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FIELD STUDY 1
THE LEARNER’S DEVELOPMENT AND

ENVIRONMENT1
Name of School Observed: Bonotbonot Elementary School

Location of the School: Bonotbonot, Buenavista, Bohol
Date of Visit: Dec.-Feb. 2011
Episode 1
School as a Learning Environment
Name of Student: Efren Logroño, Jr.

Course: BEED Year & Section: III
Resource Teacher: Mrs.Casiana Tecson Signature: _____________
Cooperating School: Bonotbonot Elementary School
Your mission is to do the following tasks:
1. Visit a school. Look into facilities and support learning areas in the campus, then
in the classroom.
2. Accomplish the checklist as you move around the school premises.
3. Based on your gathered data in the checklist, describe the school environment.
4. Make a reflection on the characteristics of a school environment that promotes
learning.
5. Present your idea of a good school environment through any of these:
a. Descriptive Paragraph
b. Photo Easy
c. Sketch or Drawing
d. Poem, Song or Rap
SCHOOL FACILITIES CHECKLIST
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FACILITIES AVAILABLE NOT AVAILABLE DESCRIPTION
Office of the Principal  n.a
Library  n.a
Counseling Room  n.a
Canteen  n.a
Medical Clinic  n.a
Audio Visual Center  n.a
Reading Center  n.a
Speech Laboratory  n.a
Science Laboratory  n.a
Gymnasium  n.a
Auditorium  n.a
Home Economics  n.a

Room
Industrial Workshop  n.a

Area
PTCA Office  n.a
Comfort Room for 

Inside the classroom
Boys
Comfort Room for 

Inside the classroom
Girls
Others
• Compost Pit Made of bamboo. Not so

good in condition.
• Stage Not good in condition.
With diverse flowering

• Flagpole plants and all are in
bloom.
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• Playing
Ground
Not so wide but clean
and grassy.
• Lavatory
It is found at the left
corner at the back of the
classroom.
An Observation Guide for the Classroom Visit
1. Describe the community or neighborhood where the school is found.
- The community or neighborhood where the school is found is peaceful, clean

and safe. It is located near the road. The area of the school is wide enough.
Good management and discipline of the community is present. Although the
school is near the road side but it is safe hence the school is surrounded by
fence with a gate so that the students cannot easily escape from school.
2. Describe the school campus. What colors do you see? What is the condition of the
building?
- The school campus has a cool ambiance. It is surrounded by many trees. It is

located near the road side. The school is well-fenced. There are five classrooms.
One of the classrooms is made up of native materials called “amakan”, while the
four remaining classrooms are made up of hollow blocks and cement. The
foundation of the buildings is good because it is well-planned and built. The plaza
is enough for the population of pupils from Grades 1 to 5. It has a small but clean
plaza. I see a small pathway going to the flagpole surrounded by many flowering
plants. The flagpole is located in front of Grades 2, 3 and 4 rooms. The stage is
not yet finished.
3. Pass by the offices. What impression do you have of the officers?
- Since it is not a complete elementary, i.e., from kindergarten to grades 1-6,

there are no offices aside from the room of School- in-charge which is also the
classroom of Grade 1 that is considered as there office. I see a lot of display
materials. The room has aesthetic design and attractive. There are many
learning materials posted. There is a mini-library with different types of books
inside. The CR is located on the right corner of the room. It is a clean CR with
proper sanitation.
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4.) Walk through the school halls, the library, and the cafeteria. Look around and find
out the other facilities. That the School has.
- The school doesn’t have a library, cafeteria and school canteen.

- When I walked through the school halls I found a bulletin board where they
post important information. The school has no library but every room has its
own mini-library. There is no cafeteria in the school but many vendors come
to school selling their products.
1. Look at the walls of the classroom. What are posted on the walls? What heroes,
religious, figures, lessons visual aids, announcements, do you see posted.
- There are a lot of learning materials posted in the wall. Picture of different
heroes are there like Jose Rizal, Andres Bonifacio, Apolinario Mabini and other
heroes.
Picture of Philippine Sceneries, Philippine Folk dances, President are also
posted in the wall. God is posted on the top of the classroom. There are also
posted classroom officials, PTA officials, honor roll, daily cleaners, calendar,
attendance chart, standard silent reading and standard oral reading and
classroom rules.
2. Examine how the furniture is arranged. Where is the teacher’s table located? How
are the tables and chairs/desks arranged?
- The furniture is properly arranged. Teacher’s table is located on the left side of
the room. Learner desks are well-organized, there are 4 rows in each row has
five desks.
3. What learning materials/equipments are present?
- Learning materials that are present are charts, pictures, visual aids, flashcards
and reading materials like books and dictionary.
4. Observe the students. How many are occupying one room?
- There are 35 students in one room. Each student has comfortable seats.
5. Is the room well-lighted and well- ventilated?
- The room is well-lighted and well-ventilated. This character of a room plays an

important role in the process of learning.
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CLASSROOM FACILITIES MATRIX
Classroom Facilities Description(location, number, arrangement, condition)

1. Wall Displays There are many wall displays in the room. Such materials
being displayed are the pictures of some heroes and
different views in our place and are covered with plastic.
These posted materials are attractive and teaches lesson.
2. Teacher’s Table There is only one teacher’s table. It is located on the right
side of the room near the window. The table is covered with
pink mantel and plastic. Such table is nice and plain.
3. Learner’s Desks There are 20 learner’s desks since that room is composed of
grades 3 and 4. The desks are properly arranged with
enough distance from the other desks so that the students
can move easily and comfortably. There are 4 rows. In every
row there are 5 desks. The desks are painted with green
color.
4. Blackboard There are 2 blackboards being used by the teacher for the
two grades.
5. Learning These are many learning materials and visual aids displayed
Materials/Visual aids in the classroom. Such materials are charts, pictures,
flashcards, books and etc. These are placed at any side of
the room. Some of these are new while others are not.
6. Comfort Room There is only one CR, located on the right side of the room
at the back side corner.
7. Mini-Library It is located on the right side of the room near the window.
ANALYSIS
1. How do the school campus and the classroom in particular impact on the learning of the
students going to school? What are your conclusions?
- Conductive classroom atmosphere contributes to the learning of the students.
Such classrooms have proper ventilation, well-lighted and free from noise. If the school
campus is conducive as well as the classroom, the attention of the students will become
focused on the lesson. They will learn easily and comfortable. Physical condition of the
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classroom is not only to be considered as conducive. Teacher strategies are also factor
to be considered. If the teacher uses novelty of instructional materials the pupils will
become attentive to listen and learn. If there is a mastery of subject matter the lesson
will have a sense of direction that leads to better learning of acquired knowledge, skills
and values.
2. How does this relate to your knowledge of child and adolescent development? How does this
relate to your knowledge of facilitating learning?
- In relation to my previous knowledge of child and adolescent development,

pupils learn easily if they were exposed to a friendly atmosphere, free from distractions
and noises. They could easily learn if every meeting teacher uses variety and novelty of
learning materials and motivate them always. In connection to my previous subject
facilitating learning that in doing our task as a teacher I should follow the methods and
techniques that are best for students to learn. If there will design my own methods and
techniques for better earning and see to it that it is effective.
REFLECTIONS
1. Would you like to teach in the school environment you just observed? Why?
- Yes, I like to teach in the school environment I have observed because the
students are motivated to learn although they are not exposed to new technologies in
teaching-learning process. They are intrinsically and extrinsically motivated to study.
Rain or shine they come to school. Physical environment is also the factor I like, the
place is peaceful, safe with proper ventilation and free from distractions. Also, the school
is in my town.
2. What kind of school campus is conducive to learning?
The kind of School campus that is conducive to learning is that it has a cool
surrounding and is away from any disturbances.
3. What kind of classroom is conductive to learning?
The kinds of classroom that are conducive to learning are the following:
- A high performance school seeks and provides adequate space and opportunities for
students and teachers to spread out, reflect, interact, exchange information, examine and test
ideas.
- The appearance of the school is inviting. Students, teachers, and the local community
want it to be there.
- The school has adequate natural lighting that enhances productivity.
- The school strives for student-friendly conditions throughout the building.
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- The school is inviting to good teachers and supports their retention.
- The school is designed to reduce stress. It is comfortable, has a consistent
temperature, and manages noise.
- The school is clean and sanitary.
- The risk of an adverse health effect is very small.
4. In the future, how can you accomplish your answer in number 3?
- In the future I can accomplish my answer in number 3 by making my

responsibility as a teacher. I will make my room properly an orderly arranged. I will
implement rules and procedures for the students to become responsible. I will show
novelty of instructional materials so that students will eager, interested and motivated to
learn.
♣ My Personal Illustration of an Effective School Environment
- ESSENTIAL ENVIRONMENTAL CONSIDERATION OF SCHOOLS

