The document discusses Aplaya Elementary School, located in Misamis Oriental, Philippines. It was founded in the 1950s and has grown to include 6 buildings and 19 classrooms. The school teaches kindergarten through 6th grade following the K-12 curriculum and has approximately 80 students. The document describes conducting a field study at the school, interviewing 3 teachers who teach various subjects and grade levels. It discusses the teachers' philosophies and strategies for engaging students, communicating with parents, and supporting all learners.

3. We conducted our field study at Aplaya
Elementary School. It is located at Zone 3,
Aplaya Jasaan, Misamis Oriental with the school
ID 127699 and phone 088-925-3409. The school
was founded during the Magsaysay’s regime on
the year 1950’s it started with a few rooms
paired with a teachers. As the years gone by,
through the help of different stakeholders, the
school blooms at its unique pace.

4. Aplaya Elementary School is made up of 6
buildings including they newly built 2-storey
one. It has 19 instructional rooms compromising
the Kindergarten classroom and the School’s
Computer Laboratory. Of the instructional
rooms, majority are standard rooms, meaning
they met the DepEd’s guidelines for safety and
usability. The schools also contain 9 non-
instructional rooms consisted by Principal’s
office, School Clinic, Learner’s Resources
Center (Library), Canteen, a Stockroom and 4
empty rooms. The educational establishment is
also enclosed with concrete fence.

5. The school is catering from
Kindergarten through Grade sixth as it
applied the newly implemented K to 12
Basic Education Curriculum. Of this
academic year, 2016-2017, the schoolgathered more or less 80
competitive pupils ratio with 18
accommodating and supportive
teachers headed by the school
principal Reynaldo Magan.

6. In gathering the data in our field
study, we first gave the letter to Dr.
Magan, the school principal of
Aplaya Elementary School. Second,
we came back to the AES to settle
the schedule in conducting our field
study. Dr. Magan with our active
leader decided to conduct the FS4
on the 21st of August –Monday.

7. Before we conduct our field study
our leader distributed the copies and
divided us into three (3) groups. He
also give us some information
regarding in our assigned task .
21st of August came, but we
haven’t conducted our FS since we
thought that they have their
examination day and decided that we
should not disturb the
school/class/pupils. So we decided

8. to moved it on 24th of August,
Wednesday. When the day came, our
group went to AES as early as 7:00 am
to join the flag ceremony but when we
asked some pupils if they will have
their flag ceremony the pupils told us
“taga lunes ra ma’am”. And while
waiting of Dr. Magan we went in front
the principal’s office. Teachers of AES
welcomed us very much. But one
teacher

9. approached and asked why we don’t
came last Monday and they told us
that they are expecting us in their
school. We asked sorry for the
mistake that we’ve made for them and
asked permission again to conduct
our FS on that day. The teacher told us
that its okay but we need to see Dr.
Magan for the approval. After the
conversation with Mrs. Suello we saw
Dr. Magan in the new built

10. To Gbuilding, our leader and acting
assistant leader went to Dr. Magan to
say sorry and asked permission again
to conduct our field study. We were
thankful that he accepted our apology
and explanation. The principal
distributed us into three classes, two
classes on Grade I and one class to
Grade III then we proceed to our
respected assigned rooms. When we
are near in the classrooms

11. To G
teachers went outside wearing their
beautiful smiles and welcome us, and
they introduce us and they gave the
purpose why we came in and
reminding the pupils to give some
respect. Then the class proper
follows, pupils participated the class
it shows the teacher – learner
interaction.

12. To GAfter the discussion we
interviewed the teachers, questions
are based on what was written on
the episode.
We took pictures in every
classroom and said goodbyes and
thanks for the principal, teachers
and pupils for the warmed and come
and accommodation in our field
study.

13. Who teaches?
a. Mrs. Kenneth
Pahuyo
b. Mrs. Michellan Daa-
Sullera
c. Mrs. Restituta
Oculam
Who do teachers
teach?
a. Grade I pupils
b. Grade I pupils
c. Grade 3 pupils

14. What do teachers teach?
a.
b. Letter B (MTB-MLE)
c. Maikling Kwento
How do teachers teach?
a.
b. Inductive Method
c. Integrated teaching
Approach

15. How much of the teachers
lessons were learned?
Majority of the pupils have
learned
With whom do we teach?
Parents, Community,
Curriculum Managers and
Administrators and other
stakeholders

17. Teacher #1 Mrs. Kenneth
Pahuy,
Grade l teacher.As we go along the conversation,
she said that by giving the
assignments and projects, parents and
guardians serves as partners in the
learning process of the pupils. In terms
of monitoring poor performer pupil;
she will send letters to the parents
thrice and during evaluation if she
found out that the poor performer still
have no improvement that would be the
time that she will go to the pupil’s
house and talk to his/her guardian.

