FIELD STUDY 1

THE LEARNER'S DEVELOPMENT AND ENVIRONMENT

Episode 1
SCHOOL AS A LEARNING ENVIRONMENT
 __________________________________________________________________________________

Your Map

A general observation of the campus and the classroom is an exciting

way to start your observation.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Business Building 
 
 
 
Everyone's life revolves around school. It aids in the formation and
construction of a child's future foundation. Students who are genuinely
interested in learning may develop healthy practices solely in schools.
My school taught me about the various ways I can move through
society, advance in my life, and interact with others.
 
My school was not particularly grand or large. In the school, there was a
two-story Business Building and a vibrant building. It was next to the
Education Building, on the right side after entering our new school
entrance. It has 16 rooms, including the first and second floors. A
staircase runs through the middle and on both ends of the hallway.
Various courses and grade levels occupy the structure ( junior high and
senior high). Every second-floor room is occupied by three courses:
Business, Criminology, and IT or Information Technology students.
 
The purpose of this infrastructure with good spaces is to provide a good
place for students to study. The purpose of The Impact of Educational
Spaces on Students was to identify the empirical well-being of students
in schools. It makes it interesting and motivates students to come to
school, which improves attendance and student interest in learning. As
a result, it is critical for schools to have good infrastructure in order to
improve student performance and the school's system. A good school
infrastructure is important, but it should also emphasize a child-friendly
environment, activity-based learning, and value-based learning.
 
 
 
 
Canteen or Cafeteria 
 
 
School canteens and other food services on campus are valuable
educational resources. They play an important role in providing food to
students and the school community while also being an important part
of the school environment.
 
 
The school canteen or cafeteria is located on the campus's left side, in
the back of the faculty. The canteen is quiet and devoid of atmosphere.
There are six long tables, each with two long chairs, where everyone
can sit comfortably and enjoy their meals. The canteen is yellow, which
is pleasing to the eyes. The canteen or cafeteria always maintains
cleanliness, and they make certain that the food they sell is nutritious.
There turon is also made of banana, and they have budbud, which is
why you will notice that they do not sell foods like junk food or soda, in
order to help students become healthy and physically fit. This part of
the campus can sometimes have the largest amount of students daily,
every lunch time, the students need to go through minutes of waiting to
buy their lunches, with the crowded place and not enough spaces for
the students to eat their lunch to. 
 
 
The purpose of the school canteen should reflect the school's
educational goals and support and complement student learning. When
consumed daily, the food provided by the school canteen may constitute
one-third of a student's total daily intake and have a significant impact
on their health and nutrition. The canteen provides the nutritional
needs that a student requires to survive with full energy, endurance,
strength, and fortitude throughout the school day. However, there are
times when the school canteen does not provide adequate nutrition for
students, and there are times when students are forced to eat expensive
canteen delicacies.
 
 
 
 
 
 
IDENTIFYING CHALLENGES OF THE SCHOOL IN PROVIDING MORE
TO OPPORTUNITIES FOR DEVELOPMENT
 
As I identified the facilities and resources of my this school, have found
that there are facilities that still need to be added and developed. If this
would be addressed, it would make learning more comfortable and
effective for students. First and foremost, is to add more classrooms so
that multiple grade levels will not share the same space since this is
what actually happens in this school due to the lack classroom .Secondly
school's hand washing station  and the comfort room has to be added
and will cleaned it should be spacious and has an adequate water
supply to avoid and reduce the spread of infectious diseases .
 
Next to be added is an considering that it is an student lounge  a
comfortable area open to students for gathering, studying, and relaxing
between classes and ideal place for productive brainstorming sessions.
It will allow the students and teachers to conduct school activities in the
benefit of the learners and ICT laboratory should be developed, as it is
one of the most important learning platforms for students in the
twenty-first century. While the school clinic is the second facility to be
developed: propose that this should be expanded with  adequate
emergency medical supplies given and monitored. 
 
Also the Canteen or Cafetria should be spacious and this part of the
campus can sometimes have the largest amount of students daily, every
lunch time, the students need to go through minutes of waiting to buy
their lunches, with the crowded place and not enough spaces for the
students to eat their lunch to. 
Last facility to be developed is the library developed is the library; it
should more spacious, has a better ventilation and air quality so that
students will find learning to be more relaxed and dynamic.
 
 
Apart from being inadequate, the classroom and functional room
facilities are old and in desperate need of repair. For example, the
teacher's table and some of the students' desks are in need of
replacement. Some classrooms are too constrained due to their small
size and lack of open view because what can be seen directly through
the windows are soiled walls of other buildings, as well as a lack of
lighting. The lack of space between students' desks afforded by small
rooms makes students uneasy, so standing up and moving around in
between discussions may be their form of comfort. The bulletin boards
and learning displays are visually appealing and express the interests
and activities of the learners. It is also worth noting that students are
permitted to bring and use laptop computers for presentations, but they
also use them for gaming when the teacher is not looking.
 
 

FIELD STUDY 2
LEARNING EXPERIENCE 2:Preparing Instructional Materials

Students of the 21st century are considered to be highly visual and manipulative
learners. They learn best if they have direct learning experiences of the teaching -
learning process. They find the learning experiences meaningful if they are
supplemented with instructional materials for their reading, listening, viewing and
creating activities.

Your Cooperating Teacher needs your assistance in preparing instructional materials.

2.1 EXPOSURE

Defining Instructional Materials for Various Purposes in the Classroom

Based on the lesson plan assigned to your program in Learning experience 1, search for
information or do PowerPoint presentation for the needed instructional materials.
Identify the types of print materials and audio visual media needed for various purposes
in the classroom.