Research to date indicates productive, high performance schools manifest
common traits (see annotated references in notes section):
• A high performance school seeks and provides adequate space and opportunities for
students and teachers to spread out, reflect, interact, exchange information, examine
and test ideas.
• The appearance of the school is inviting. Students, teachers, and the local community
pwant it to be there.
• The school has adequate natural lighting that enhances productivity.
• The school strives for student-friendly conditions throughout the building.
• The school is inviting to good teachers and supports their retention.
• The school is designed to reduce stress. It is comfortable, has a consistent
temperature, and manages noise.
• The school is clean and sanitary.
• The risk of an adverse health effect is very small.
Student and teacher comfort is indicated as the most important aspect of any school
environment. If students are comfortable, then learning becomes much easier. Being
comfortable is a combination of several different factors; adequate usable space, noise control,
lighting, temperature and climate control, and sanitation.
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The classroom is the most important area of a school because it is where students and teachers
spend most of their time and where the learning process takes place. The following conditions
help make the classroom a better place in which to learn.
• Lighting in classrooms must focus on the front of the classroom and over the student’s desks.
Glare from hard surfaces is distracting and should be avoided wherever possible. The effective
lighting of schools has been related to high performance test scores time and again.
Classes should be designed to accommodate students so that the number of students does not
exceed 20. A lower density of students per classroom will increase teacher and student
interaction and communication.
Classrooms must be designed with effective communication and interaction in mind. Students
should be able to easily see and hear the instructor and other students. Noise must be
controlled to levels that do exceed 68db. At about the 68 or 69 db noise level, students begin to
have difficulty understanding what is being said and are distracted by noise in other classrooms.
Technology is at the center of the modern educational process, especially for mathematical and
analytical skills. Computers in classrooms are very important. Tools, such as the Internet, allow
the smooth exchange of information between student and machine, but must be positioned and
used in environments that do not cause distraction. Increasingly, students can learn through
virtual classrooms when no teacher is available. Comfortable surroundings aid in this form of
learning.
Temperature and indoor climate is also important. A temperature of 68-72 degrees is ideal and
should be maintained year round. Schools must be designed with good ventilation. Effective
filters and cleaning must be functional so as to keep particulate matter, such as dust, out of the
air. Odors can also be distract students, but can be removed with good ventilation.
The design of schools is a very important factor when dealing with sanitation related to
moisture. Building roofs that leak or will not stop water are detrimental. Water in classrooms
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leads to mold which can cause allergic reactions. High humidity and standing water also creates
an environment favorable to all kinds of bacteria, which can spread diseases.
The cleanliness of schools is also an important aspect of school environments. Clean schools
not only lower the threat of the spread of illness, but also convey a caring message to the
students and teachers. Cleaning and maintenance of schools is vitally important and is often
underemphasized and underperformed. Students feel better going to clean classes and sitting in
clean desks and surroundings. Sanitation in schools is important because young children face
unique health hazards, especially respiratory infections, asthma attacks, skin disease, and
diarrheal outbreaks.
A school environment should be one in which every student feels safe.
We find promotion of safety by the increased installation of cameras and
• Monitoring devices throughout the school. Many schools today work with local law
enforcement agencies to put security officers in schools. The presence of security officers often
gives students a sense of safety and security.
In the final analysis, the primary environmental policy and management objective of every
school facility should be that of taking whatever steps are necessary to create a “sense of well-
being.” By definition, this is a healthy environment. “Health is the state of complete physical,
mental, and social wellbeing.”
EPISODE 2 – LEARNER’S CHARACTERISTICS AND NEEDS

LEARNERS DEVELOPMENT MATRIX
Development Preschooler Elementary High school

Domain Indicates age range Indicate age range Indicate age range
Of children observed children observed children observed
5-6 7-8 15-16
PHYSICAL
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Gross-motor skills Children are clumsy They are very alert, They can walk, run
and brisk. energetic and active and move
appropriately.
Fine-motor skills They can write and They can write and They can write well,
read letters. read words. draw and read.
Self-help skills Can dress their selves Can dress their selves Dress appropriately
without the assistance without the assistance with styles.
of others but is not of others.
proper.
SOCIAL
Interaction with They interact with their They interact without They interact actively
teachers teacher with self hesitation. and confidently.
confidence.
They interact with the
Interaction with Love to play with their They interact together teachers with
classmates/friends classmates, then easily with their classmates confidence.
got trouble. joyfully and actively.
They like hands-on
They love to play, draw They become Experience and drill
Interests and write anything. interested in an activities.
enjoyable activity
especially story
telling.
EMOTIONAL
Moods and They are active, There is shifting of They become moody
temperament, briskly, happy but their moods. Often when they are
expression of easily cry. time they are weak, depressed and they
feelings sometimes they are become happy when
lively active. they do
accomplishment.
Emotional They fell happy when They express their Their emotions are
Independence they play with their emotions through more mature than
classmates. crying. pre-school and
elementary.
COGNITIVE
Communication They are not fluent on Can communicate Can communicate

skills in speaking. with their teacher with their teacher
either in vernacular or either in vernacular or
English. English with proper
grammar.
Thinking skills They can’t be able to They can figure out They can think
figure out things. small things. logically.
Problem-solving It’s hard for them to Can solve easy and Can solve problems
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solve problem. some difficult following the right
problems. solutions.
ANALYSIS
Level Salient Characteristics Implications to the learning

Observed process
Preschool - Like to move a lot and play. - Therefore, teachers should not
expect preschoolers to stay
Age range of learners - They like to draw. seated for a long period of time.
observed - Therefore, the teacher should let
5-6 the pupils to draw and assist
them.
- They like to sing and dance.
- Therefore, the teachers should
find ways on how to develop their
talent. He/she should allow them
to show it and encourage them in
participating different activities
where in they can show their
talent.
Elementary - Elementary pupils have - Therefore, the teacher should

different learning abilities
provide different activities for them.
Age range of learners such as dancing, singing, - He/She should also have different
observed drawing, and are hungry of kind of approach for the diverse
7-8 learning. learning abilities of the pupils.
- Therefore, the teacher should be
aware of what he is teaching and be
- They are keen Observers careful of the way he/she present
things.
- therefore, the teacher should
always master his/her subject matter
before conducting his/her class the
next day.
High school - High schools have - Therefore, teachers should
developed mind and are provide different teaching
Age range of learners competent on the different approaches and should use an
observed learning abilities. advance way of teaching that is
15-16 equipped on their age.
REFLECTIONS
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1. While you were observing the learners, did you recall your own experiences when you were
there age? What similarities or differences do you have with the learners you observed?
- When I was observing the learners, I recall my own experiences when I was at
their age. Before, in my elementary years, I was so naughty yet very participative in the
class discussion. I lead some naughty friend of mine too. Sometimes, we don’t enter
classes. But during exams, I always got the higher score than with my friends. I never
study but still I learn in the discussion because I listen and I was so behave before when
the class is going on. And this would be the difference of me from these pupils that I
observed. These grades III and IV that I observed, some of them cannot read well even
at their level of year in school.
2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help or
not help you with your needs (physical, emotional, social, and cognitive)? How did it affect you?
- During my elementary grades, there is one teacher that I idolized and I always
remember. She was Ms. Brenda Estorgio. She is quite strict but is a very good teacher.
She is a kind hearted and caring teacher. She shows a great concern towards us. She
developed us not only in cognitive domain but also in emotional domain.
This would be the kind of teacher I would like to be in the future.
3. Which is your favorite theory of development? How can this guide you as a future teacher?
- My favorite theory of development is different children have different
characteristics that lead to diverse needs. This could help me as a teacher to become
flexible in preparing varied learning strategies to meet the needs of every pupil. This
could also guide me to remember always that every learner have multiple-intelligences
so I will integrate it to my lesson.
4. Share your insights here.
- I will also consider that all pupils are not fast learners. I will give consideration to
those slow learners, by discussing the lesson again if they did not understand it will. For
the fact that every child is unique, each of them has its own characteristics and needs. It
should be our responsibility to develop them accordingly.
EPISODE 3 – CLASSROOM MANAGEMENT AND LEARNING
An observation Guide for the Learners Characteristics
1. As you observe the class, look into the characteristics of the learners. Note their ages.
- As what I have observed most of the girls are shy while boys are brisk and
some are very naughty. Their age range is from 9-10 of age.
2. How many boys are there? How many girls?
- There are 10 boys and 8 girls.
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3. Focus on their behavior. Are they already able to manage their own behavior?
- The pupils are cannot manage their own behavior. After they are told to behave,
they behave but just in a short while.
4. Can the learners already work independently?
- Yes, the learners can work independently. However, some of them refer to the
work of his/her seatmates for guidance and for some answers.
5. Describe their span of attention?
- Pupils tend to concentrate on your discussion for just a short period of time.
After that, they would start talking and would start in moving.
6. Look into their listening skills and ability to concentrate.
- Some has good listening skills while some are not. They need more motivation
to have a good interest in the discussion. Interest of the pupils can affect their ability to
concentrate.
1. Are there areas in the classroom for specific purposes (storage of teaching aids, books,
students belongings, supplies, etc..)
- Yes, there are areas in the classroom for the storage of teaching aids. Books
are stored in mini-library. Student’s belongings and supplies are filed in a small cabinet.
Pictures, charts, and flashcards are arranged in a table.
2. Are there rules and procedures posted in the room?
- Yes, there are rules and procedures posted in the room. There are classrooms
to be followed. Classroom procedures are also posted like standard for oral reading and
standard for silent reading.
3. Did the students participate in making the classroom rules?
- Yes, the students participated and followed the classroom rules? They make it
as their guide on what to do during class.
4. What are the daily routines done by the teacher? (Prayer, attendance, assignment of
monitors, warm-up activities, etc.) How are they done?
- At first, the teacher conducts a prayer, after that she will let the pupils an action
song. After doing the action song she will check the attendance, collect the assignment,
conduct a review of the previous lesson then open a new lesson.
5. Is there a seating arrangement. What is the basis of this arrangement?
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- Yes, there is a seating arrangement. It is in the alphabetical order for the
teacher to identify easily who is absent upon looking their seals.
6. Observe the noise level in the classroom. How is this managed?
- The classroom is very noisy. Most of the pupils talk even in times of discussion.
The teacher said to them to shut up their mouth because after the discussion she will
give exam and to those who can’t get the passing score will remain inside the room and
have a remedial.
7. If a learner is not following instructions or is off-task what does the teacher do?
(Behavior strategies)
-If one of the learners will not follow instructions or is off-task the teacher scaffold
the pupils on how to do. Sometimes, the teacher explains first her instructions to the
pupils in order them understand what to do.
8. What does the teacher do to reinforce positive behaviors. (behavior strategies).
-The teacher’s behavior strategies in reinforcing positive behavior towards her

