They can communicate their ideas with guidance and have developing thinking and problem-solving skills. Elementary students can communicate more independently and are interested in games and discussions. High school students can independently research, problem-solve, and express their ideas and feelings, though some still need emotional support. The document analyzes the physical, social, emotional, and cognitive development of preschool, elementary, and high school students.

1. _____________________________________________________________________________________
Name of FS Student __________ARJEL A. DIONGSON__________________________________
Course ________BSEd_______ Year and Section ______II-A_____________________________
Resource Teacher _______Ruby B. Jonota____________________________________________
Cooperating School _______SNHS-Old Sagay Extension_________________________________
At the end of this activity, I will be competent in determining a school environment that
provides social, psychological, and physical environment supportive of learning.
TARGET
TOOLS

2. Facilities Available Not available Description
Office of the Principal
The office of the principal
is small but clean and well-
organized.
Library
The library is found inside
the principal’s office where
in the books are well-
arranged.
Counseling Room
Counseling Room is in
every classroom of the
school campus excluding
laboratory rooms.
Canteen/ Cafeteria
The canteen is small and is
located beside the
principal’s office. Native
CLASSROOM FACILITIES CHECKLIST

3. foods as well as biscuits
and soft drinks are sold
inside the canteen.
Medical Clinic
Audio Visual/Media
Center
Reading Center
Speech Laboratory
Science Laboratory
The science laboratory is
newly build and is located
beside IV-Righteousness
Room. The laboratory

4. apparatuses are arranged
inside a cabinet. Some
devices such as
spectrometers can be
found above the cabinets.
Gymnasium
Auditorium
Home Economics
Room
Industrial Workshop
Area

5. PTA Office
The PTA Office is also the
school’s SSG Office. It is
under-renovation and is
located beside IV- Respect
Room.
Comfort Room for
Boys
Comfort Room for
Girls
Some comfort rooms are
clean and some faucets
and toilet bowls are
functioning.
Computer laboratory
The Computer Laboratory
is located inside the
Principal’s Office. There
has 6 units of computer
inside it are functioning.

6. Name of the School Observed ________SNHS- Old Sagay Extension________
School Address ____________________Old Sagay, Sagay City_____________
Date if Visit _______________________July 31, 2012___________________
The school is near to “Bahay-Kalinga” wherein hundreds of families are residing and in
Vasquez’s Cemetery, the largest cemetery in the Baranggay. The people in the community
where the school is found are cooperative in terms of programs presented/organized by the
school.
It has the color of nature; the wall is yellow, the roof is green, and the ceiling of every
classroom is white. The trees around the school campus make the school’s atmosphere airy.
Some buildings are newly built and some are not.
The offices are small but well-organized. These offices are clean and from the facilities being
mentioned in the checklist, the school also has a telescope and microscope which can be used
during experiments.

7. Classroom Facilities Description
(location, number, arrangement,
Condition)
Wall Displays
There are ecological and educational wall
displays and sayings posted on the four walls
of the classroom.
Teacher’s Table
The teacher’s table is located at the back
portion of the classroom. It is neatly covered
with plastic and several science textbooks are
on top.
Learner’s Desk
There are 46 steel chairs in the classroom. The
chairs look rusty but comfortable to sit. And
these chairs are arranged in 4 rows with 5
columns.
CLASSROOM FACILITIES MATRIX

8. Blackboard
The blackboard is wide and clean. It has a
rectangular shape and is located in front of the
learners’ desks facing the sunset.
Learning Materials/ Visual Aids
The visual aids are arranged above the
cabinet. There are also educational pictures
posted in the bulletin board at the back
portion of the classroom.
Trash Cans The classroom has 3 small trash cans which
are located near the back door of the
classroom.
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?
The school campus and the classroom in particular impact on the students learning
going to school by its conducive learning environment, facilities and also the availability
of resources. Therefore I conclude that a school having sustainable educational
resources and facilities motivates the students to go there even if it is far from them.
ANALYSIS