Instructional Materials Purpose for Use

1. Print (Books, Magazines,  Magazines are generally published
Newspapers, Posters, annually. These magazines have a great
Charts educative value. These help in encouraging
the students to think and write and thus
help them in developing their writing
skills and talent. Magazines also help them
in developing their power of thinking and
strengthen their imagination as well. Print
has several advantages for students. It is
extremely portable, coast effective, readily
available, and comfortable to use. Students
don't need special equipment to use it, and
with adequate light, print materials can be
used anywhere at any time. Students can
review the materials at their own speed.
2. Chalkboards/Boardwalk  It provides a means of progressing from
simple to complex ideas and developing
each explanation point by point. Diagrams,
symbols, charts and even more
complicated drawings can be added at the
appropriate time to bring life and meaning
to the subject.
3. Models, Globes, Maps,  Maps and globes are very important tools
Realia for identifying places on the Earth's
surface. Both are representations of the
real Earth at a manageable size. A globe is
a true representation in miniature. A map
is a flat representation of an area, which
usually has audio materials, and so can
your students learn.
4. Audio-Media (analog tape  Audio media is important because we can
cassettes, digital CDs) use it in our teaching especially those
lessons that can be well understood by the
students with the use of audio. We can
make our lessons more interesting by
using other medium such as audio. Audio
media can make several unique
contributions to the teaching learning
process, self-study for nonreaders,
realistic foreign language practice, stories
to stimulate the imagination, and music
for physical activity, to name a few.
5. Videotapes, Films,  Video content makes children connect
Videodiscs faster. Effective educational videos
significantly improve the memory process
by facilitating thinking in the manner of
asking questions. Asking questions leads
to better research skills, collaboration,
organizational skills, and problem-solving.
They offer the flexibility to pause, rewind,
or skip throughout the video to have class
discussions or review particular areas.
They enable teachers to create a flipped
 classroom or "blended" learning
environment.
6. Television  Television is a great way to open your
child's mind to a variety of things and help
them learn about topics they may not be
exposed to at school. On the other hand,
television can reinforce what children
learn in school and provide a
supplementary method to teaching
children about important subjects.
7. Technology-Driven  With the incorporation of technology into
(websites, YouTube videos) schools, the main purpose is to change
how teachers and students gather, access,
analyze, present and transmit information.
This can democratize information in
classrooms as well as help differentiate
instruction, particularly for students with
special needs.

2.2 PARTICIPATION

Gathering Instructional Materials from Various Resources

Start gathering from various resources your needed instructional materials. Have a
checklist of the inventory of resources that you will use.

From the library

1. Curriculum guide
2. Textbooks
3. Limited audio-visual items
4. Journal Books

From the Media Center

1. Models/mock-up/relic
2. Pictorial media
3. AV media
4. Computer Units

From the Laboratories

1.Science: Laboratory Manual, kits, software, CDs, and other multimedia materials

From the Information Technology Center

1. Multilink headphones
2. Digital Cameras
3. Webcams
4. Audio-recording software
5. Walkie-Talkie
6. Telephones
7. Computers
8. Flat screen/ Monitor

From the Audio Visual Center

1. Filmstrips
2. Microphones
3. Slides
4. Projected opaque materials
5. Tape recording
6. Flash Card
7. Audio Condenser

My Success Story in Preparing Instructional Materials

As a Teacher Future Educator, I am aware that my students are unique

individuals and there are important factors to be considered in constructing an effective
instructional material. Here are the factors; diverse user interests, abilities,
backgrounds, cultures, languages, and maturity levels. Materials intended for student
use should be appropriate for the subject area and for the age, social development,
ability levels, special needs, and learning styles of students served by the collection. The
Materials to be selected should support, enrich and extend the school's curriculum and
to encourage informational, educational and recreational reading, viewing and/or
listening. Well, we all know that Teachers at all levels utilize a variety of instructional
materials such as textbooks, presentations and handouts to enhance the quality of their
lessons. The quality of those materials directly impacts the quality of teaching. Knowing
how to find the best instructional materials is a valuable skill for a teacher to have.

The importance of Instructional Materials or Educational resources is to

improve students' knowledge, abilities, and skills, to monitor their assimilation of
information, and to contribute to their overall development and upbringing. It also
clarifies important concepts to arouse and sustain student's interests, give all students
in a class the opportunity to share experiences necessary for new learning, help make
learning more permanent.

LEARNING EXPERIENCE 3: Assisting in Preparing Bulletin Board and Learning Station

Displays

Another way of assisting your CT is using your own creativity in making effective,
attractive and powerful bulletin board and learning station displays. Listen to your CT's
instruction on how you can assist him/her make bulletin board displays and structure
learning stations. Remember the various uses and importance of bulletin board displays
and learning stations as you assist your CT.

Then List down the materials used in those bulletin boards and learning stations.

1. Colored Paper
2. nails and screws
3. Wallpaper
4. Glue Stick
5. Printed Pictures
6. Printed Letters
7. Picture Frames
8. Artificial Flowers
9. Clip Board
10. Card Board
11. Note Pad
12. Stickers
13. Wall Hook
14. double sided tape

3.3. IDENTIFICATION

Determining the Guidelines in Structuring Bulletin Board and Learning Stations

Check your readiness in structuring bulletin board displays by considering the following
guidelines:

Easy on My Part There will be

problems in my
part
1. I will assist in structuring the bulletin /
board displays simple yet emphasizing the
desired central theme
2. I will assist in structuring our bulletin /
board always updated
3. I will see to it that our bulletin board /
displays are purposeful
4. I will assist to make our bulletin board /
displays engaging to the learners
5. I will assist in structuring our bulletin /
board displays catchy and meaningful

LEARNING EXPERIENCE 4 :Assessing Learners' Performance

Teachers teach to make students learn. Assessing the learning progress of every student
is always supported by data from the results of their learning outputs and are faced with
a lot of paper works relative to students' learning outputs. Being faced with various
tasks, your Cooperating Teacher needs your assistance in checking the students learning
output.