pupils is that she integrate values to her lessons everyday and explain it well to the
class. She also imposed some disciplinary actions to discipline the students who are
naughty.
CLASSROOM MANAGEMENT MATRIX
Aspects of classroom
Management Description Effect on the learners
1. Specific areas in the Such specific areas are the By having these areas
classroom teacher’s table, learner’s desk, specifically mini-library
mini-library, washing facilities, learners could develop their
CR, and materials beau. vocabulary. These other
areas make the classroom
organized
2. Classroom Rules Classroom rules are located at They become responsible
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the back. It is pink in color and discipline by having
covered with plastic. these classroom rules.
3. Classroom Procedures Classroom procedures are By having these, students
standard for oral and silent able. To know what to do in
reading oral and silent reading.
4. Daily Routines These are done by the teacher By having these routines
regularly. Prayer, checking of learners will become guided
attendance, collecting of everyday.
assignment, conducts a review
then opens a new lesson.
5. Seating arrangement Pupils are arranged By arranging them
alphabetically from boys to alphabetically boys can’t
girls find troubles with girls in a
sense that boys are
naughty.
6. Handling misbehavior off- Their behavior is managed by Through these, learners
task behavior disciplining them when they got could learn something from
wrong. their mistakes and try to
correct it.
7. Reinforcement of positive It is done by praising the pupils Through these, other pupils
Behavior will be encouraged to do
the same.
ANALYSIS
1. How did the classroom organization and routines affect the learner’s behavior?
- Classroom and routines affect the learner’s behavior in a sense that they learn
something from it. Their physical, emotional, intellectual and social skills are enhanced
and developed.
2. What should the teacher have in mind when she/he designs the classroom organization and
routines? What theories and principles should you have in mind?
- The pupils become routinized by designing classroom organization and
routines. They become interested and motivated because they are always expecting
novelty of materials and something new to happen during discussion or activity.
3. Which behavior strategies were effective in managing the behavior of the learner’s?
In motivating the students? Why were they effective?
- As what I have observed the teacher should plan and decide effective behavior
strategies towards the classroom by just praising students achievements so they
become motivated to learn and to do the same. Discipline them when they get wrong by
talking to them in a soft and slow voice.
REFLECTIONS
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1. Imagine yourself organizing your classroom in the future. In what grade/year levels do you
see yourself? What routines and procedures would you consider for this level?
Why?
- As I imagine myself organizing my own classroom in the future, I would like to

teach in a grade IV or V or in the sixth level of the grade level because it is more
appropriate for me and I’m capable of this level. It is not so hard for me to discipline
these pupils and teach them. Such routines and procedures I will consider are
conducting prayers, action songs, checking of attendance, checking of assignment,
review of previous lesson, and open a new lesson. Such routines also are exposing
learners to music, hands-on activities, drill and etc
2. Make a list of the rules you are likely to improve in this level. Why would you choose these
rules?
- Come to school on time.
- Do your assigned homework and assigned task every day.
- One should not talk while the discussion is on going unless it is relevant
to the discussion and is not out of topic; and if you have the permission to
talk.
- Don’t talk in chorus. Raise your hand if you want to speak.
- Pay attention on the discussion.
- Sit properly.
These are the rules that I am going to implement in this level to make the students more
responsible on their assigned task and be attentive on the class discussion. This would
also make the room more conducive to learning.
3. Should learners be involved in making the class rules? Why?
- Yes, learners should be involved in making the class rules so that they will
become more responsible and they will always be guided by these rules.
EPISODE 4 – INDIVIDUAL DIFFERENCES AND LEARNER’S ONTERACTION
An Observation Guide for the Learner’s Characteristics
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1. Find out the number of students. Gather data as to their ages, gender, racial groups,
religious and ethnic backgrounds.
- There are 18 students 8 girls and 10 boys. They are all Filipinos. Most of them
are Roman Catholic.
During class:
1. How much interaction is there in the classroom? Describe how the students interact, with one
another and with the teacher. Are there groups that interact more with the teacher than others.
- Interaction from the learners is varied. There are times that learners interact
actively when they find the lesson easy, when it comes to difficult lesson they do not.
Some good pupils interact more than others and they are seated together. They grouped
themselves. Usually, those intelligent pupils are the one who interact more than the
other and they are seated in front.
2. Observe the learners seated at the back and the front part of the room. Do they
Behave and interact differently?
- Those pupils seating on the back usually don’t listen and often have their own
world while the teacher is discussing. On the other hand, those that are seating in front
really listen on the discussion. More often than not, those seating in front are eager to
learn.
3. Describe the relationship among the learners. Do the learners cooperate with or complete
against each other?
- Relationships among the learners varied at a time. There are times when they
cooperate with each other. While most of the time they argue especially in checking
papers.
4. Which students participate actively? Which students ask for most help?
- Typically, students who are fast learners participate actively while slow learners
did not show active participation. Those students seating in front participate more
actively than those at the back. Those students in front to the middle are those that
usually raise their hand and ask for most help. During the discussion, an enthusiastic
child goes in front to listen if he/she is interested on the discussion.
5. When a student is called and cannot answer the teacher’s question, do the classmates try to
help him? Or do they raise their hands so that the teacher will call them instead?
- When a student is called and cannot answer the teacher’s questions, some
classmates raise their hand and others dictates answers.
Outside Class:
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1. How do the students group themselves outside the class? Homogenously, by age? by
gender? by racial or ethnic groups? Or are the students in mixed social groupings? If
so, describe the groupings.
- The students group themselves outside the class according to their gender and
age. Boys make their own group and girls do the same.
2. Describe how the learners interact with each other? What do they talk about?
- Learners interact with each other by talking about movies, games, and their
funny experiences in and outside the school campus.
ANALYSIS
1. Identify the persons who play key role in the relationship and interactions in the, classrooms.
What roles do they play? Is there somebody who appears to be the leader, a mascot/joker, an
attention seeker, a little teacher, a doubter/pessimist?
- All Grade III and Grade IV pupils play key role in the relationship and
interactions in the classroom. There appears to be the leader, mascot/joker and a little
teacher.
2. Are students coming from the minority group accepted or rejected by the others? How is this
shown?
- Students coming from the minority group are accepted by others who belong to
elite family by welcoming and showing them as a friend as well as brothers and sisters.
3. How does the teacher influence the class interaction considering the individual? How
differences of the students?
- The teacher influences the class interaction considering the individual

differences of the students by giving equal treatment to all the pupils and encourages
those pupils who are shy to interact and participate during the discussion.
4. What factors influence the grouping of learners outside the classroom?
- Factors influencing the grouping of learners outside the classroom are the
gender and their age.
REFLECTIONS
1. How did you feel being in that classroom? Did you feel a sense of oneness and unity among
the learners and between the teacher and the learners?
- Being in the classroom I feel honored and glad for I am a part of a family
because learners become closed to me as well as the teacher.
2. In the future, how would you want the learners in your classroom to interact? How will you
make this happen?
18
- In the future I would like the learners to interact in my classroom actively. I want
them to participate so that their cognitive, affective and psychomotor skills will be
developed. I will encourage them to cooperate in any activities so that they will learn
better and socialize with others as well as being aware of the learning materials used.
3. How will you encourage all learners, regardless of religious, ethnic or racial background to
interact and participate?
- As future educator, I will encourage the learners to take part and participate in
all the school activities in and out of the classroom regardless of their varied religious, ethnic
and racial background. They should be treated equally. Nobody should be discriminated and
treated as inferiors and don’t ever call dull, fool, damn or any bad words that may hurt the
feelings of the learners. As a teacher, one should always be patient and one should commit
himself to his profession because teaching is not just a profession but it is a vocation. The
teacher should give the very best he can give for his pupils, a service without expecting any
rewards from them. It is a service where in the only reward is the successfulness of the learners
you have taught.
I should also tell them not to discriminate their classmates especially those that came from
minority groups. Besides, they should treat them equally and give them importance. I should
also encourage them to love one another and to foster friendship among them. They should
respect one another to avoid discrimination and most of all to avoid trouble between them.
EPISODE 5 – INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION
An Observation Guide for Individual Differences
1. Observe the class to see the differences in abilities of the learners.
- Learners have different skills and abilities. They possess their skills in areas
they are good. Some of them are fast learners, while there are also slow learners that
teacher tend to repeat the lesson in order for them to understand.
2. Try to identify the students who seem to be performing well and those seem to be
behind.
- Boys perform well in the class than the girls. Most of the boys got high score in
every exams, while girls got low score.
3. Validate your observations by asking the teacher about the background (family, socio-
economic, presence of some learning disability, etc.) of these children.
- According to the teacher, students who are slow learners are those belong to
lower class of society. Their parents don’t have time to teach them because they are
busy striving hard for food and money. They don’t even discipline their child that’s why
they perform such behavior in class that the teacher must impose disciplinary actions.
19
4. Observe the behavior of both the high achieving and low-achieving learners. Note their
dispositions, pare in accomplishing tasks, interaction with teacher, interaction with others.
- Both high achieving and low-achieving learners have different way of
accomplishing tasks. High achievers use complex way while low achievers use simple
way. They interact with their teacher and others with respect and kindness.
5. Observe the teacher’s method in addressing the learning needs of the students in his/her
class.
- The teacher uses inductive method to meet the learning needs of the students.
She begins from general to specific by breaking down the lesson into parts through
giving many examples so that they will understand accurately.
ANALYSIS
1. Did your observation match the information given by the teacher? Were you able to correctly
identify who among the students performed well and who did not? What behavior helped you
identify them?
- My observation match the given information given by the teacher when the
teacher told us the socio-economic status of the students and their way of living which is
one of the factors that that affect the learning of the students. I was able to correctly
identify also who among the students performed well and who did not because of the
way they behave and interact in the class discussion. My observation was proven in their
test results, the way they present their ideas and respond to the teacher’s direction.
Those active learners aggressively participated in the discussion and raise their hand
while the slow learners are quietly seating at the back and looks at you with an empty
mind. Those that are eager to learn approached the teacher to ask if there’s something
that bothers them.
2. Describe the differences in ability levels of the students in the class. Is there a wide gap
between the students who are performing well and those that are not?
- Definitely, yes. There is a wide gap between the students who are performing
well and those that do not. This is because those students that are performing well are
really a keen observer and really behave well and participated in the class while the slow
learners do the opposite.
3. Describe the methods used by the teacher in handling the students’ differences in abilities.
How did the students respond to the teacher?
- Teacher used collaborate approach in handling the students differences in
abilities. She used it for the pupils have the chance to share ideas with the other
classmates to improve their speaking ability and self-confidence. The students respond
the teacher by participating in the activity.
REFLECTIONS
20
1. Recall the time when you were in the elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was your
teacher effective?
- As I recall the time were I was in the elementary grades, there were really high
and low achievers in our class before. Some of my classmates respond easily while
others do not. There were slow learners. From my grades 1-6, I have been with these
learners. I knew them since we’re in one class. Some of us are very naughty and in fact,
I am one of them. The teacher handles us through discussions, review, and oral
participation. Sometimes, the teacher conducts groupings/ group activity.
I found my teacher before as an effective one because I was able to learn in the
way she teaches us. In detail, we always excel in math challenge competition with the
different school and always got the first place. However, they may not be that effective
for the slow learners or those that have lesser interest in their studies.
2. With the principle of individual differences in mind, what methods and strategies will you
remember in the future to ensure that you will be able to meet the needs of both the high and
low-achievers in your class.
- In a classroom setting, no learner is the same with the others. Every individual
is unique and has different ways to learn. It is advisable for the teacher to have
collaborative approach in order for the students to learn with each other and they may
come up with the best solution/ answer to a particular problem given. Having a group
work is the best way for them to share ideas. Brain storming may lead to an idea which
the teacher doesn’t expect that his/her students may come up with that idea.
EPISODE 6 – HOME - SCHOOL LINK
Suggested Parent Interview Guide
Name of Learner: Louis Miguel Romero