9. 2. How does this relate to your knowledge of child and adolescent development? How does this
relate to your knowledge of facilitating learning?
This relate to my knowledge of facilitating learning that in order to facilitate learning,
we must consider the learning environment where teaching and learning takes place.
1. Would you like to teach in the school environment you just observed? Why? Why not?
No, because the school lacks some educational resources and facilities that could
better help the students to be motivated to learn inside the classroom. Also because the
school is far and the road going there is sometimes muddy and it looks not safe.
2. What kind of school campus is conducive to learning?
A school campus that is free from noise. A school campus that has the availability of
sustainable resources and facilities that could provide and motivate the students to
learn. And a school campus that promotes a physical environment supportive of
learning.
3. What kind of classroom is conducive to learning?
A classroom that is well-lighted and well-ventilated. A classroom that is not
overcrowded. A classroom that has facilities which could motivate the students to learn.
A classroom that has available resources needed for every discussion/lesson.
REFLECTIONS

10. 4. In the future, how can you accomplish your answer in number 3?
By providing facilities that could enhance the skills of my learners. By also posting
educational pictures on the walls that will help them better understand the subject
matter.
5. Write your additional learnings and insights here.
I learned that a conducive learning environment greatly motivates the students to learn.
I also learned that a school environment which provides socially, psychologically and
physically positive image facilitates better learning.

11. My Personal Illustration of an Effective School Environment

12. _____________________________________________________________________________________
Name of FS Student __________ARJEL A. DIONGSON__________________________________
Course ________BSEd_______ Year and Section ______II-A_____________________________
Resource Teacher _______Ruby B. Jonota____________________________________________
Cooperating School _______SNHS-Old Sagay Extension_________________________________
At the end of this activity, I will gain competence in differentiating the characteristics
and needs of learners from different developmental levels.
TARGET
TOOLS

13. Development
Domain
Preschooler
Indicate age range of
children observed:
5-6 years old
Elementary
Indicate age range of
children observed:
8 – 10 years old
High school
Indicate age range of
children observed:
12-16 years old
Physical
Gross-motor skills
Fine-motor skills
Self-help skills
They learn how to
button their uniforms
and tie their shoes.
They are restless;
they always walk
around inside the
classroom.
They can complete
simple puzzles. They
can hold the pencil
but they cannot write
well.
If they know already
about something,
they insist to do it on
their own. They need
supervision from
their parents.
They could perform
simple dance steps.
They could lift their
chairs from one place
to another.
They can draw simple
lines, boxes and
shapes.
They can take water
from a jug without
spilling. They can go
to the CR
independently. And
they can eat their
lunch alone using
utensils.
They can lift the
teacher’s table and
the chairs. They can
also drag cabinets
from one place to
another. They can get
water from the faucet
using containers and
sprinklers and then
pour it to the plants.
They can construct a
sketch and an artistic
drawing. They can
also write letters with
artistic designs.
They can make their
own reports. They can
play and surf on the
computer.
LEARNERS’ DEVELOPMENTAL MATRIX

14. Social
Interaction with
Teachers
Interaction with
Classmates/Friends
Interests
They always swallow
what their teacher is
teaching to them.
They are dependent
from their teacher.
Their mood is
changeable. They
quarrel for a while
but they become
friends again.
They are interested in
colorful objects. They
always want to do
something that they
could enjoy such as
games, singing and
dancing activities.
Whenever the
teacher asks
questions, they raise
their right arms
before answering but
sometimes they
answer directly in
chorus.
They like to compete
with their classmates.
They always want to
know the scores of
their friends.
They are interested in
an oral discussion and
in games that makes
the class laugh.
They sometimes
answer in chorus but
they share their own
ideas about
something which is
related to the topic.
They always go with
their friends. They
consult something in
their classmate
before answering to
teacher’s question.
They are interested to
learn new concepts
and ideas by means of
a group activity or
discussions that are
related to them.
Emotional
Moods and
temperament,
express of feelings
They express what
they feel. If you look
like a good and
friendly person to
them, they will really
make a move that
make them close to
you.
They hide their
feelings to their
peers. They easily
bore if the topic is not
interesting.
They are sometimes
expressive. If they
love the person, they
let some students
know about their
feelings.