4.1 EXPOSURE

Defining the Parameters of Learners' Performance

Make a table of the Learning Performance that your Cooperating Teacher would like you
to assess. List down the part of the output assigned to you.

Learning Performance Part of Correction Timetable for

Checking/Correcting
1. Reporting  Have an outline  5 to 10 minutes
 Analyze data and only
record findings
  Use words that can
be easily to
understand
 Explain clearly and
make sure the
listener
understands you
2. Quizzes  Understand the  10 to 15 minutes
given questions only
and make sure
your answer is
correct.
 After taking the
quiz, when there is
still time available,
review it.
 Pass it on time.

3. Oral recitation  Your answer  5 to 10 minutes

should be only
correct and
complete.
 Speak clearly.
 If the teacher
seems confused
about your answer,
cite some
examples.

4.2 PARTICIPATION

Familiarizing with Rubrics or Scoring Guides

Rubric as a terminology in education refers to the scoring guide used by the teachers in
evaluating the quality of students' written or oral performance or output. Rubrics
usually include evaluation criteria. quality definitions for those criteria at a particular
level of achievement and a scoring strategy (Wikipedia).

Study very well the rubrics used by your Cooperating Teacher in evaluating the quality
of students' constructed responses to questions especially essays.

Take note of the evaluative criteria for scoring the learning outputs both for written
works and performance tasks.

Activity

1. Do you find using or having a rubric/scoring guide useful when you checked students'
learning outputs? Why?

 Rubrics are important because they clarify for students the qualities their work
should have. This point is often expressed in terms of students understanding
the learning target and success.
2. List down advantages of having rubrics in checking students' learning output.

 Help clarify vague, fuzzy goals.

 Help students understand your expectations.
 Help student's self-improve.
 Inspire better student performance.
 Improve feedback to students
 Reduce arguments with students.
 Improve feedback to faculty and staff

4.3 IDENTIFICATION

Recognizing the importance of Good Assessment Practices

Have a table of the learning outputs that you checked and record the assessment
practices that you employed in assisting your Cooperating Teacher in correcting
students' learning outputs.

Learning Output Time Allotted for Good Assessment Practice

Checking
Date Date Did I Do the Yes No
Given Finished following?
Reporting Today Today 1. Used rubrics as /
9:00 AM 10:00 AM guide in checking
Assignment Today Tomorro 2. Reviewed scores /
8:00 AM w given in each item
8:00 AM based on criteria
Periodical Next Next 3.Recounted /
Examination Week Week scores
9:00 AM 10:30 AM

REEXAMINING YOUR ASSISTING TASK:

In your experience of assisting your CT in checking students'

learning outputs, what problems did you come across in correcting
students' portfolio, projects, and other learning outputs?

The difficulties in what they are trying to imply. Some students are
more talented in artwork but has no deeper meaning in it. While
the others are not too good in artwork but the meaning of the art is
there.
4.4 INTERNALIZATION

Categorizing Learning Outputs

Go over the learning outputs that you have assisted you Cooperating Teacher in
checking. Record them under the following categories.

Learning Formative Summative Written Performance

Outputs Works Tasks
1.Quizzes Quizzes Quizzes Quizzes
2.Projects Projects Projects
3.Essay Essay Essay
4.Assignment Assignment Assignment Assignment
5.Reports Reports Reports Reports
6.Final Exam Final Exam Final Exam Final Exam
7.Group Group Work Group Work
Work
8.Portfolio Portfolio Portfolio Portfolio
9.Oral Oral Recitation Oral Recitation
Recitation
10.Scrapbook Scrapbook Scrapbook Scrapbook

4.5 DISSEMINATION

Snapshots of My Assessing of Learning Performance

Having experienced assisting your Cooperating Teacher in assessing students' learning

performance, make an impression on your personal view (snapshots) on how important
rubrics in are assessing learning performance.

Growth Portfolio Entry

My Reflection on the Importance of Rubrics in Assessing Students' Learning

Performance

Rubrics are one of the most commonly utilized tools by instructors in evaluating
or scoring students output when it comes to assessing students' learning performance.
Rubrics are a collection of criteria that allow the instructor to clearly see what he or she
wants to assess via the activity. Creating and distributing effective rubrics will assist
students to become acquainted with the learning activity. It will also guarantee that they
are encouraged and inspired to do their best and put in a lot of work.
 Using a rubric to assess students' learning achievement in areas such as tests,
performance tasks, essays, portfolios, and so on helps the instructor to see how much
the students are learning. Rubrics are classified into two types: holistic and analytic. An
analytic rubric specifies defined criteria that are graded individually, whereas a holistic
rubric highlights the total quality of the performance or output. Teachers can assess
which sections of the exam need to be tweaked and which aspects of the course need to
be improved. This learning experience has helped me think on and understand the value
of rubrics in measuring students' learning achievement. For starters, it saves time while
inspecting outputs. Setting criteria may be tough; but, once you've identified the
elements of the output that need to be evaluated, checking will be a breeze. Second, it
allows teachers to more clearly identify a class's strengths and flaws. Teachers may use
this to determine which parts of the exam need to be adjusted and which parts of the
course need to be improved. Third, it ensures that outputs are evaluated fairly and
justly. These concerns about grades and biased judgements are avoided.

As a preservice teacher, it is critical that I be objective in assessing pupils'

learning success. When I want my pupils to do anything, I must present them with
strong rubrics. To minimize conflicts and to eliminate bias towards my pupils, I prefer to
grade objectively rather than subjectively.

LEARNING EXPERIENCE 5:Assisting in Establishing Routines

Maintaining positive classroom atmosphere in order to achieve learning goals is one of

teachers. Teacher employ various strategies to keep a positive learning environment
and establishing classroom routines is one of the teachers' labor-saving strategies.