Date of Birth: October 15, 2002 Age: 9
Grade/Year Level: Grade III Gender: Male
Number of Siblings: 5
Birth Order: Youngest
Parents:
21
Mother: Ella Rosario Romero
Age: 35
Occupation: Teacher Educational Attainment: College Graduate
Father: Alberto Romero
Age: 37
Occupation: Brgy. Councilor Educational Attainment: College Level
Learner’s Physical Aspect: He is chubby and short.

Health: He is physical healthy.
Mother’s health during pregnancy with the learner:
- The condition of the mother during pregnancy was normal and healthy.
Ailments or health problems of the learner as a child:
- He suffers commonly from toothache.
Age of the learner when he started to walk/talk:
- He started walking when he was 10 months old. He started talking when he was 1 year
old.
Food preferences of the learner as a child at present:
- He loves eating hotdog, cake and chocolate.
Who took care of him/her as a child?
- His father took care of him as a child because his mother is working abroad.
Learner’s Social Aspect:
Describe your child’s sociability (friendly, outgoing or shy, loner).

- He is friendly. He loves to play with his playmates.
Who were the learner’s playmates?
- His sisters, friends and classmates are his playmates.
As a child then was he/she is allowed to play outside?
- Yes, he was allowed to play outside.
Is he/she allowed to go out with friends?
Do you have rules for him/her to follow regarding g out?
What are these rules?
- Yes, he was allowed to go out with friends. I have some rules for him to follow
when he go out. Such rules are to go home early, do not play too much and avoid
troubles with friends.
Emotional – Moral
What are your expectations of your child?

- I expect him finish his study flying colors.
How do you provide a nurturing environment for your child?

- I always discipline him when he committed mistakes. I always say to him to
behave at school and study hard so that he can fulfill his ambitions in life. And I teach
him how to pray and be good and do good deeds to others.
Does your child go to you when she/he feels down or has a problem? What do you do to meet
his/her emotional needs?
- He approached me when he missed his mother. We slept together and I
comforted him with hug.
22
What do you do when he/she is not successful in something?
- When he is not successful in something I always say that a winner never quits
and a quitter never wins. I encourage him to stand again whenever he fails in doing
something.
How do you discipline your children?

- When he committed mistakes, I go to him and say that his
misbehavior is not good. God will punish him if he will do it again. I always remind him to
behave and show respect to others especially to older person.
Do you have rules in the house? What are they?

- Yes I have rules in the house. First I want him, to behave and obey my
command. Second, I don’t allow him to watch T.V when he is not yet finished doing his
assignment. Lastly, I tell him always to eat properly.
How do you impose the rules?

- I impose the rules by just telling him personally.
What are the consequences of breaking the rules?

- Whenever he won’t follow my rules. I make counseling, and remind him about
the rules which I want him to follow for him to become a good person in the society.
Learner’s Cognitive Aspects:

What are the child’s interests?
- He likes reading books especially story books and watching television.
What is he/she good at in school?

- He is good in academic, he excel best in English.
In what subject/s does he/she have difficulty?

- She find difficult in Math subject.
How do you monitor his/her performance in school? How do you motivate him/her?
- I monitor him in school by asking the teacher about his performance. I always
motivate him by praising his achievements and encourage him to do better.
Do you have rules at home to help him develop good study habits?
What are these rules? How are they implemented?
- Yes, I have rules at home to develop his good study habits. First, he is not
allowed to watch T.V if he is not yet finished doing assignment. Second, I won’t allow
him to play with friends when he has project. Lastly, I give him time to study and he
should follow it.
THE LEARNER’S DEVELOPMENT PROFILE (outline)
Name of the Learner: Louis Miguel Romero

School: Bonotbonot Elementary School
Date of home Visit: February 3, 2011
23
Date of Birth: October 15, 2002 Age: 8
Grade/Year Level: III Gender: Male
Family Profile
Number of Siblings: 5
Birth Order: Youngest
Parents:
Mother: Ella Rosario Romero
Age: 35
Occupation: Teacher Educational Attainment: College Graduate
Father: Alberto Romero
Age: 37
Occupation: Brgy. Councilor Educational Attainment: College Level
Physical Development
- The child grows healthy. He can work independently without the assistance of
others. However, in terms of heavy works he can’t do it without the assistance of others.
Social Development
- The learner is friendly and sociable. He interact his teacher, classmates and
friends outside the school. He learns to communicate with other respectfully. He knows how to
socialize other people in a good way.
Emotional – Moral Development

- Since his mother is not home, he learns to live without her presence. He is
behaving in school and home. He knows how to respect others.
Cognitive Development
- His cognitive aspect continuously developed as he comes to school and study.
He is not the same as the other learner. He learns fast and participates actively during
class activities.
Findings
- I found out that, even though the child lived in his father alone he excels in
school. He is the high-achiever in the class. This means that, his father provided a
nurturing environment of the child. Since home is the first school of the child. In part of
the teacher, she is very good in leaching him as well as the whole class is a sense that
she is the second parent of the child. The teacher is responsible in carrying and molding
the cognitive, affective, psychomotor skills as well as the total personality of each leaner.
The learner alone contributes a big part in developing his skills. His learning’s depend on
him of how he treasure and use it in real-life situation. For the fact that learning is an
active process, nobody can learn for us except of our own selves. So, for the learner to
learn, teacher must engage him in learning activities and provide opportunities in
developing their skills.
Conclusions
- I conclude that the school and home contribute a great impact in developing the
cognitive, affective, psychomotor and so as to the total personality of the pupils. Hence
the learning of the child begins at home. At home the child learns values, works and his
24
cognitive slowly developed. However, school plays a vital role in molding the child. Since
school is made for the purpose of developing physical, social, emotional-moral and
cognitive aspect of the learner. As the child goes to study from pre-school until college
he spends much time in school rather than at home. So, the total development of the
child depends in school as well as the teacher which is the most important person in
school that bears knowledge and values to share with the learner.
Recommendations
- I recommend that teacher must be diligent, resourceful and patience in handling
the learners. He/she must use varied strategies in order to catch the interest and
attention of the pupils to focus on the lesson. He/she must bear in mind the knowledge
that the learners get rather than the salary receive. For the parents, they are responsible
in guiding and disciplining their children. They must be open with their children. They
should ask them about their study and give encouragement to focus and study hard so
as to become successful in their life. The most important is the role of the learner, they
must be motivated to learn and participate since they are responsible of their own
learning.
ANALYSIS
1.) From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.
- From my home visit and interview, p0arents used authoritative parenting style. If one of
their children commits mistakes they make children understand consequence of their
behavior. Have clear and reasonable expectations and limits for their children.
2.) Relating your data with what you learned from child development, what family factors do you
think contribute to the development and over-all adjustment of the learner in school?
- In relation to what I have learned from child development , such family factors
contribute to the development and over-all adjustment of the learner in school are parent
factors if how they act in front of their children, how they impose discipline among the
members of the family and how they guide and nurture their children. Broken family is
also factor because child grows without a father or mother who is responsible in taking
care of him/her. He feels isolated from others who have complete family. With this, he
will develop a sense of discrimination in the society. He could find difficulty in doing
adjustments at school.
3.) Does the communication between the home-school have an effect on the learner? If yes,
what are these effects?
- Yes, the communications between the home-school has an effect on the learner. Such
effects are, parents become aware of the performance of his/her child. With this, they
could guide their child in performing better at school. Teachers also, become aware of
the learners behavior by asking the background of the child.
REFLECTIONS
25
1.) Reflect on your own development as a child. What type of parenting did you experience?
How did it affect you?
- Authorization parenting style is used by my parents. They are very firm with us
and expect unwavering and unquestioning obedience. There are rules set by them to be
followed and our misbehavior is met with withdrawal of affection, physical punishment or
threats.
2.) As a future teacher, how would you establish good home-school collaboration? How can
you work well with the parents? How can you help them? How can they help you?
- As a future teacher, I could establish good home-school collaboration by

conducting meeting once a month among the parents regarding the performance of their
child. I will make counseling to them together with their child. By this, I will be able to
inform them about the progress and failure of their child. In return, they could help me by
encouraging their child to study at home and discipline their child to behave in school.
3.) H - High-diversified background

O - Open acceptable
M - Methods to be used for
E - Effectiveness in learning
S - Students must
C - Concern of
H - his/her
O - Output
O - Of
L - Learning
L - Learners
I - incorporate
N - New
K - Knowledge
FIELD STUDY 2
Experiencing the Teaching- Learning Process
26
EPISODE 1
LOOKING THROUGH THE MEANINGFUL LEARNING EXPERIENCES
OBSERVATION SHEET

1. What principles in teaching-learning were commonly applied?
- The principles in teaching-learning commonly applied were learning is an active

process, begin with the end in mind, learning is meaningful when it is connected to student’s
everyday life and good teaching goes beyond recall of information. These were the
principles that the teacher applied in her teaching learning process.
2. What instructional materials were used in teaching?