15. Emotional
Independence
They cannot control
their emotions. If
their mother goes
somewhere, they
easily cry without
considering others
inside the classroom.
Some can control
their emotions. Some
frankly tell what they
feel for someone.
They can easily
control their
emotions; they can
hide it.
Cognitive
Communication Skills
Thinking Skills
Problem-Solving
They cannot clearly
express their idea of
something unless
guided by their
teacher. They listen to
a story told by their
teacher. They have
the idea on the story
but they cannot retell
it to the class.
They could count
numbers from 1-20 in
their vernacular
language. They
always think that
teachers are correct.
They can easily
understand the topic
if you show them
pictures that they can
relate.
They can do simple
problems like adding
simple numbers and
completing simple
They always respond
to their teacher.
Some are active
participant and some
talk less in the class
during the discussion.
They could add,
subtract, multiply and
divide simple
numbers. They think
of something that
makes us laugh.
They can solve
problems
independently if it is
easy but they ask help
They could retell
stories and answer
the teacher’s
question.
They could
understand complex
topics if elaborately
discussed by their
teacher. They think
something related to
their topic. And they
could distinguish the
cause and effect
relationship of
something.
They can solve
problems which are
related to their
lessons. They can also

16. puzzles. from their classmates
if they don’t know it.
identify a substance if
it is an acid or a base.
Level Salient Characteristics
Observed
Implications to the Teaching-
Learning Process
Pre-school
Age range of learners
Observed: 5-6 years old
Preschoolers have short span of
attention and they cannot control
their emotions.
Therefore, as teachers we should
engage these learners in activities
that they can participate and
enjoy such as games, role playing,
singing and dancing activities.
Elementary
Age range of learners
Observed: 8-10 years
old
Elementary students easily bored
if the topic is not of their interests.
They answer in chorus from
teacher’s questions.
Therefore, as teachers we should
have a sense of humor in
discussing our lessons. We should
also lead our learners to have the
best student-teacher interaction
during the teaching-learning
process.
Highschool
Age range of learners
Observed: 12-16 years
old
Highschool students like to share
ideas from their own experiences
and learnings.
Therefore, as teachers we should
guide these students to explore
their knowledge.
ANALYSIS

17. 1. While you were observing the learners, did you recall your own experiences when you
were their age? What similarities or differences to you have with the learners you
observed?
When I was in elementary, I was so different from my classmates. Instead of listening to
the teacher, I used to watch the window looking outside and thinking in depth. On that
time, I was weird because I don’t care about something inside the classroom different
from the learners I had observed.
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, cognitive)? How did
it affect you?
Ma’am Jackielee Anacleto is the teacher that I cannot forget because of some positive
reasons. First, she always implements a zero-cheating management. This means that if
the student will be caught cheating, he/she will be marked zero for that day. Second,
she gives a reward if someone could perfect her exam. And third, she always discussed
every lesson where we can relate as students. Due to these reasons, she inspired me to
study more. In fact, she is one of the reasons why I took education as my profession due
to that because of her, I started to love the teaching profession.
REFLECTIONS

18. 3. Which is your favorite theory of development? How can this guide you as a future
teacher?
The psychoanalytic theory which focuses on the psychosexual stages of personality. As a
future teacher, this theory will guide me on how sexuality starts from a very young age
and develop through various fixations. This theory will also help me to know the
personality of a child from a oral stage until puberty and then going onward.
4. Share you other insights here.
The teacher should relate lessons that are relevant to the needs, problems and interests
of the learners to explore their ideas by engaging them in oral discussions or group
activities where they can participate and will be motivated to learn.

19. _____________________________________________________________________________________
Name of FS Student __________ARJEL A. DIONGSON__________________________________
Course ________BSEd_______ Year and Section ______II-A_____________________________
Resource Teacher _______Ruby B. Jonota____________________________________________
Cooperating School _______SNHS-Old Sagay Extension_________________________________
At the end of this activity, I will gain competence in managing time, space and
resources to provide an environment which is appropriate to the learners and conducive to
learning.
TARGET

20. Name of the School Observed: ________SNHS-Old Sagay Extension___________
Location of the School : __________Old Sagay, Sagay City___________________
Date of Visit: __________ August 28, 2012__________________________
There are learners that are silent type and there are also learners that are talkative but
these learners cooperate actively in the teaching-learning process.
There are 29 boys and 22 girls in the class. Their age ranges from 12-16. Some students
can manage their own behavior but there are few who really need to be guided by their
teacher.
Most of them can work independently but sometimes it depends upon the complexity of
the test/activity provided by their teacher.
They can focus for a long period of time but their listening skills and ability to concentrate
depend upon on their interest about the topic being presented by the teacher.
TOOLS

