderstandings and to produce a precise and clear result. This will
have a significant impact on the students because an assessment not only
measures their knowledge and learning, but also their ability to
comprehend and apply what they have learned.
B. For the Teacher
 As I previously mentioned, the purpose of tests is to evaluate their
learning and lessons learned. If a test had to be administered correctly, it
would have a precise and clear result for you. You would also know which
parts of the assessment are weak and where to focus more in the future
when teaching or discussing. Additionally, it measures a teacher's
effectiveness in the classroom.
2. What consequences may rsult if test are not administered properly?

 Tests are one way to assess students' learning capacity and knowledge,
and they are the foundation upon which a teacher determines whether or
not they are an effective educator. If the test is not administered correctly,
it may result in an inaccurate and unclear assessment for both the student
and the teacher.
9.5. DISSEMINATION
Formulating guidelines for effective test administration
Based on what you have observed and learned in this learning experiences, write
down some standards for future teachers to follow when administering a test.
Standard for Administering a Test

(Reflection)
 Every classroom and other educational setting relies heavily on tests.
Throughout their educational career, each student must pass a series of
tests to demonstrate their abilities. Additionally, examinations are
frequently used by educational establishments to evaluate students'
knowledge and abilities. The results of these tests help teachers make
decisions about how to teach and help them plan for each student's
educational needs.

 Performance tests and placement tests are the two main categories of
tests. A student's current knowledge and abilities are evaluated on
performance tests. Teachers use placement tests to figure out which
classes students should take in what order. The purposes and duration of
each type are distinct. For instance, the American Educational
Association stipulates in its recommendations for the American College
Testing Program that placement tests should last between three and four
hours and performance tests five to six hours. Additionally, each test has
a syntax that is specific to the assessment tool; for instance, the syntax of
an English assessment is different from that of a mathematics assessment.

 When choosing which tests to administer, there are specific
considerations to be made. Consider the following, for instance, when
selecting which tests to administer:

 When choosing which tests to administer, timing plays an important
role in addition to factors pertaining to the type of test. You need to
choose when to give tests so that students have enough time to prepare
and take them without being interrupted. Students may have difficulty
absorbing new information if the test is scheduled immediately after class,
despite the fact that studying for a test during class may be simple for
them. Instead, the best option is to pick a time before the exam that gives
students time to study.

 The performance of candidates on an examination is influenced by
numerous factors; However, very few people are aware of the factors that
determine exam success or failure. The selection of appropriate exam
material is one aspect of preparation that is often overlooked. For future
educators who will use exams as part of their teacher certification
programs or subject assessments for their courses, this is a particularly
challenging consideration. The affected individuals will have a significant
negative impact not only on the learner but also on the learning
environment if they repeatedly make poor choices in these situations.

 Planning ahead when choosing which tests to administer is another
factor linked to test success. For instance, if you want to prepare students
for an exam, you should do so a few weeks in advance. This will give them
enough time to study and take the test without being distracted by other
assignments. Also, you don't want any late additions or changes to affect
which tests you can use because they might make students who are
already tired from other things like injuries or illnesses more confused or
disadvantageous. You can reduce the number of testing errors and other
issues that can be brought on by changes or preparations made in the last
minute.

 Everybody uses tests at some point in their lives, whether they're in
school or in vocational training programs. When choosing which tests to
administer, follow the aforementioned guidelines to ensure that they are
effective. Additionally, select the tests several weeks in advance so that
students can study for them and take them without being distracted by
classwork.
Cooperating Teacher
10. Identification ( INSTRUCTIONAL MATERIALS )

Considering the different principles in selecting instructional materials.
While searching for your CT’s instructional materials, make yourself guided by
the following principles in selecting instructional materials (Bruno 2004).
Check whether what you have searched adhere to the given principles:
YES NO
A. Principle of appropriateness (appropriate to the intended
learning objectives and level of the learners) /
B. Principle of authenticity (present, accurate, up to date and
dependable information) /
C. Principle of Cost ( economical and easy to manipulate) /
D. Principle of Interest ( power to encourage creativity and

imaginative response among the learners) /
E. Principle of Organization and Balance ( clarity and in
accordance with the principles of learning such as reinforcement /
or transfer)
Reexamining Your Assisting Task:
In assisting your CT to search for appropriate instructional materials, what

problem have you encountered as regards the principle to apply in the selection of
instructional materials?
Or you may provide your REFLECTION in relation to the appropriateness of
instructional materials to the lesson and learning outcomes.
 There are a number of considerations that educators must make when
designing educational materials for classroom use. The traditionality or
originality of the materials is one consideration. Materials that are based on
previously published material are considered traditional. Materials that are
based on the creator's own ideas are considered original. While educators are
encouraged to develop new learning materials whenever possible, schools are
permitted to utilize conventional resources.