- Such instructional materials were used in teaching are charts, pictures flashcards,
books and visual aids.
3. Which of the principles in teaching facilitate the cognitive, Meta cognitive and positive
motivational process of learning?
- Aim at the development of critical and creative thinking is the principles that
facilitate the cognitive, Meta cognitive and positive motivational process of learning.
Hence, this principle includes questions of high-level, divergent and open-ended
questions. This serve as catalyst in the development of higher-order thinking skills or
creative thinking skills for this reason, the whole brain must be used for balanced
learning not just the left or critical thinking but also the right for creative thinking. This
principle also, allows you to think aloud and Meta cognate in order to create logical and
creative ideas in such problems.
Aim at the development of critical and creative thinking
27
- This is said more than done. We need not go into a laborious research to be
convinced that the development of critical and creative thinking is wanting in
classrooms. Most questions asked whether oral or written are convergent, low-
level questions. With teachers quite used to awarding and praising
pupils/students giving the right answers and sometimes branding the pupil or
student who ask questions “pilosopo”, the classroom atmosphere that prevails is
not ripe for the development of critical and creative thinking, If we want to
contribute to the development of citizens who are critical and creative thinkers,
the type of citizens needed to make democracy, then we should include in our
scope of questions high-level, divergent, or open-ended questions.
Scribble a brief reflection of your feelings and insights from your observation experience.
- The teacher is responsible in aiming at the development of critical and

creative thinking among the learners. He must not only ask questions begin with
what, who, where and when hence these are low-level questions. If the teacher wants to
develop the thinking skills of the learners he must exercise questions of how and why in
such a way their critical and creative thinking will be developed. The teacher must
employ teaching strategies and techniques that serve as a catalyst in the development
of higher-order thinking skills (HOTS). Open-ended questions must be included since
learners are allowed to think aloud and meta cognate their ideas in order to arrive into
better ideas.
EPISODE 2 – LEARNERS CHARACTERISTICS AND NEEDS
MY JOURNAL
Description of Teaching Strategies
- Classroom strategies using visual processing and mnemonic strategies are

used by the teacher. Teacher used visual aids in her discussion as powerful aids in
retention as well as in understanding. She used visual aids for more understanding and
learning that pupils will acquire. She also used mnemonic strategies that assist students
in recalling important information. Since learners need to be taught again to remember
important information that is useful in everyday life.
Description of Learning Activities
- Learning activities done by the teacher and students were successful. The
learners were able or participate and cooperate with each other. They actively
participated even though their answers were wrong.
28
The said learning activities gave impact to the personality of the pupils as well as
their cognitive and psychomotor skills. It helps them to think ideas by answering
questions given by the teacher during the activities. Their personality developed hence
the teacher integrated values to her lesson. And their skills in writing were also
developed through the given written exam by the teacher.
Description of Learner’s Participation (proportion of learners who participated and

quality of participation)
- Most of the pupils participate, only few of them are not. So, there was a high
percentage of participation. There is a good quality of participation since majority of the
class participate during activities. They learn to participate w/c is a sign of developing
communication skills and improving self-confidence.
Scribble a brief reflection of your feelings and insights from your observation experience.
- In relation to one of the guiding principles in the selection and use of teaching
strategies that learning is an active process. The teacher should actively engage the
learners in learning activities if he/she wants them to learn what he/she intend to teach.
For nobody can learn for us in the same way that nobody can eat for us, nor live for us,
nor die for us. So, teacher should give students opportunities to participate in classroom
activities. He/she have to give varied activities to the students for “hands-on-minds-on”
learning. Hence the most effective approaches according to the researchers are learning
by doing and learning by teaching others.
EPISODE 3 – ASSISTING A TEACHER WITH A “TEACHER’S TOOLBOX”
An Observation Guide for Assisting Teacher
1. What are the objectives of the lesson?
- Uses adjectives to describe an object
- Writes a sentence to describe objects
- Draws an object.
2. How do the learners participate in the learning activities?
- The learners did not participate actively because they find the lesson quite
difficult. They try to think what the lesson all about is by listening attentively to the
teacher. They ask questions that are difficult for them. They try to participate even
though their answers their answers are wrong so that the teacher will correct it.
3. What instructional materials are employed?
29
- Word flashcards, charts, drawing materials and real objects are instructional
materials used by the teacher.
4. How does the teacher assess the learning in the lesson? Is she assessing the
process or the product?
- The teacher assessed both the process and product. During the process which
was the discussion, the teacher asked some questions to the learners this was her way
in assessing the process. After the discussion the teacher gave exam to the learners
which were the product.
5. What reasons dies the teacher give in having such learning activities?
- The teacher given such learning activities because she wants to

improve and develop the cognitive, affective, psychomotor skills as well
as the personality of the learners.
Teacher’s Describe the Theories of Your own Reasons for

Activity learning learning applied suggested your suggested
behavior of the by the teacher. activity, activity,
learners. materials, or materials, or
assessment assessment.
that is more
appropriate.
1. Review Learners are able Good teaching Review is Real objects are
to answer the goes beyond appropriate appropriate
questions of the recall of activity. Most because learners
teacher about the information and appropriate like complete
previous lesson. emotion has the materials to be instructional
power to used are real materials. In
increase objects. assessing
retention and Assessment learners teacher
learning. should be done should ask ¾ of
by asking ¾ of the pupils in
the pupils about order to know if
the previous most pupils
lesson. remember and
understand.
2. Discussion Learners Begin with the Teacher should Pictures are
participate the end in mind, conduct group more appropriate
discussion. They share lesson activity. She in a sense that
ask questions if objectives to the should use Grade II pupils
they do not pupils, learning pictures as her like to see
understand. is an active instructional pictures
process and materials. In especially if it is
learning is assessing colorful and
meaningful when learners, she attractive. By
it is connected to must contribute contributing
30
student’s equally her questions equally
everyday life. questions to the pupils will
pupils. develop a sense
of belongingness
with his/her co-
classmates.
3. Evaluation Learners answer Learning by Instead of written Teacher must
the exam given by doing and exam teacher give oral
the teacher. learning is an should give oral examination so
Some of them experience exam to the that the pupils
pass while others which occurs pupils. She must will develop their
are not. inside the learner use pictures or communication
and is activated real objects and skills and self-
by the learner. ask the class to confidence. She
describe the must use
picture. In pictures or charts
assessing to identify who
learners she among the pupils
should ask one know how to
by one question describe an
to the pupils. object, place or
animals. She
should conduct
one by one
questions orally
to evaluate if
there is a
mastery of
learning.
Subject Matter Lesson Learning Activities Assessment

Adjectives And Instructional Tools
Materials
1. Describing - Recites the Learning activities
Persons definition of an are: Evaluation
adjective. - Review, Drill, and
- Uses adjective Discussion, Assignment
to describe a and
person. Application
- Write Instructional Materials
sentences to are:
describe a - Books and
person pictures
2. Describing - Uses Learning activities
Animals adjectives to are: Evaluation
describe - Review, Drill, and
animals and Group Assignment
31
- Describe Activity
animals in 2-3 Instructional Materials
sentences. are:
 Books and
charts
3. Adjectives that - Uses adjective Learning activities
Describe places to describe are: Evaluation
and Events places and - Review, drill, and
events discussion and Assignment
- Write a application.
sentence or
two using Instructional Materials
adjectives to are:
describe - Books, charts
places and and pictures
events.
FIELD STUDY 3
TECHNOLOGY IN THE LEARNING
ENVIRONMENT
32
EPISODE I-
THE SCHOOL’S LEARNING RESOURCE CENTER

An Observation Guide for a

LEARNING RESOURCE CENTER
1. Go around the Learning Resource Center. See what learning resources are present?
- As I went around the school campus there was no learning center, however
each classroom had its own many-library. There were books, newspapers, test papers,
charts and manila papers placed there.
2. Examine how the materials are arranged and how they are classified. Are they free
from dust and moisture? Are they arranged for easy access?
- The learning materials are properly arranged. They are organized and classified
according to its uses. Books are arranged according to their subject discipline.
Newspapers, test papers, charts and manila papers are properly organized. These are
well-placed, free from dust and moisture because mini-library is covered with plastic as
its curtains. They are arranged for easy access.
3. Look for the guidelines/procedures for borrowing of materials. Are these

guidelines/procedures posted or available for the users to refer to?
- There are no guidelines/procedures posted for borrowing of materials. The

pupils only ask the permission to the teacher if they will borrow books or use it. The
pupils can easily find the books they want, because each learning materials placed there
has a label.
List of Available Learning Resources
Available Learning Characteristics and Unique Teaching Approaches