21. Aspect of Classroom
Management
Description Effect on the Learners
(to be filled up after answer
the analysis questions)
Specific Areas in the
Classroom
There is a comfort room but it is
not functional.
Some students become busy
going outside and the
tendency is their
concentration to the lesson
will be affected.
Classroom Rules
Late students are considered as
absent.
The room must be always clean.
The students go to school early
in order for them not to be late.
They become responsible in
cleaning the room.
Classroom Procedures
Daily Routines
Seating Arrangement
There’s no such seating
arrangement implemented inside
the classroom. Every student has
the choice to choose in what
chair he/she wants to sit.
The tendency is some
students feel comfortable and
some are not. That will
become a disadvantage to
some students if taller
students want to sit in the
front seats and if students
CLASSROOM MANAGEMENT MATRIX

22. with poor eyesight will have
no choice but to sit at the
back portion of the classroom
due to that most of their
classmates wants to sit in
front.
Handling misbehavior/off-
task behavior
The teacher guides her students
to modify their misbehaviors by
decreasing points on their
attitude and by saying “It is not a
good manner to do it.”
Some students do not
anymore misbehave because
they don’t want that their
points would be deducted.
Reinforcement of Positive
Behavior
The teacher gives plus points to
students who participate actively
in every class discussion.
The students are motivated to
participate in the discussion in
order to get plus points
(reward) from their teacher.
1. How did the classroom organization and routines affect the learners’ behavior?
If the classroom organization and routines are implemented well among students, it will
help them lessen their misbehaviors. It will also create a positive outcome in the
teaching-learning process especially on the student-teacher relationship inside the
classroom. And it can motivate the students especially if the classroom is well-
organized.
2. What should the teacher have in mind when she/he designs the classroom
organizations and routines? What theories and principles should you have in mind?
ANALYSIS

23. The teacher must consider routines that are best suited to the level of learners he had.
He must also consider a classroom organization that could help build his learners
motivation to learn. Therefore I should have the third guiding principle in the Selection
of Teaching Strategies which states that “A non-threatening atmosphere enhances
learning”. This principle focuses on the psychological and physical climate of the
classroom that is supportive for learning. This principle will guide me in setting an ideal
classroom management in the future.
3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?
Behavior strategies like giving rewards to students such as adding plus points on their
quizzes, or a treat for snack. These behavior strategies are effective because the
students will not only be motivated to learn but they will also minimize their
misbehaviors inside the classroom.
1. Imagine yourself organizing your classroom in the future. In what grade/year level do
you see yourself? What routines and procedures would you consider for this level?
Why?
In the future, I see myself teaching in the highschool level specifically in first year. In this
level, I must consider routines and procedures such as assigning them to clean the room
before and after class, motivating them to study by giving rewards and by assigning
them roles inside the classroom so that they will develop a sense of self-responsibility. I
REFLECTIONS

24. will start the class with a prayer followed by an action song so that they will be
energized and motivated in learning the new lesson.
2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?
The room must be clean before the class starts.
Students must wear complete uniform.
Cellphones must be turn off during the discussion.
A student will be given a reward if he/she could perfect the exam.
Every student must be responsible in beautifying the classroom and in
minimizing their voice during discussion.
I choose these rules because I want to develop their sense of self-responsibility
having a good character and discipline inside and outside the classroom.
3. Should learners be involved in making the class rules? Why?
Yes, because class rules must be agreed by the learners. So if you don’t involve them in
making the class rules, there will be having a bias. Remember, what is good for you
might not be good to others. One way of understanding our learners is to involve them
in making the class rules so that there will be unity among them.

25. _____________________________________________________________________________________
Name of FS Student __________ARJEL A. DIONGSON__________________________________
Course ________BSEd_______ Year and Section ______II-A_____________________________
Resource Teacher _______Ruby B. Jonota____________________________________________
Cooperating School _______SNHS-Old Sagay Extension_________________________________
At the end of this activity, I will gain competence in determining teaching
approaches and techniques considering the individual differences of the learners.
TARGET