 Handouts, worksheets, textbooks, lesson plans, and other similar materials are
examples of traditional instructional materials. Students will be able to learn
everything they need to know with the help of these resources, which provide
comprehensive knowledge. While educators are encouraged to develop new
learning materials whenever possible, schools are permitted to utilize
conventional resources. In addition, in order to meet the requirements of their
students, schools ought to make use of both old and new resources.

Cooperating Teacher
11.Participation
Getting Acquainted with intervention strategies.
Familiarize yourself with some intervention activities being done by your

Cooperating Teacher. Add to the list other intervention activities that your CT uses
in his or her class.
YOUR OWN SUGGESTIONS or OTHER IDEAS or INTERVENTION
than what are written below.Continue on number eight (8).
Intervention Strategies
1. Repeat instruction more then once.
2. Repeat your cooperating teacher’s questions to learners.
3. Give more example.
4. Read with the learners his/her instructions.
5. Move around to see if learners are engaged.
6. Sit with learners who cannot follow instructions.
7. Stand close to students who always misbehave.
8. Be firm at all times
9. Conduct a throught planning process
10.Make learning fun
11.Make proper arrangements
12.Take breaks during lessons
13.Follow the chronological order activities
14.Engage children in meaningful activities
Essence of intervention
(Reflection)
 My cooperating teacher creates a plan with me to work on specific problems

I'm having in class, which is the essence of school intervention strategies. Our
individual student-specific plan includes determining my strengths and
weaknesses, setting goals, encouraging me, and assisting me in remaining
motivated throughout the writing process. My cooperating teacher provides
me with writing feedback to assist me in developing my writing skills and
academic vocabulary.
 Writing interventions are designed to assist students in improving their
writing abilities and overcoming potential writing process obstacles. In order
to give students the support they need to be successful writers, intervention
strategies are implemented. Writing interventions can be divided into two
main categories: individual counseling and instruction in small groups.
Throughout the semester, students in small group instruction have the
opportunity to collaborate with other students and receive teacher feedback.
Students in individual counseling receive individualized support and attention
throughout the writing process. I participate in a weekly meeting with a small
group of other students as part of the intervention program at my school to
discuss our progress and address any issues we may be having. Each week, we
also meet one-on-one with my cooperating teacher, who looks over my work
and gives me specific feedback. I've gained a greater appreciation for writing
as a result of this program, and I'm now better equipped to write on my own. I
look forward to writing every day because it is an important part of my
education.
 In order to avoid getting lost in the weeds while writing a history research
paper, I realized I needed to concentrate more on my overall research process
and be more strategic with my research strategy. At the start of the project, my
cooperating teacher suggested that I create a plan for my research and use it as
a reference as I progress through the process. When I was working on my
paper, having a clear strategy forced me to identify the most important
questions I wanted to answer and set goals for what I wanted to accomplish by
the end of the project.

Cooperating Teacher
12. DISSEMINATION
Securing the Experiences Through Insightful Sharing of Thoughts.
When you participate with your Cooperating Teacher in the supervision of

classroom activities and co-curricular activities, and also with your CT’s giving you
accompaniment, what are your insights regarding the experience.
My experience in Participating in the Classroom Activities and Co-curricular
Activities with my Cooperating Teacher
 Throughout my undergraduate years, I had the wonderful opportunity to

collaborate with a teacher and participate in classroom and
extracurricular activities to gain valuable experience. I have gained
important knowledge and skills through these activities, which have
helped me grow as a student and a teacher.
 When I think back on my time as a cooperative teacher and student, I'd
say that the most valuable lessons I've learned have been about how
important it is to work together and communicate with others in the
workplace. I was able to learn a lot about the way my cooperating teacher
teaches and how he helps students understand difficult material by
working with him. I've learned how important it is to keep a positive
working relationship with the students in my classroom from my
involvement with my cooperating teacher's skills. However, I am aware
that my capacity to work effectively in a team environment is the most
significant lesson I have gained from participating in the various
classroom and extracurricular activities. I've learned how to
communicate effectively verbally and in writing and work well as a team
member thanks to my cooperation with my cooperating teacher.
 I am more comfortable speaking in front of large groups of my peers
and have improved my communication skills as a result of my experience
working as a teacher's assistant. I am also able to use these skills in the
classroom because I have gained a better understanding of what it takes
to be an effective teacher.