Resources Capabilities where the
Resource is Most Useful
1. Print Resources - They are well-organized - They are very useful for
 Charts according to its uses and both teacher and learners.
33
 Books functions. Some of there were Useful in any subject area
 Visual Aids new, while others seem too depending about the subject
 Dictionary old. Visual aids and charts are matter to be discussed.
well printed.
2. Audio Resources NONE NONE
3. Non-electronic Visual
Resources
 Maps - The maps are covered with - Maps are useful in history
 Counting balls plastic and placed in a plain and counting balls for
and clean wall. The counting mathematics subject.
balls are placed above the
mini-library since mini-library
is a form of a cabinet.
NONE NONE
4. ICT Resources
Impression
- Upon looking the learning materials available, I felt happy at the same time sad
because though they are lack of learning materials/ resources but teachers are able to
teach the pupils, and pupils are eager to learn. I’m sad because now a days other uses
high-technology in teaching- learning process, and they are not expose to these due to
inadequacy in learning resources. They are not able to explore higher things. With
regards to the books, almost are old. So government must supply new textbooks and
other learning materials needed.
ANALYSIS
1. Were the learning resources/materials arranged properly to their functions and

characteristics?
- Yes, learning resources/materials are arranged properly according to their
functions and characteristics. Books are arranged depending to its subject contents and
other materials are arranged properly.
2. Do the guidelines and procedures facilitate easy access to the materials by the teacher?
Why? Why not?
- Since there was no guidelines and procedures, but still pupils can use materials
easily. They will just ask permission from the teacher when they want to borrow or use.
The materials are accessible for the teacher because all are organized.
3. What are the strengths of the Learning Resource Center?

- The strengths of the learning resource center are:
1. All are arranged and classified according to its uses and functions.
2. Accessible for everybody to use.
3. Pupils have no difficulty in getting the materials because it is within their
reach.
4. It is free from dust and moisture.
4. What are its weaknesses?
34
- There is only one weakness regarding the learning resource center which is the
mini-library, learning materials are inadequate. Books are limited to sustain the needs of
learning.
5. What suggestions can you make?

- My suggestions are:
1. Maintain cleanliness and orderliness.
2. Government must provide variety of books for learners.
3. It is much better if the school will make a library separated from the
classroom.
REFLECTIONS
1. Which of the materials in the learning resources caught your interest the most? Why?
- Among the materials present in the learning resources which caught my interest
was the counting balls. These were very attractive and colorful.
2. Which gadgets/materials are you already confident to use/operate?

- Books and dictionary are the materials I am already confident to use. I feel
confident in using books because I already used books when I was in elementary until
now. With regards to dictionary, I know how to use it.
3. Which one do you feel you need to learn more about?

- All the materials present in the learning resource center are easy to use.
Therefore, I can say that I don’t need to learn more about those materials.
EPISODE 2 - BULLETIN BOARD DISPLAYS
An Observation Guide for BOARD DISPLAYS
1. Go around the school and examine the board displays. How many board displays do you
see?
- As I roamed around the school, I saw one bulletin board display.
2. Where are the display boards found? Are there in places where target viewers can see them?
- The display board was posted on the wall between Grades 2, 3, and 4 rooms. It
was placed where target viewers can see them easily.
3. What are the displays about? What images and color do you see? How are the pieces of
information arranged?
-The display was about the month of February. The theme was Valentine’s Day.
There was posted in the board a heart made by red cartolina. It was only the color, yet it
is attractive to the viewers.
4. What materials were used in making the displays? Are borders used?
- They used cartolina, scissors in cutting heart-shape and construction paper for
making borders.
5. Do you notice some errors? (Misspelled words, grammar construction inconsistencies)
35
- No! I haven’t noticed any errors.
6. Are the messages clear and easily understood?

- Yes, the messages were clear and understandable.
BOARD DISPLAYS EVALUATION FORM
Topic of the Board Display: Valentine’s Day

Location of the Board Display in School: In front of the Grades 2, 3 and 4 rooms facing the
plaza.
Criteria NI S VS O Comments
 Effective  Words are
Communication  easy to
- Conveys the understand
message quickly by the
and clearly. viewers.
 Attractiveness  The display
- Colors and  was not so
arrangement attractive
catches and because only
holds interest. one color
was used.
 There was a
good balance
 Balance of board
- Objects  display, it
arranged so was posted
stability is in the center.
perceived.  There was
little unity of
display. It did
 Unity not use many
- Repeated colors.
shapes or 
colors or use of  It is
borders holds somewhat
display confusing to
together. learners
 Interactivity since they
- The style and  don’t know
approach what
entice learners Valentine’s
to be involved. Day really is.
 Display
materials
were well
printed and
36
 Legibility clear.
- Letters and  It was free
illustrations can be  from
seen from a good grammar.
distance.
 Correctness
- Free from grammar  It’s durability
errors, misspelled could last for
words, and ambiguity.  1 month
 Durability above.
- Well-constructed,
items are securely
attached. 
An Evaluation Report of a Bulletin Board
Bulletin Board Evaluated by: Efren Logroño, Jr.

Location: Bonotbonot Elementary School
Brief Description of the bulletin Board:
-Their bulletin board was placed in front of Grades 2, 3 and 4 classrooms. Pupils
can read it directly because it was placed where target viewers can see. It was not so
attractive because only one color was used but all were free from grammatical errors.
Evaluation:
Strengths Weaknesses
Observations • The display attached • They used only one
to bulletin board was color. They did not use
legible and variety of colors to get
grammatically correct. the interest of viewers.
It was well posted It was not pleasing to
the eyes of readers.
Judgments/Evaluation of • The theme of the • They did not use or
educational and other aspects month was clear and write some sayings
printed well. that relates to
Valentine’s Day. They
only put the theme of
the month of February.
Recommendations or suggestions for improvement
- They must use variety of colors so that their display will become attractive. They
should write some sayings that relate to Valentine’s Day to catch the attention and
interest of the viewers.
ANALYSIS
37
1. Did the board display design reflect the likes/interests of its target audience? Why?
Why not?
- The board display design reflected the likes/interest of its target audience
because it was form of a heart with color red which attracted the eyes of the learners. It
was placed at the center that the target viewers can see easily.
2. Was the language used clear and simple for the target audience to understand?
Why? Why not?
- The language used was clearly written or printed but the theme Valentine’s Day
was not familiar to learners of Grade’s 1 to 5. Though, they know a little about it because
of the heart symbol, since heart is love.
3. What do you think was the board display? Was it effective? Why? Why not?
- I think the purpose of the board display is to inform pupils and to emphasize
February as the month of love. It is effective, though pupils did not understand
Valentine’s Day but through the symbol they know the meaning of it. All pupils are
informed about facts in the month of February in celebrating love with friends,
classmates, neighbors, parents and God.
4. What suggestions can you make?
- Their bulletin board display must be done creatively because good displays
reflect the efforts exerted by each concerned teacher. Bulletin board should possess the
following characteristics: have attractiveness, balance, unity, legibility, interactivity,
correctness in grammar and durable and effective communication.
MY PROPOSED BOARD DISPLAY
Theme: Love one another

Board Title: Valentine’s Day
Rationale: for general information
Objectives: To celebrate love with friends, classmates, neighbors, parents and God.
To emphasize Valentine’s Month.
To value the month of love.
Best features of my proposed bulletin board enhancement:
38
- My proposed bulletin enhancement is covered with plastic so that it will become
free from dust. In the upper portion is the big cut-out letters of Valentine’s Day. Under
the title, I will cut-out letters of theme Love one another. Then, I will cut heart shape from
red cartolina with yellow as it borders. I will make colorful designs of my board display
that can attract the pupil’s eyes, and I will arrange it properly.
Materials for Aesthetic Enhancement:

- I will use cartolina, construction papers, bond paper, and cut-out letters.
REFLECTIONS
1. Name at least 5 skills that a teacher should have to be able to come up with effective
board display. Elaborate on why each skill is needed.
a. Effective Communication Skill

- A teacher should have a good communication skill since the words
presented in the bulletin should reflect his/her personality. In this sense, he/she
will be able to convey the message clearly to the readers.
b. Creative
- A teacher should be creative because it entails the skills in making
various styles and designs that could attract the learners.
c. Resourceful
- A teacher should be resourceful so that what she plans will be realized
by just using available resources presents in the school.
d. Skill in Color Combination

- A teacher should possess this skill because correct color combination
attracts the reader’s attention. Color combination should be creatively done.
e. Unique
- A teacher should be unique in making bulletin board display because it
will arouse learner’s curiosity, thus, in this sense, learner’s attention will be
gained.
2. Which of the skills do you already have? Recall your past experiences in making board
displays. How do you practice these skills?
- Maybe, the skill that I already have is being resourceful. As I recalled my
experiences in high school, our teacher told us to make board displays about the theme
nutrition month. Since we are far from the store, we utilized those materials available in
the office. We selected those clean and attractive colors of cartolina. We used
newspapers, extra art paper in making borders and we also used crayons in coloring our
drawing. We used many designs in our display to make it attractive and arouse the
interest of the students.
3. Which skills do you still need to develop? Reflect on how you can improve on or acquire
these skills.
- I need to develop my skills in color combination. It is my weakness since
elementary in making draw with good color combination. I don’t know how to combine
39
colors to make it pleasing to the eyes of the viewers. Since it is one of my weaknesses, I
need to practice it many times, because I believe the saying goes “CONSTANT
CORRECT PRACTICE MAKES PERFECT”.
EPISODE 3 – UTILIZATION OF TEACHING AIDS
Observation Guide
1. What is the lesson about?

- The lesson was all about adjectives that describe places and events.
2. What visual aids/materials/learning resources is the teacher using?