26. Name of the School ________Observed SNHS-Old Sagay Extension__________
School Address Old _________Sagay, Sagay City_________________________
Date of Visit _______________August 30, 2012__________________________
The students are noisy due to that they answer in chorus during the discussion of the
lesson. The students who sit at the front part of the room are mush attentive and responsive
than the students sitting at the back portion of the room. They do not compete against each
other. Instead, they cooperate with the teacher to really understand every lesson. And as I
observed, most of the boys participate actively every class discussion. I also noticed that there
are students who still need guidance from their teacher. These are students who usually sit at
the back portion of the classroom. And when a student cannot answer the teacher’s question,
some of his/her classmates try to help him but there also some students specifically boys who
really raise their hands so that their teacher will call them.
Based on what I have observed, students group themselves according to gender,
OBSERVATION REPORT
TOOLS

27. hobbies and interests. Girls prefer to play with some other girls (ex. In playing Chinese garter)
and boys prefer to play with some other boys (ex. In playing soccer).
There are times that they agree with their classmates if they are interested with the
subject/topic. They sometimes talk about their love life, projects, assignments, school works
and memorable experiences that happened in their lives such as fieldtrips and family reunions.
1. Identify the persons who play key roles in the relationships 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?
As I observed, the boys play key roles in the relationships and interactions in the
classroom. These boys usually appear as a leader due to that they always lead their
classmates during the discussion. They also act as a little teacher. They always remind
their classmates about their mistakes and on how to handle their behaviors in a good
manner.
2. Are the students coming from the minority group accepted or rejected by the others?
How is this shown?
There’s no such minority group in this section.
3. How does the teacher influence the class interaction considering the individual
differences of the students?
ANALYSIS

28. By providing group activities, combine low achievers to high achievers in order that
these low achievers may encourage to participate and learn the lesson. And by also
allowing her students to voice out and share their opinions and knowledge in the
teaching-learning process.
4. What factors influence the grouping of learners outside the classroom?
As I observed, I noticed that gender is one of the factor which may influence the
grouping of students outside the classroom. Boys and girls differ in terms of their
hobbies and interests. Unlike girls, boys like to play soccer. However, girls like to play
Chinese garter but boys do not.
1. How did you feel being in that classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learners?
I feel accepted being on that classroom. The students don’t bother to mingle us and the
teacher sometimes asks if we were still okay. As I observed, there is really unity among
the students. They are aiming only one thing and that is “to learn”. And also between
the students and the teacher, the teacher is fair in terms of how she usually treats her
students inside and outside the classroom.
2. In the future, how would you want the learners in your classroom to interact? How
will you make this happen?
REFLECTIONS

29. I want my learners to participate actively in the teaching-learning process. I also want
them to show respect with their teacher as well as to their classmates. To let this
happen, I will allow my learners to share their own ideas and knowledge during class
discussion. I will guide them on how to become a good person with good character.
3. How will you encourage all learners, regardless of religious, ethnic or racial
background, to interact and participate?
By giving them the opportunity to speak out, participate and interact during discussion.
By not just respecting but also accepting their beliefs, views and opinions in every
lesson. And by treating them fairly in terms of student-teacher relationship.

30. _____________________________________________________________________________________
Name of FS Student __________ARJEL A. DIONGSON__________________________________
Course ________BSEd_______ Year and Section ______II-A_____________________________
Resource Teacher _______Ruby B. Jonota____________________________________________
Cooperating School _______SNHS-Old Sagay Extension_________________________________
At the end of this activity, I will gain competence in determining, understanding
and accepting the learners’ diverse backgrounds; and in relating the learners’ background to
their performance in the classroom.
TARGET

31. Name of the School Observed ______ SNHS-Old Sagay Extension________
School Address ______________Old Sagay, Sagay City ___________
Date of Visit __________________________________________________
As I observed the class of Mrs. Rubi B. Jonota, I noticed that the learners differ in terms of
their abilities. There are learners that seem to be performing well during the teaching-learning
process. These are the high-achieving learners usually the boys who always actively respond
and participate in the discussion. There are also learners that seem to be behind. These are the
low-achieving learners who usually sit at the back portion of the classroom.
I asked the teacher about the background of her learners and I found out that most of her
learners came from poor families with low income. I had also found out that most of the low-
achieving learners came from poor families.
High-achieving learners always lead their classmates in the student-teacher interaction
even during the teaching-learning process. They usually accomplish tasks easily/quickly. They
TOOLS
OBSERVATION REPORT