5.1 EXPOSURE

Monitoring the Implementation of Classroom Routines

Assist your Cooperating Teacher in the implementation and monitoring of the following

classroom routines and check the students' level of compliance. The students' level of
compliance will serve as your guide in assisting your CT in monitoring the
implementation of the routines.

Classroom Routines Level of Students' Compliance

Always Comply Seldom Comply Never Comply
1. Raising hands •
properly
2. Lining up for •
checking of
seat work and
assignments
 3. Greeting •
visitors
4. Passing papers •
and notebook
5. Using class •
pass for going
out the room
6. Observing •
proper
listening
procedure
7. Working in •
small group
8. Following •
teacher's hand
signal
9. Observing •
movements
during
activities
LIST OTHER
ROUTINES
10. Turning •
Assignments
11. Making •
homework
12. Group project •
13. Using •
classroom
library
14. Finish work •
early
15. Participating in •
class

5.2 PARTICIPATION

Identifying Effective Strategies for Transition Routines and Activities

List down the Classroom routines that your Cooperating Teacher needs you the most for
assistance. Set them as your priority to help your CT make a whole some learning
environment.

Review the following strategies and identify which of them can be effective in assisting
your CT during transition.

1. Entering/Exiting the Classroom

2. Turning in Assignments
3. Attendance/Tardy/Absent Procedures
4. Lunch/Recess Procedures
5. Use of Library
6. Use of Technology
7. Transitioning and Moving in the Classroom
8. Organization
Match them effective transition strategy of your Cooperating Teacher.

1. Prepare them
2. Use a Visual Schedule
3. Use a Visual Timer
4. Offer sensory breakers
5. Use a transition object
6. Teach transition songs
7. Choose transition activities
8. Allow for extra time
9. Use social stories
10. Maintain consistency

5.3 IDENTIFICATION

Recognizing Consequences of Transition Periods

1. Assist your Cooperating Teacher in establishing classroom routines during transition

period and list down how you assisted in establishing the classroom routines. Ensure
that students understand the reason for the routine

 Clarify the procedures through modeling

 Allow students to have opportunities to practice the routine through rehearsal

 Try not to overwhelm students by teaching too many routines at once. Because
this-strategy may take several days.

 Remember that it will probably be necessary to revisit this process as you see
the need

2. What could have happened if these transitional activities were not done?

1. If the transitional activities were not done, the students might not understand
and might be disoriented just in case a command is being addressed to them.

REEXAMINING YOUR ASSISTING TASK:

During your assisting task in establishing routines what are the problems
that you have encountered in carrying out the different transition routines?

 My problems are some students are not listening and complaining

what is the purpose of the transition.
5.4 INTERNALIZATION

Practicing Classroom Routines and Procedures

Continue assisting your Cooperating Teacher by practicing with the students their
classroom routines and procedures. List the challenges you have encountered in the
following:

Behavioral Routines and Procedures

 Challenges Encountered
 Quiet shy type Students
 Hard headed and trouble maker students
 Not paying attention during class discussion

Working Routines and Procedures

 Challenges Encountered
 Lack of Time Management
 Lack of Materials
 Not knowledgeable to the topic

Transitional Movement Routines and Procedures

5.5
 Challenges Encountered
 Leadership
 Creative
 Teaching Skills

Dissemination

Designing an Organized and Happy Classroom

Based from your assisting experience in establishing routines, write your thoughts of an
organized and happy classroom.

Growth Portfolio Entry

A Happy and an Organized Classroom

 Learning begins in the classroom. While reading a republic act, it was stated that
the school is the core of formal education. With this phrase, I can claim that in order for
learning to be effective, learning and school must work together. That is why it is critical
to create a joyful and well-organized school environment. Making a cheerful and well
organized classroom may have a good impact on the teaching and learning processes. A
joyful classroom environment may result in a joyful student. A well-organized classroom
provides a safe and caring atmosphere for kids. Every teacher desires a pleasant and
well organized classroom. But how can I claim it's a joyful and well-organized
classroom? Let me share my ideas for a well-organized and joyful classroom with you.

A happy classroom is one in which students may freely express their views,
share their opinions, and are not subjected to bullying or other forms of prejudice. A
cheerful classroom draws kids' attention to all four corners of the room. It should
provide a program that meets all of the needs of the students. The classroom should be a
source of inspiration for students to have a good outlook on life. In an ordered
classroom, class norms and procedures for transitional activities are established. The
common denominator of an organized classroom is planning. Teachers carefully
planned what to put on the walls, where to put the bulletin board, how often to renew
the details or designs. Most importantly, the teacher needs to plan routines before,
during, and after the lessons. Routinized collection of assignments, passing of papers,
and preparation for activities save a lot of time and effort. If there is student
individuality, there is also instructor individuality. Different teachers have various
teaching techniques and ideas. As a result, they have varied conceptions of a pleasant
and ordered classroom; yet, kids' welfare and concerns remain the teacher's first focus.

To make it feasible, extensive planning is required before to attending the

session. This learning experience teaches us the value of developing routines in the
classroom. Routines are the sign of an organized teaching environment, it also adds a
point in concluding an organized classroom. If everything in the classroom is organized
and according to plan, learners may say that classrooms are now the new happiest place
on Earth with the end goal of changing the world by giving harmony, hope, and
happiness.

LEARNING EXPERIENCE 6:Recording Learner's Assessment Results

Having accurate factual and up to date record keeping of learners' academic output is a
very important part of teachers' role. Teachers need to keep effective assessment
records of every student so that they can have accurate dements about their students'
progress. Moreover, these records are important parents so that they can have clear
understanding of their children's learning ogress and achievement in school. A student
teacher needs the experience of w proper recording of academic outputs and
performance tasks is done by e teacher. Follow strictly the instruction of your
Cooperating Teacher while u help in recording learners' assessment results.