- The teacher used books in English II and pictures of different places and events
in the Philippines.
3. Observe and task notes on how the teacher presents/uses the learning resources.
- Both teacher and pupils used books in English II, letting them read the selection
about the Philippines afterwards, the teacher point out pictures of different places and
events in Philippines and letting them to describe each. The teacher uses pictures of
Philippine sceneries and events, in making or presenting her lesson understandable to
the learners.
4. Closely observe the learner’s response to the teacher’s use of learning resources. Listen to
their verbal responses. What do their responses indicate? Do their responses show
attentiveness, eagerness and understanding?
- As I listened to the verbal responses of the pupils, only few are participated.
The others were not able to catch up the lesson easily. They did not make any
responses whenever the teacher ask questions, it seems like they are confused. Only
few showed eagerness and attentiveness because they were attentive and eager to
learn more about the lesson.
5. Focus on their non-verbal responses. Are they forward showing their interest on the non-
verbal responses? Are they looking toward the direction of the teacher and the materials? Do
their actions show attentiveness, eagerness and understanding?
- As far as I observed, their non-verbal responses showed only little
understanding because only few of them raised their hands every time the teacher
asked them questions. Those only few learners were able to write sentences on the
board describing places and events. Most of them did not show attentiveness,
eagerness and understanding.
UTILIZATION OF TEACHING AIDS FORM
Grade/Year Level of Class Observed: Grade III and Grade IV

Date of Observation: January 13, 2011
Subject Matter: Adjectives that describe Places and Events
Brief Description of Teaching Approach used by the Teacher.
- The teacher used integrated approach because she includes the acquisition of
knowledge, skills as well as values on her lesson.
40
Teaching Aids Strengths Weakness Comments on Appropriate
Used of Teaching Aids Used
• Books - All pupils involve in
the reading process - It is much better if the
since everyone has a - The pupils get teacher unlock difficult words
book. confused because first then explains to the pupils
some words from so that they will be able to
- All pupils read the the books are hard understand the selection
selection through its for them to easily.
readable letter and understand.
construction of
words.
- By reading the
books, pupils are
able to improve their
speech skills.
- Many pictures are

• Pictures presented; it aroused
learner’s curiosity - In making pictures, teacher
and interest. - Though pictures must draw it big so that it will
are many and become visible to everyone.
- Pictures are colorful colorful, but these
and attractive; it are small, learners
attracted the at the back did not
learner’s attention to see it clearly.
focus on the lesson.
ANALYSIS
1. What do you think prompted the teacher to choose the materials/learning resources
that she used?
- I think the teacher used books to guide the learners and support their learning’s.
The teacher prompted to use pictures of different places and events because, maybe,
she knew that pupils will listen to her attentively using those aids.
2. What difficulties, if any, did the teacher experience? How can this be managed?
- The difficulties experienced by the teacher in teaching those topics were the
different level of intelligences and different behaviors that her pupils possessed. Since,
most of the pupils have short span of attention. But still, she was able to manage them
through his way of awakening the pupils in saying “HELLO” to them when they got
bored.
3. Over-all, where the learning resources/materials used effectively? Why? Why not?
- All learning resources/materials used slight effective because only few learners’
got the passing score. Most of them got score below the passing score. But, the teacher
made a remedial to those who did not pass her given exam.
41
REFLECTIONS
1. Put yourself in the place of the teacher. What should you do differently if you will
teach the same lesson to the same group of students? Why?
- If I were the teacher, I would do similarly during my class discussion. I would
use books and pictures as visual aids to support my teachings. But what would vary
differently from activities to my pupils. I would make my pictures big so that it will be
visible to the learners. I would also give first a motivational song related to my topic,
explain it to them. Later on, I would give a lectures about adjectives that describe places
and events by giving them examples. Then, I will give them time to create sentences to
their own.
EPISODE 4 – TOOLS OF THE TRADE (Teaching Aids Bank)
An Observation/Survey Guide
1. Are there learning resources useful for your topic in the resource center you visited?
- Yes, there are learning resources/materials useful for my topics that are present
in the resource center.
2. Are the available materials appropriate for your target grade/year level?
- Yes, there are available materials appropriate for my target grade/year level.
These will surely help and facilitate learning’s to the pupils.
3. List down those that can be useful for your topic.

- Learning materials useful for my topic are the books, manila paper, pentel pen,
chalks, pictures and charts.
4. What other materials can you make?

- The other materials that I can make are cut-out letters, flash cards and visual
aids.
Learning Resources on a Specific Content Area
Will be made Available Will be made

Visual Aids Books Flashcards
42
Adjectives
That
Will be made Describes Will be Purchased
Things Pentel
Cut-out Letters Pen/Permanent
Specific marker
Content
Area
Will be Purchased Available Will be purchased
Manila papers Charts Chalks
ANALYSIS
Give at least three benefits of doing a survey of available materials before making your
own materials? Explain
1. Surveying available materials improves your motivation in making creative teaching aids for
your discussion. In such a way, teaching aids support and facilitate learning’s to the pupils.
2. It gives you an idea what specific topic to be discussed, sometimes. Especially if we are tired,
we cannot ready/prepare our lesson plan to be discussed. Through surveying available
materials, we can get hint or idea what topic to be discussed that is suited for available
materials.
3. It helps you decide what activities to be included depending upon the available resources
suited to your specific topic. Yes, it is true for the fact that available learning resources gives you
an idea what activities to be included that could facilitate learning.
4. It lessens cost/expenditures in making visual aids because once you knew that there
are visual aids appropriate for your topic, you don’t need to buy manila paper and ink
for your pentel pen. The time and money spending will be lessened.
43
REFLECTIONS
1. Which of the materials did you like making the most? Why?
- The materials that I’d liked making the most were printed materials and cut-out
letters. I liked it because it is my passion since high school in making printed materials, I
was always then, selected as secretary in our classroom. I liked cutting letters though it
was time-consuming but I enjoyed a lot.
2. What difficulties, if any, did you encounter in maki9ng the materials? How did you overcome
them?
- I have not found difficulties in making printed materials. But in cutting letters, I
found difficulties in folding and cutting letters since my hands shake when I was about to
cut the letters.
3. What tips can you give teachers regarding preparation of teaching materials?
- My tips that I can give to the teachers are:
a. they should have decided the topic to be discussed before going to the learning
resource center.
b. Teachers should make teaching materials in a creative way, in order to get the
attention of the pupils.
c. Teachers should have a survey on the available resources in the learning center, to
lessen the cost/expenditures in making visual aids if it is available.
d. After knowing the available resources, they should decide what activities to be
imposed using those available resources.
EPISODE 5 – PAPER WORKS! (Preparing Hand-outs)
Hand-out Planning Guide
1. What topic do I like to work on?

- I like the topic about classification of animals.
2. For what grade or year level is my hand-out for?
- My hand-out is for grade IV level.
3. What components do I include in my outline?
- I will include those important and useful components in my outline so
that my lesson will have a sense of direction.
4. What type of graphic organizers/flow-charts/schemas do I need to use?
- I will use the correct concept pattern organizer to explain the main
concepts through giving characteristics and examples.
5. What references do I use?
- I will use Science 4 books as my references.
Hand-out Plan
44
Subject Matter: Classification of Animals
Grade/Year Level: IV
Outline:
1. Classification of Animals
A. Animals that eat plants only.
1. Carabao
2. Cow
3. Horse
2. Animals that eat meat only.
1. Frog
2. Snake
3. Lion
3. Animals that eat both plants and meat.
1. Pig
2. Mice
3. Rat
Hand-out Plan
Concept Pattern Organizer
Animals that eat Animals that eat

plants only meat only
Carabao
Frog
Classificatio
Cow n of Snake
Animals
Horse Lion
Animals that eat
both plants and
meat. 45
Mice
Rat
Pig
ANALYSIS
1. What are the good features of a hand-out?

- The good features of a hand-out using graphic organizers, schema, and
flowchart are the following:
a. It shows relationships associated with the concept you are studying.

b. It facilitates learning since graphic organizers depict the relationships between
facts, concepts or ideas.
c. It helps students organize their thinking.
d. This is a powerful tool or aid in retention as well as in understanding.
e. It may show similarity and differences between concepts.
f. It may display the steps or stages in a process.
g. It shows arrangement. It may also help in discussing cause and effect of
something
2. Which of these features are present in the hand-out I make?

- The features that are present in the hand-out I made are:
a. It shows arrangement.
b. It facilitates learning.
c. It helps students organize their thinking.
d. It is a powerful tool in retention and understanding.
3. Which of these features are not present in the hand-out I made?

- The features that are not present in the hand-out I made are:
a. It discusses cause and effect relationship.

b. It may display the steps or stages in a process.
c. It may show similarity and differences between concepts.
REFLECTIONS
46
1. What difficulties, if any, did you encounter in making the hand-outs? How did you overcome
them?
- The difficulties I encountered in making the hand-out were the selection of what
graphic organizer to be used that is best suited to my topic, as well as, the preparation of
the hand-out because it was time-consuming.
2. What tips can you give teachers regarding preparation of hand-outs?