32. can also answer complex problems independently. However, low-achieving learners can’t easily
answer complex problems unless guided by their teacher. They are hesitated to answer the
questions because they don’t want to be laughed by their classmates if they cannot derive the
correct answer.
As I observed, the teacher uses different methods in addressing the learning needs of her
learners. Methods as using visual aids like laptop and manila paper; giving/conducting group
activities; Q and A method to ensure the learning of the learners.
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? (volunteering to answer, responding to teacher’s
directions, etc.)
Yes, I was able to identify the well-performing students and the less-performing
students. Students who performed well usually volunteer to answer and always respond
to their teacher during the teaching-learning process. They are very attentive during the
discussion. Whereas students who did not performed well were always shy to share
their ideas because they are afraid that their classmates will laugh at them if they can’t
answer correctly.
ANALYSIS

33. 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?
In terms of the differences in ability levels of the students in the class, there is really a
wide gap between the students that are performing well than those that do not. The
students who perform well are those who are taken cared by their parents in terms of
physiological needs. As I observed, students who are less-performing in the classroom
are those students came from poor families. Some students come to school without
breakfast. This really affects the student’s willingness to perform inside the classroom.
3. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the students respond to the teacher?
The teacher uses methods and learning styles in handling the student’s differences in
abilities such as Q and A method, discussing the lesson with concrete objects and
conducting experimentation by means of individual or group activities. Due to these
methods, some students are motivated and they respond actively to their teacher.
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?
REFLECTIONS

34. When I was in Elementary, I can still recall how my teacher in math help both the high
and low achievers in our class. Every student was forced to memorize the multiplication
table because one of his policies was that “A student cannot enter the classroom if
he/she could not memorize the multiplication table from 1 to 10”. He used concrete
objects like geometrical shapes made up of blocks and fruits such as apple and melon in
presenting the topic. He used these fruits in his discussion of fractions wherein he let us
sliced the fruit in front of the class. I think his strategy was effective because he let us
involved in the teaching-learning process and of giving us responsibility by means of
memorizing the lesson.
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?
As a future teacher, I will treat my students fairly. I will not compare each one of them.
Instead, I will guide them to build a classroom that could be considered as a market
place of ideas where every student has the freedom to participate and share their own
knowledge and opinions with respect to their abilities, social backgrounds and levels of
intelligence. I will provide group activities with simple/basic to complex problems
engaging low achievers to high achievers to ensure the needs of the students with
individual differences.

35. Name Diongson, Arjel A. Course BSEd Year & Section II-A
Direction: Check (/) the appropriate column that best describes your current level of mastery of each
listed competency.
I cannot do
this yet
I am learning
how to do this
I can do this
but I need to
learn more
and improve
I can do this
very well
1. Determines an environment
that provides social,
psychological and physical
environment supportive 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 learners
when providing learning
opportunities.
5. Determines teaching
approaches and techniques
appropriate to the learners.

36. 6. Determines, understands
and accepts the learners’
diverse background.
7. Relate the learners’
background to their
performance in the
classroom.
8. Reflects on the impact of
home and family life to
learning.
9. Expounds on one’s
understanding of the
learning processes and the
role of the teacher in
facilitating these processes
in their students.
10. Accepts personal
accountability to learners’
achievement and
performance.
( ) Pre-Assessment Date Accomplished: Rater’s Signature
( ) Post-Assessment

37. Name Diongson, Arjel A. Course BSEd Year & Section II-A
Direction: Check (/) the appropriate column that best describes your current level of mastery of each
listed competency.
I cannot do
this yet
I am learning
how to do this
I can do this
but I need to
learn more
and improve
I can do this
very well
1. Determines an
environment that provides
social, psychological and
physical environment
supportive 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 learners
when providing learning
opportunities.
5. Determines teaching
approaches and techniques
appropriate to the
learners.

38. 6. Determines, understands
and accepts the learners’
diverse background.
7. Relate the learners’
background to their
performance in the
classroom.
8. Reflects on the impact of
home and family life to
learning.
9. Expounds on one’s
understanding of the
learning processes and the
role of the teacher in
facilitating these processes
in their students.
10. Accepts personal
accountability to learners’
achievement and
performance.
( ) Pre-Assessment Date Accomplished: Rater’s Signature
( ) Post-Assessment