6.1 EXPOSURE

Collecting and Safekeeping of Academic Output Performance Tasks

Assist your Cooperating Teacher in checking the accuracy of entering class record of the
students' academic outputs and performance. List CT's guidelines on how to keep and
safeguard the students' learning of
Activity

List down your CT's guidelines or instructions on how you will collect sort and keep the
students' outputs.

1. Go to students classroom and call the attention for the assistance for their
president to collect the outputs.
2. Sort the outputs based on their sections.
3. Separate the female and men outputs to easily identify them.
4. Use the students master-list to arrange them alphabetically .
5. Arrange them and put them in a separate table to easily identify their sections.

6.2 PARTICIPATION Getting Acquainted with Learners' Outputs and Tasks

Organize your list of learners' outputs by recording them in the given categories.
Categories
Classes Learning Performance Tasks
Outputs/Activities
Section A. Define what is Tectonic By using a small piece of
plates? wood demonstrate how
tectonic plates move.

Section B. What is life? Explain it in By using your art materials

your own words. create an object at might
represent you.

6.3 IDENTIFICATION Collecting, Organizing and Recording Practices of Learners

Performance Outputs

From your own class list, record the learning outputs and performance tasks submitted
by the students. Double check your record before you hand it over to your CT. Arrange
the learning outputs by names or class number for easy recording or follow the manner
of recording as instructed by your CT.

Learning Outputs Performance Tasks

When recording: When recording:
Some scores are misplaced or not Without rubrics guide sole scores are not
been recorded with the learners. equal or realistic .

6.4 INTERNALIZATION Recognizing the Importance and Difficulties in Recording

Learning Outputs and Performance Tasks
What are the challenges you encountered in assisting your Cooperating Teacher in
recording students' academic learning outputs and performance tasks?

Challenges Encountered in Assisting the Recording of Student’s Learning Outputs

1. The written names are not clear.
2. Some students had no indicated sections.
3. Some students didn’t submitted their outputs.
4. Some outputs are not complete.
5. Some outputs are mixed with other section.
6. Some students forgot to write their names in their outputs.
7. Late submissions of outputs.
8. The students didn’t follows instruction.
9. Some make terribleness about their outputs.
10. They don’t make effort making their outputs.

6.5 DISSEMINATION Preparing and Recording Strategies

From the experiences and challenges you have encountered, make your own plan of
preparing and recording strategies relative to your future students academic outputs
and performance tasks.

My Strategies in Recording My Future Student's Learning Outputs and Performance

Task
Strategy
Before I start my discussions I will instruct them what do they need to do
before submitting their outputs.
Strategy
I will put some dropbox for every section to easily identify them.
Strategy
I will give them the sample rubrics to their guide in making outputs and
performance task and easy for me to record and validate their work.

LEARNING EXPERIENCE 7: Maintaining Wholesome and Safe Learning Environment

Creating a new positive, wholesome, and safe learning environment is not easy nor very
encouraging task for every teacher. Healthy learning environment means making the
learners feel that all their needs, physically, emotionally, and intellectually are of prime
importance to the teacher.

Researchers confirm the provision of healthy classroom environment has positive

impact on student learning

7.3 IDENTIFICATION Participating in Maintaining Wholesome, Comfortable and Safe

Classroom

All throughout the day, be vigilant in participating in the maintenance, wholesome,

comfortable, and safe environment of your learners.

List down other concerns relative to the learners' comfortability and safety which you
will address to assist your CT.
 1. Post student work
2. Remain Calm at all times
3. Smile Often
4. Keep the vibes good

7.4 INTERNALIZATION Creating Wholesome and Safe Environment

Do and follow your Cooperating Teachers' directions on how you will arrange,
rearrange, or completely change the physical set up of the classroom.
Students Desk/Chairs Directions/Suggestions from CT
 Chairs and desks are not clean  My CT will ask me to give orders to
 Chairs and desks are not the students to clean and arrange
arrange the desks and chairs.
 Most of the chairs are damage  My CT will ask me to make sure that
the chairs are safe to sir and fix the
damaged ones.

Classroom Display Directions Directions/Suggestions from CT

 The displays are not too  My CT suggest to print out some
presentable motivational quotes to get from the
 The display are too dusty internet to avoid wrong grammar.
 Some displays got a wrong  Put in the wall and make sure that
grammar all displays are clean and
presentable.

Teaching Resources Directions/Suggestions from CT

 Chalks create dusty that could  My CT suggest to use white board
affect students and teachers’ and marker to make the students
health feel safe
 Books are too old .Some of them  My CT suggest to play it in a video
are not readable using TV or projector to make
students be more interesting in
studying

7.5 DISSEMINATION Demonstrating my Skills in Assisting in the Promotion of

Wholesome and Safe

Environment

Now that you have gained insights on how to make the classroom safe, wholesome, and
conductive to learning, figure out how you will set up your own classroom in the future.
Use your computer skill in making your design. Use figures and label your design.

Growth Portfolio Entry

No. 1

My Wholesome Future Classroom

FIELD STUDY 1

LEARNING EXPERIENCES 3:Learner Diversity: Developmental Characteristics,

Needs and Interests

A.Recall my experiences when I was just the same with their age, I am optimistic
and curious, rowdy and confused, with the barkadas, peer groups, rock bands,
always busy with other things not related with the subjects the teacher is
teaching. Short temper and a short attention span.
Way back 2007 a girl name Bernalyn Oralde
 I learned to read in English and Visayan in Grade 1. We practiced reading and
pronunciation with the Basic Sight Words. I was proud of myself at the time
because I could read properly. Another memory I have is when we were writing
a lesson or something and we couldn't go home because we weren't finished.
One of my male cousins was always late finishing his writing. I also developed a
love for reading books and short stories when I was in Grade 1. There was a mini
library on the other side of our classroom with a lot of books, and I remember
liking the big children's English story books.