Cooperating Teacher
Evidence of Learning
OVER ALL REFLECTION
Being able to observe as a practice teacher in a senior high school has
been a great honor and privilege for me. I had no idea what to expect
when I started out. Nevertheless, I am pleased to report that it was one of
my best experiences ever! The students in the class truly excel! My
students' openness of spirit and eagerness to learn impressed me from the
beginning. I immediately felt at home with them! They helped me learn a
lot about myself and the education field as a whole during my time with
them. Despite the fact that I initially just observed I found that I was
quickly drawn more and more into the classroom. I discovered that I was
good at teaching and that the lessons I was teaching seemed to be well
received by the students.
I began to take on more duties as a practice teacher as I increased my
classroom confidence. This included marking assignments and assisting
with student assessments. I also had the chance to help some students
with individual projects or get ready for exams. I really appreciated the
chance to work closely with students that this position provided. They
also kept me motivated because they were always brimming with
enthusiasm and energy. Overall, I was extremely thankful for the
opportunity to work with such an outstanding group of students. It was
truly a once-in-a-lifetime experience that I will cherish for a long time to
come!

ALPHA KULANG Gamay

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Introduction

The field study is an educational technique, which makes the

Becoming a professional teacher, I believe that teachers have a big role

No. Of Building /Structure Facilities Resources Found

Chairs, electric fan, tv ,

Class room for grade 11 Chairs, tv, computers,

Class room for grade 11 Chairs , tv tables, pictures

Mathematic dept. office Tables, chair, cabinet

Health The good

B. What aspects or development domains can you suggest as needing attention by

6.library Its main purpose is to Books , magazine, news

JOHN MICHAEL M. TUVILLARA

Classroom Resources Checklist

Display Location: Display Location:

Maps/Globes Yes::__/__ Maps/ Yes::__/__

Recognizing differences in the structure and display of classrooms

FURNITURE Teachers table,

DISPLAYS Rules and standards

TEACHING AIDS Bulletin boards

2. What are exclusively found only in one classroom

Allow students to enhance Allow students to enhance

It’s provide students recognition It’s provide students recognition

Allows students to learn and Allows students to learn and

to provide curriculum extension , to provide curriculum extension ,

to provide students the discipline to provide students the discipline

FOR BSED only.

Given the physical, social,emotional, and cognitive/intellectual characteristics of

Interesting Activities for Upper Grade Learners Useful Resources

They should be encourage to

Growth Portfolio Entry.

JOHN MICHAEL M. TUVILLARA

Form 1-A: Grade 1 Experiences

Form 2-A: Grade 1 Experiences

Sample Experiences: Domain

1. Cutting shapes using scissors, Physical Motor

2. Playing Dolls Social

3. Counting Marbles Mental/cognitive

4 Playing cards Physical motor

5 Playing Chinese garter during free time Physical motor

6 Pitching water and cleaning the ground Physical motor

Sample Experiences: Domain

2 Playing marbles Physical motor

3 Playing Chinese garter Physical motor

4 Participating in contest Physical motor

5 Playing text cards Physical motor

6 Playing jackstone Physical motor

7 Gardening Physical motor

8 Join athlethic games Physical motor

Sample Experiences: Domain

1 Playing games in intramurals Physical motor

2 Cutting design Physical motor

3 Playing basketball Physical motor

4 Playing computer games Physical motor

5 Competing in contest Physical motor

6 Dancing during intramurals Physical motor

7 Joining sports Physical motor

8 Counting people imside the book Physical motor

1. Physical Motor Domain,

Maps/Globes Yes::/ Maps/ Yes::/

Do you let students Yes / No Sometimes_________

How? /Teacher announces the score of each one.