- In preparation of hand-outs, the teacher should decide what topic to be
discussed. After deciding, the teacher should choose what graphic organizer is best suited to
the topic. The teacher should be flexible in meeting the needs of the learners since learners
have multiple intelligences and varied learning styles.
PERSONAL REFLECTION OF FS PORTFOLIO
FS portfolio is designed to exhibits Fs students works, their analysis, and their personal
reflections from their observation in field study activity. It focuses on how students acquire
knowledge and understanding in the process of learning to teach, and how they are acquired.
Thus, field study is a component of the new Pre-service Teacher Education Curriculum that
aims to explore the students to actual field experiences so that they can relate the theories
learned inside the classroom with those experiences. These off-classroom experiences would
emphasize the importance of understanding the complex work of the teacher in this era of
globalization.
47
Therefore, in this field study experiences we, as a pre-service teacher arrived at our
own analysis and reflection of what we have observed from the actual setting of teaching-
learning process. Our personal reflection played in the growth and development of us pre-
service teacher. Reflection allows us explore our experiences in order to arrive at new
understanding or insights. Thus, The field study experience is geared towards exactly this, to
give pre-service teachers the opportunity to learn through meaningful and systematic exposure
in actual settings.
Moreover, by this field study subject we are given an opportunity to experience the real
setting of teaching. In which we can therefore conclude that teaching is not an easy task.
Teachers need to be patient and flexible in dealing with the individual differences of the learners
to cope up and transform them into high competitive individual. With this experience, we were
able to come up what a teacher can be, should be, and must be.
COMMENTS OF THE FACULTY
48
SUGGESTED RUBRIC FOR THE PORTFOLIO
Description
CRITERIA
5 4 3 2 1
1.Contents of Has 90- Has 75-89% Has 60-74 of Has less Has less than
the portfolio 100% of the of the the needed than 59% of 40% of the
needed needed content. the needed needed content.
content. content. content.
49
2.Objectives of Objectives Objectives Objectives Some Most objectives
the Portfolio are SMART are SMART are SMART objectives are not SMART
and cover but cover but cover are not and cover only
the whole only a only less SMART and a minimum of
course. minimum of than 75% of do not cover the course.
75% of the the course. the whole
course. course.
3.Quality of Entries are Entries are Entries are Some entries Few entries are
Entries not of best of better of are not of acceptable
quality, well quality, many acceptable acceptable quality, not well
selected and are well quality, some quality, selected and
very selected and are well limited very substantial.
substantial. substantial. selected and selection and
substantial. substantial.
4.Presentation Creative, Creative, Creative, Minimal No creativity in

of Entries neat and has neat and has neat and an creativity, disarray, no
a very strong strong average neat with impact or
impact or impact or impact or minimal appeal.
appeal. appeal. appeal. impact or
appeal.
5.Promptness Submitted Submitted on Submitted Submitted Submitted 31 or

in the ahead of schedule. ten days from 11-30 more days after
Submission schedule. after days after schedule.
schedule schedule.
SELF-RATING COMPETENCY CHECKLIST
50
(For Student Use)
Name: Efren Logroño, Jr. Course: BEED Year & Section: III
Direction: Check (√ ) the appropriate column that best describes your current level of mastery
of each listed competency.
I I am I can do this I can

cannot learning but I need to do
COMPETENCY do this how to do learn and this
yet this. improve. very
well.
1. Identifies varied methods and strategies, √
instructional materials and assessment
tools used in the learning environment.
2. Distinguishes general learning processes √
as well as unique learning processes of
individual learners.
3. Identifies teachers’ actions that √
demonstrate value for learning.
4. Distinguishes general learning as well as √
unique learning process of individual
learners.
5. Explains the importance of using varied √
learning experiences.
6. States the significance of using √
instructional materials that provide
meaningful learning.
7. Describes the significance of using varied √
assessment tools in diverse situations.
8. Obtains important information on the √
learning styles, multiple intelligences and
needs of learners.
9. Proposes strategies to address the needs √
of differently-able students.
10. Determines and accepts learners’ diverse √
background and experiences.
11.Identifies and analyzes the factors to be √
considered in the selection of learning
experiences, instructional materials and
assessment tools.
12. Develops and utilizes creative and √
appropriate instructional planning.
13. Shows proofs of instructional planning. √
14. Uses appropriate assessment strategies √
to evaluate learning.
15. Sets appropriate learning goals. √
51
16. Delivers accurate and updated content √
knowledge using appropriate strategies.
17. Engages and sustains learners’ interest in √
the subject through the use of meaningful
and relevant content.
18.Selects, prepares, and utilizes √
instructional materials appropriate to the
learners and to the learning objectives.
19. Makes good use of allotted instructional √
time.
SELF-RATING COMPETENCY CHECKLIST FOR FS 1
(For Student Use)
I can’t I can I can do this but I can do this very

do this learn I need to learn well.
COMPETENCY yet how to and improve.
do this
1 2 3 4
1. Determines the environment

that provides social
psychological and physical √
environment supporting of
learning.
52
2. Differentiates learners of
varied learning characteristics
and needs. √
3. Manages time, space and

resources to provide an
environment conducive to √
learning.
4. Recognizes multi-cultural
background of the learners
when providing learning √
opportunities.
5. Determines teaching
approaches and techniques
appropriate to the learners. √
6. Determines, understands,
accepts the learners diverse
background. √
7. Relates the learner’s

background to their portfolio.
√
8. Reflects on the impact of √

home and family to the learning.
9. Expounds on one’s
understanding of the learning
processes the rule of the
teacher in facilitating the √
process in the students.
10. Accepts accountability to

learner’s achievement of a
performance. √

(For Faculty/College Supervisor Use)
Direction: Check (√ ) the appropriate column that best describes the FS Student’s current level
of mastery of each listed competency.
53
The FS The FS The FS student The FS student
COMPETENCY student student can do this but can do this well
cannot is needs to learn
do this learning more and
yet how to improve
do this
1 2 3 4
1. Determines the environment
that provides social
psychological and physical
environment supporting of
learning.
2. Differentiates learners of
varied learning characteristics
and needs.
3. Manages time, space and

resources to provide an
environment conducive to
learning.
4. Recognizes multi-cultural
background of the learners
when providing learning
opportunities.
5. Determines teaching
approaches and techniques
appropriate to the learners.
6. Determines, understands,
accepts the learners diverse
background.
7. Relates the learner’s

background to their portfolio.
8. Reflects on the impact of

home and family to the learning.
9. Expounds on one’s
understanding of the learning
processes the rule of the
teacher in facilitating the
process in the students.
10. Accepts accountability to

learner’s achievement of a
54
performance.
(For Student Use)
I I am I can do this I can

cannot learning but I need to do
COMPETENCY do this how to do learn and this
yet this. improve. very
3 well.
1 2 4
1. Identifies and classifies resources that √

facilitate teaching and learning
process.
2. Appraises the effectiveness of √
displays as learning resources.
3. Designs a bulletin board display. √
4. Determines the appropriateness of √
teaching aids to learning tasks.
5. Prepares instructional materials that √
are appropriate to the learning
content.
6. Prepares instructional materials that √
are appropriate to the learning
content.
7. Develops and utilizes materials which √
involve students in meaningful
learning.
8. Recognizes strengths and √
weaknesses of slide presentations in
facilitating the teaching-learning
process.
9. Determines the appropriateness of the √
internet resources to the learning
tasks.
55
(For Faculty/College Supervisor Use)
Direction: Check (√ ) the appropriate column that best describes the FS Student’s current level
of mastery of each listed competency.
The FS The FS The FS The FS

Student Student is Student can Student
COMPETENCY cannot learning do this but can do
do this how to do needs to this very
yet this. learn more well.
and
improve.
1 2 3 4
1. Identifies and classifies resources that
facilitate teaching and learning
process.
2. Appraises the effectiveness of displays
as learning resources.
3. Designs a bulletin board display.
4. Determines the appropriateness of
teaching aids to learning tasks.
5. Prepares instructional materials that
are appropriate to the learning content.
6. Prepares instructional materials that
are appropriate to the learning content.
7. Develops and utilizes materials which
involve students in meaningful
learning.
8. Recognizes strengths and weaknesses
of slide presentations in facilitating the
teaching-learning process.
9. Determines the appropriateness of the
internet resources to the learning
tasks.
56

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FIELD STUDY 1

THE LEARNER’S DEVELOPMENT AND

Name of School Observed: Bonotbonot Elementary School

Date of Visit: Dec.-Feb. 2011

School as a Learning Environment

Name of Student: Efren Logroño, Jr.

Your mission is to do the following tasks:

SCHOOL FACILITIES CHECKLIST

Office of the Principal  n.a

Counseling Room  n.a

Medical Clinic  n.a

Audio Visual Center  n.a

Reading Center  n.a

Speech Laboratory  n.a

Science Laboratory  n.a

Home Economics  n.a

Industrial Workshop  n.a

PTCA Office  n.a

Comfort Room for 

Comfort Room for 

• Compost Pit Made of bamboo. Not so

• Stage Not good in condition.

With diverse flowering

An Observation Guide for the Classroom Visit

1. Describe the community or neighborhood where the school is found.

- The community or neighborhood where the school is found is peaceful, clean

- The school campus has a cool ambiance. It is surrounded by many trees. It is

3. Pass by the offices. What impression do you have of the officers?

- Since it is not a complete elementary, i.e., from kindergarten to grades 1-6,

- The school doesn’t have a library, cafeteria and school canteen.

An Observation Guide for the Classroom Visit

3. What learning materials/equipments are present?

4. Observe the students. How many are occupying one room?

5. Is the room well-lighted and well- ventilated?

- The room is well-lighted and well-ventilated. This character of a room plays an

Classroom Facilities Description(location, number, arrangement, condition)

- In relation to my previous knowledge of child and adolescent development,

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

3. What kind of classroom is conductive to learning?

- In the future I can accomplish my answer in number 3 by making my

♣ My Personal Illustration of an Effective School Environment

- ESSENTIAL ENVIRONMENTAL CONSIDERATION OF SCHOOLS

• The risk of an adverse health effect is very small.

lighting, temperature and climate control, and sanitation.

help make the classroom a better place in which to learn.

interaction and communication.

an environment favorable to all kinds of bacteria, which can spread diseases.

A school environment should be one in which every student feels safe.

We find promotion of safety by the increased installation of cameras and

gives students a sense of safety and security.

mental, and social wellbeing.”

EPISODE 2 – LEARNER’S CHARACTERISTICS AND NEEDS

Development Preschooler Elementary High school

Communication They are not fluent on Can communicate Can communicate

Level Salient Characteristics Implications to the learning

Elementary - Elementary pupils have - Therefore, the teacher should

This would be the kind of teacher I would like to be in the future.

4. Share your insights here.

EPISODE 3 – CLASSROOM MANAGEMENT AND LEARNING