One of my most memorable elementary school experiences occurred when I was

in sixth grade. I attended a girl scout jamboree and stayed in a camping site for
three days during that time. That was one of my elementary achievements that I
will always remember. I also had the opportunity to become the Band Majorette,
also known as the band's leader. I was the team's leader at the time, which
greatly aided my leadership abilities. I went to a large and spread-out school
with lots of open space and a garden. Our section was assigned a garden, which
we planted, cleaned, and watered on a regular basis. I can say it was one of my
more enjoyable memories. When I first began grade six, I was very focused on
academics. I have always prioritized doing my best in school and since the
beginning of elementary was a shift to a new learning environment, I really
wanted to make sure that I kept up. Elementary definitely seemed intimidating: I
had fewer, but longer, classes than in lower grade; I was faced with new and
unfamiliar teachers; and for the first time in my life, I had to worry about exams.
However, once I was immersed in this new environment, I realized that it was
much more manageable than I had initially perceived it to be.

All of this changed in grade ten. I recently graduated from high school, and have
had some time to reflect on the past four years of my life. These years have been
filled with valuable lessons, wonderful memories, and significant personal
growth. I thought I would revisit some of the most notable parts of my high
school experience in the hopes that it might be helpful to someone about to
embark upon their own.

After developing an interest in theatre through a drama class I was taking, I

began to get involved with extracurricular drama at school. I joined the dance
club and became more deeply involved with the ski team by helping out with our
team sweaters. Belonging to clubs and teams that I was actually excited about
really made me feel like I was a part of my school community and it truly became
a place that I looked forward to going to each day. I would absolutely
recommend getting involved with extracurricular activities that you are
interested in. It’s a fantastic way to make school more fun and engaging, and it
also brings you together with so many more people than you would meet just
from your classes.
When I was in Grade 10, I joined the Girl Scouts, specifically the Rover Scouts. We
practice scout formations every Friday afternoon and serve when there are
important school matters. As a result of this, my discipline has grown. I was also
a leader from Grade 7 to Grade 10, and I treasure those leadership skills. JS Prom
was also one of my favorite memories from Grade 10. Aside from getting dressed
up and fully made up, it was a joyous occasion for a high schooler like me. It is
something I will always remember from my junior high days. As I previously
stated, I was a girl scout. Scouts from the Jamboree visited our school in
September 2015. I recall seeing the when they heard about this, the entire school
was excited, as was I. We went on a little adventure and went to any distant
camping site to conquer the thrill of being a scout. As a student, I will never
forget this experience.

B.

LEARNERS DEVELOPMENT MATTIX

DEVELOPMENT GRADE 1 GRADE 6 GRADE 10

MATRIX
PHYSICAL Primary school Sixth graders High school is
students require outperform the most
proper scaffolding primary school sensitive stage of
or assistance from students. They development
teachers and can justify things because the
parents. 1st and make things students are
graders are in a neat and mature enough
between the ages orderly manner. to retaliate. The
of 6 and 7, and they They can lead a age range was
have the motor group, such as 15-17 years old,
skills to color a when creating and they have a
book, write, group projects. genuine
arrange shapes and Playing with curiosity about
blocks, mold clay, classmates' peers. everything
and create artwork They can reason because they are
with a pair of and decide which all grown up.
scissors. They can output to produce. However, they
also play with their similar to clay can perform
peers and molding, portfolio strong motor
classmates by collage, and skills such as
drawing animals, scraftbooks joining
flowers, and doing projects Morover extracurricular
paintings that they intermediate activities such as
enjoy. As a result, graders range in dancing jazz
the primary age from 12 to 13, chants and other
primary grader with some activities that
requires complete approaching require
assistance. adolescence and movement and
teens. As they are physical
spontaneous, they exertion. This
are curious about stage is critical
 what they can because they are
perform and do. looking for
validation from
the people
around them.

SOCIAL This is a play-and- Sixth graders are This stage of

pause game for on their way to development is a
first-grade becoming role-playing
students. They are teenagers. Their stage in which
reliant on their ages range from learners seek
parents and are 11 to 12 years old. validation and
constantly on the The social and acceptance from
move in order to emotional people within
have fun with their dependence can the school by
peers and be perplexing as making
classmates. Their they become more acquaintances
social and aware of their and peers.
emotional surroundings. Whom they can
dependence is a consider a
major source of lifelong friend
concern. Because and ally. They
they rely on what participate in
they do for others.. organizations
and activities
that improve
their social and
emotional skills.

MENTAL/COGNITIVE Learners at this They are very 10th graders are

stage can do things confident in competitive in
like recite the demonstrating terms of what
alphabet, improve their knowledge. they know and
their reading skills, They can give what they can
count numbers, presentations and explicitly
and solve addition memorize demonstrate
and subtraction concepts in when it comes to
problems based on various areas of their level of
their level of specification. cognition and
competence. They They can solve intellectual
can memorize deeper math capacity.
short poems, problems based Participate in
explain natural on their grade quiz bees,
concepts, and level. He/she can debate,
present themselves participate in contest,journalis
in front of the class. essay writing, m,linguistic
debate, and presentation,
recitation to such as hazz
 discuss some chant,speech
ideas about the choir,reader
lesson being theater. This
presented. This is truly
a good sign that demonstrates
he or she is ready success and
for high school. growth in
learning.