18. Teacher #2 Mrs. Michellan
Sullera
Grade I teacherAs we interviewed her, she said that by
having meeting to their parents they can be
a partner in education because through this
they can discuss to the parents the
performance of the children. And if she
found out that the child have many
absences, she will go to the house where
the child leave so that she can have a follow-
up to that certain child and lastly, she sends
letter to the parents for the purpose of
monitoring the child’s performance
especially to those slow performing one.

19. Teacher #3 Mrs Kestetuta
Oculam
Grade III teacherShe said that
through meetings she
can discuss to the
parents the performance
of their children whether
they are advance and
slow performer pupils.

20. The responsibility of
educators is to provide students
the necessary knowledge and
skills to succeed. Our teaching
philosophy is based on the belief
that education is a solution to
many problems.

21. As an educator, to provide the
learners a better education, we must
know the curriculum that would be
implemented in the school.
Curriculum is dynamic and we have
different curriculum in the past and
in the present.
We are now in the 21st century
and in a globally competitive world;
a world in need of competitive
teachers and students. A 21st
century educator uses

22. modern technologies as an
effective way of promoting the best
education to the learners and a
partner in delivering lesson so that
students will not get bored. In
addition, some of this 21st century
educator still uses the traditional
way of teaching and delivering
lessons especially those who are
assigned in the lower grade levels.

23. In our Field Study, during our
interaction with the teachers and
the students, we encountered the
learner in the 1st grade using the
traditional way but with a touch of
modernization. She used
organizers and flashcards as her
partner in delivering the lesson.

24. Striving to provide students
the necessary knowledge and
skills to succeed in different
educational aspect is a crucial
task of a teacher. In spite of
several ways of delivering such
lessons, one important thing that
we should put in mind, we must
provide the students quality
education to complete the
curriculum.
.

26. It is the teacher who brings
the curriculum to "life”.
Curriculum is the larger blueprint,
the broad guidelines &
areas/topics of study, the broad
objectives, longer time-span. A
teacher 'interprets', plans, &
'executes' the curriculum on a
day-to-day basis. The 'theory' is
put into 'practice'.

27. Objectives & goals
become 'actionable',
achievable, objectified &
assessable. Lesson plans
are drawn up for the
purpose. Time lines are
'fixed' - from annual to
term/semester to daily.
Resources are generated or
sourced or created.

28. Teaching & learning
aids, activities, and
projects are identified.
Instructional strategies
are determined
Assessment & evaluation
to, techniques &
methods are determined
& implemented.

29. • Teacher
Quality Education requires
quality teachers. Good teachers
bring a shining light into the
learning environment. They are
ideal companions of the learners.
These teachers should be given
support with their continuing
development in order to keep
abreast with the changing
demands of a learning society.

30. • Learners
his multiple intelligences at his own
pace. Their needs should be addressed
and be met that’s why teachers are to
provide learning opportunities and
varied experiences.
The learners are at the center stage in the
educative process. They are the most important
factors in the learning environment. There is no
teaching without those Teachers should
understand and accept the learner’s diverse
background. Considering the domain of diversity
of learners will allow the individual to develop

31. • Knowledge, Skills and
Values
It should be remembered that what students
learn will be obsolete in ten years, and half of what they
need to know to succeed in work and in life has not yet
been fully developed and will have to be learned as they
go along in the future. Calculators and typewriters are
made obsolete by computers and the next generation
will see these being replaced. And so, the value of the
educational process lies not just in what they learn, but
how they learn, and how good they will be incontinuing to learn after they
leave school.

32. • Strategies and Methods
There is no best strategy that could
work in a million of different student
background and characteristics.
However, for teachers toteach effectively they must use
appropriate methodologies,
approaches and strategies.

33. Teachers should select teaching methods,
learning activities and instructional
materials or resources appropriate to
learners and aligned to objectives of the
lesson. Good teachers utilize
information derived from
assessment to improve teaching
and learning and adopt a culture
of excellence.

34. At the end of the teaching act, it is
necessary to find out if they objectives
set were accomplished. In curriculum we
call this the learning outcomes. These
learning outcomes indicate the
performance
• Performance
of both the teachers and the
learners.

35. Learning outcomes are the product
performance of the learners as a result
of teaching. Performance is a feature of
a curriculum that should be given
emphasis. The curriculum is deemed to
be successful if the performance of the
learners
is higher than the target set.

36. Teaching is a collaborative
undertaking. While teachers are the
focal point in the learning process,
they must draw upon the resources
of their environment and of their
partners to be effective.
• Community Partners

37. Partnership is a means and not
an end to be pursued in it. An
absence of partnership often
means a poor definition of
education ends.