39. 100 95 90 85 80
1. Content of the
Portfolio
has 100% of
the needed
content
has 95% of
the
needed
content
has 90% of the
needed
content
has 85% of the
needed
content
has 80% of the
needed
content
2. Objectives of
the Portfolio
Objectives are
SMART and
cover the
whole course
Objectives
are
SMART
but cover
only a
minimum
of 80% of
the course
Objectives are
SMART but
cover only less
than 80%of
the course
Some
objectives are
not SMART
and do not
cover the
whole course
Most
objectives are
not SMART
and cover only
a minimum of
the course
3. Quality of
Entries
Entries are of
best quality,
well selected
and very
substantial
Entries are
of better
quality,
many are
well
selected
and
substantial
Entries are of
acceptable
quality, some
are well
selected and
substantial
Some entries
are of
acceptable
quality, limited
selection and
substantial
Few entries
are of
acceptable
quality, not
well selected,
and very
minimal
substantial
4. Presentation of
Entries
Creative, neat
and has a very
strong
impact/appeal.
Creative,
neat and
has strong
impact
/appeal.
Creative, neat
and an
average
impact/appeal.
Minimal
creativity, neat
with minimal
impact/appeal.
No creativity,
in disarrange,
no
impact/appeal.
5. Promptness in
the Submission
Submitted
ahead of
schedule
Submitted
on
schedule
Submitted, a
week after the
schedule
Submitted 2
weeks after
the schedule
Submitted 3
weeks or more
after the
schedule.

40. LORD, Help me to be a fine teacher,
To keep peace in the classroom,
Peace between my students and myself,
To be kind and gentle to each and every one of my students.
Help me to be merciful to my students,
To balance mercy and discipline in the right measure for each student,
To give genuine praise as much as possible,
To give constructive criticism in a manner that is patentable to my students.
Help me remain conscientious enough to keep my lessons always interesting,
To recognize what motivates each of my students,
To accept my student's limitations and not hold it against them.
Help me not to judge my students too harshly,
To be fair to all,
To be a good role model,
But most of all Lord,
Help me to show your love to all of my students.
Amen.

42. By Joanna Fuchs
A teacher is like Spring,
Who nurtures new green sprouts,
Encourages and leads them,
Whenever they have doubts.
A teacher is like Summer,
Whose sunny temperament
Makes studying a pleasure,
Preventing discontent.
A teacher is like Fall,
With methods crisp and clear,
Lessons of bright colors
And a happy atmosphere.
A teacher is like Winter,
While it's snowing hard outside,
Keeping students comfortable,
As a warm and helpful guide.
Teacher, you do all these things,
With a pleasant attitude;
You're a teacher for all seasons,
And you have my gratitude!

44. I. Student’s Resume ----------------------------------------------
II. Statement of Purpose -----------------------------------------
III. Self-Rating Competency Checklist(Pre-Assessment)----
IV. Organization of Portfolio Entries ---------------------------
a. Episode 1 -----------------------------------------------------
b. Episode 2 -----------------------------------------------------
c. Episode 3 -----------------------------------------------------
d. Episode 4 -----------------------------------------------------
e. Episode 5 -----------------------------------------------------
V. Entries of Evidences--------------------------------------------
a. Clippings ------------------------------------------------------
b. DTR -------------------------------------------------------------
VI. Additional Entries------------------------------------------------
a. Teacher’s Prayer-----------------------------------------
b. Teaching Philosophy------------------------------------
c. Poem of a Teacher--------------------------------------
VII. Self-Rating Competency Checklist(Post-Assessment)--
VIII. Personal Reflection---------------------------------------------
IX. Comments of the Faculty-------------------------------------
X. Rubric for FS Portfolio-----------------------------------------

45. PERSONAL DATA
Name: Arjel A. Diongson
Address: Taba-ao, Sagay City, Negros Occidental
Age: 19
Gender: Male
Height: 5’7 ½
Place of Birth: Cabanglasan, Bukidnon
Date of Birth: May 17, 1993
Civil Status: Single
Nationality: Filipino
Religion: Roman Catholic
Contact Number: 09469268169
Hobbies: Playing Chess, Singing, Dancing, Texting, etc.
EDUCATIONAL BACKGROUND
Received Awards
Elementary: P. R. Katalbas Elementary School Valedictorian
Secondary: NONESCOST Laboratory High School 5th
Honorable Mention
Tertiary: NONESCOST Certificate of Merit
Course: Bachelor of Secondary Education

46. Major: Physical Science
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