Jassmine Tram Soriso

Grade 1
6 years old
Tapon ,Ubay, Bohol

DEVELOPMENT
DOMAIN
PHYSICAL She is energetic and playful, and she enjoys walking
around and running back and forth. She is also reliant
on the elderly when it comes to opening a bottle,
opening an umbrella, or carrying their books. 
She can talk, walk, and run normally, but she has no
idea how to carry herself. She is talented in writing
and drawing, but she appears to lack experience. Her
self-skills must be improved and enhanced. She is
well-behaved and can sit for a longer period of time
while simply listening to the teacher.
SOCIAL EMOTIONAL She is friendly, and she tells the class about almost
every little discovery they make. Also, offer food or
snacks to their classmates. She is very hyper to their
teacher, and they have no idea what they are doing.
She is conversing with her classmates, who are
extremely loud. Her physical characteristics could be
improved. They are always curious about the things
 that surround them. As a result, they frequently
question the teacher.
MENTAL/ COGNITIVE She mimic or copy what adults do, especially when
they believe a particular action is enjoyable or elicits
strong emotions in them. She began memorizing the
alphabet and learning how to write nearly every
letter. She can read but has difficulty comprehending
what they've read and remembering minor details.
She communicates with their teacher as well as their
classmates. in their native language Based on their
previous experiences, she can answer some questions.
Because they do not yet have problem-solving skills,
they concentrate on writing and drawing.

Ashley Shane V. Cutamora

Grade 6
11 years old
Achila, Ubay, Bohol

DEVELOPMENT
DOMAIN
PHYSICAL In indoor activities, she is interactive and
participative. Demonstrate your ability to draw and
mold clay as well. 
She can walk normally, run, and carry herself. She can
write and draw clearly. When the ability to help
themselves independently increases, that is when they
will seek guidance. She needs to improve their
physical appearance. While the discussion was going
on, elementary students enjoyed exploring. At this
stage, their writing and drawing abilities are gradually
developing.
SOCIAL EMOTIONAL When she is closer to their peers, attachments begin to
form. They play with their friends, especially those of
the same gender. Her interactions with the students
while the teacher is teaching them are cooperative.
Also talks to her friends and classmates, and they all
help each other. Her desire is to learn more and
improve her physical abilities. She hesitant to speak
with the teacher, especially if they have questions
about the lesson. She enjoy playing with their
classmates and interacting with them. They are also
enthusiastic about sports and academics.
MENTAL/ COGNITIVE She communicates their ideas by speaking their
mother tongue, tagalog. She does not easily
comprehend their skills and sometimes asks the
teacher if what. She is skilled at expressing themselves
 using their mother tongue. She is gradually
understanding what their teacher is saying. She is also
capable of solving simple problems.
Highschool

Rhianna Jane Diangco

Grade 10
15 years old
Poblacion ,Ubay,Bohol

DEVELOPMENT
DOMAIN
PHYSICAL She is more interested in sports and outdoor activities,
particularly team or group activities. Their drawing
and writing abilities improved as well. 
She can talk faster and run, and they know how to
carry themselves. They are good at writing and need
to improve their reading skills. Students are already
aware of what they are doing inside and outside of the
classroom, on the school campus. She is already
cautious about what they write and draw. no longer
require much direction from regarding various tasks
assigned by their teacher As long as they comprehend
the subject matter covered by their teacher.
SOCIAL EMOTIONAL She began to form a circle of friends and enjoys
spending time with their peers. She has learned to
collaborate with others when completing a task. 
She is well-behaved when the teacher is teaching her.
She is also well-behaved when interacting with her
friends. They are active because she is always helping
her classmates and they work well together. She needs
to learn more and grow.

MENTAL/ COGNITIVE She is now more logical in making their decisions,

though they still require guidance from their guardian
at times. 
She is speaking, and their primary language is Tagalog
or Bisaya; they do not speak English well. It is not
always easy for students to understand what they are
saying. Some students in La Libertad question the
teacher's ability to solve their problems and seek
advice.She has good communication skills and can
express herself in English. Because of their age, she
has already developed their thinking skills and can
understand what is right and wrong. She can almost
possess problem solving skills because they fully
 understand what the problem is and can probably
solve it.They have average learning strategies and are
capable of communicating effectively. They are mostly
perplexed by their decision to solve the problem. They
will understand the topic better if they apply what
they have learned in a real-world situation.

Reflection

As a future teacher, I intend to teach at any grade level. But if I had to pick
one, I'd like to teach Grade I because I adore children. I want their joy and their
energy. I think I'd be very happy to teach Grade I because I want to teach them
how to read, write, and count. Grade I students are very impatient, but I want to
learn how to handle them and teach them how to behave and become better
people. I'd like to share with them my own childhood memories.
I believe that teaching Grade I would be enjoyable and memorable for me
because children are a kind of happy pill for me. 
teach. I want to instill moral values in them and help them grow into better
people. As I observe, I notice that teaching Grade I is difficult, but I know I can do
it. I want to be their mentor and role model. I want them to succeed; I want to be
a part of their journey and their guide to achieving their goals.

As children grow and develop, their ability to perform and spread their
knowledge changes. A primary grader can do everything from counting numbers
to memorizing alphabets, coloring, drawing, and improving reading skills.
However, as they grow, their intellectual abilities grow as well because they can
learn new concepts and ideas that can aid in their cognitive development.

Writing an essay, participating in a quiz bee, solving moderate

mathematic equations, oral recitations, and memorization of moderate to
difficult concepts and ideas related to their subjects are all examples of excellent
behavior during late childhood or sixth grade. As they progress to high school as
adolescents, their cognitive development continues, and they achieve such
awards of excellence for participating in contests that they have done both inside
and outside of the classroom.

The early adolescence stage of development has a greater social-

emotional experiences because this the time that they engage more towards
people. In this stage, they are capable of socializing and maintaining peer
relationship whether academically or personally.

Furthermore, primary graders, sixth graders, and high school teenagers

all go through social and emotional growth and development, which
distinguishes them from one another. When they participate in school social
events and contests, their experiences expand. Gatherings and reminiscences
help them develop interpersonal independence and confidence in displaying
their talents and skills. 
LEARNING EXPERIENCES 4: Observing Learner Charcteristics/Behaviors while in class

Observed Evidences of Cognitive Abilities (Formal Operation Stage)

Grade Observed: Grade 10

Subject Area: Araling Panlipunan
Time: 1:00 to 1:50 PM
Subject Matter: Migration

Cognitive Abilities Evidences

(Specific student behavior/ action/response/
work sample)

1. Adolescent can "group and  Before beginning the class on

classify symbols, statements, and migration, the teacher employed the
even theories". technique of asking, in which he
inquired about the students' dream.
destination or country. Some
students picked Japan because of its
culture, health-care system, career
opportunities, and weather.

2. Adolescent can "follow and  The students are able to identify

formulate arguments from and formulate reasons why OFWs
premise to conclusion" migrate. The majority of students'
responses are to find a high-paying
job, to ensure their safety, and to
visit a location with a favorable
climate and health-care system.

3. Adolescent can hypothesize-  During the discussion, the teacher

thinking of "what if" and the questioned his students, "What if
possibilities that can come out. people could freely migrate?" "What
would be the likely outcome?"
Someone responded that it would
bring CHAOS because individuals
from poor countries would freely
migrate to regions where they
believe their lives would be settled.
Other students predicted that there
would be an imbalance and that the
country to which they were sent
would be overcrowded.
4. Adolescent can "perform  The teacher asked his students what
mental operations with symbol they thought about OFWs. Despite
which may not naturally exist in their lack of experience as an OFW,
their own world" they value the hard work and
sacrifices made by OFWs for their
 families.

5. Adolescent can "understand  Students can recognize and

appreciate, and produce comprehend the economic impact of
metaphors and other figure of migration. They reasoned that it
speech" provides every Filipino with an
opportunity to work in a job that
our country does not provide.

Grade Observed: Grade 10

Subject Area: Mathematics
Time: 2:00 to 3:00 PM
Subject Matter: Functions and Relation Differentiate Function 

Cognitive Abilities Evidences

(Specific student behavior/ action/response/
work sample)

1. Adolescent can "group and  The student classify their pairs

classify symbols, statements, and according to the color, shapes and
even theories". taste of the candy.
 The students are familiar with x and
y or what we called variable
 They identify mathematical symbol.
The student can identify an ordered
pair.

2. Adolescent can "follow and  The teacher started asking about

formulate arguments from relation up to the end that the
premise to conclusion" student realize what will be their
lessons. 
 The student have their brain
storming about identifying a
function some students give their
perceptions and teacher accept all
their ideas until the students
realizes theexact meaning of a
relation. 
 The students conclude that all
relation are not function but all
function is a relation

3. Adolescent can hypothesize-  The students say their answer in

thinking of "what if" and the chorus about function and not
possibilities that can come out. function
 The students answer a question on
how they define a relation
 The student responded to the
 question on how they identity
relation a function.
 

4. Adolescent can "perform  Since the student are familiar

mental operations with symbol between relation and function they
which may not naturally exist in can easily identify a relation if it is a
their own world" function. 
 Without giving the value of x and y
the students can solve it's domain
and range if they give their own
value
 The student knows the sequence of
operation in identifying a function
in a relation.

5. Adolescent can "understand  The students methaporically said

appreciate, and produce that "X" symbolizes forever in
metaphors and other figure of mathematics.
speech"  The students categorize themselves
as X and Y 
 The students understand that X is
supposedly unique to become a
function.

Grade Observed: Grade 7

Subject Area: Araling Panlipunan
Time: 1:00 to 1:50 PM
Subject Matter: Mga Relihiyon at Pilosopiya ng mga sinaunang kabihasnan

Cognitive Abilities Evidences

(Specific student behavior/ action/response/
work sample)

1. Adolescent can "group and  The student raise their hand when
classify symbols, statements, and they know the celebrity who has
even theories". been objectified on the statement. 

 The students laugh when they see

the picture of a famous celebrity on
the LED. 
  The students can classify a
statement whether it is Fix-It Felix
or Wreck-It Ralph.
 Students know how the picture
represent. For example when a
building destroy they said that is
wreck or damage.
 The students can identify what
emotions are involve in the
sentence or phrase of the poem.

2. Adolescent can "follow and  The students have different reaction

formulate arguments from about the activity, statements and
premise to conclusion" picture that they saw. After that, the
teacher ask on how they feel if they
put theirselves into the shoe of one
personality that have been mention.
 A student responded that they are a
product of the environment what
they said is what they do.
 The students are quiet when the
teacher explaining how their
personal image is important. 
 Maybe they are realizing that the
teacher is correct. 
 The students give their opinion on
how the literary piece related to
Xander Ford and Jake Zyrus

3. Adolescent can hypothesize-  The student raised their hands if

thinking of "what if" and the they wanted to answer.
possibilities that can come out.  The students try to predict the
posible correct answer.
 The student said their opinion about
the picture. 
 The student responded to all
question and what is their
perception about the topic.. 
 The students shared their own
opinions and ideas to the lesson.

4. Adolescent can "perform  Students think to the question on

mental operations with symbol what will be their situation if they
which may not naturally exist in were Xander Ford or Jake Zyrus and
their own world" they know how it feels.

5. Adolescent can "understand  The students understand that

appreciate, and produce Marlou's face represent pinipig and
metaphors and other figure of magnum is xander ford. 
speech"  A statement said something about"
Maretoke and grades mo". and they
laugh after it.
 student answer that a building in the
poem represent the two personality
and the wreck is the people around
them.