FS 1

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Visayas State University (VSU) --------------------------------------------- 1
MISSION and VISION
Educational philosophy--------------------------------------------------------2
Statement of Purpose-----------------------------------------------------------3
TEACHER’S PRAYER -------------------------------------------------------4
FS1 Episode 1- The school as a Learning Environment ------------------5
FS1 Episode 2- The Characteristics and Needs ---------------------------16
FS1 Episode 3- Classroom Management and Learning ------------------24
FS1 Episode 4- Individual Differences and Learners --------------------32
Interaction (focusing on differences in gender,
Racial, religious backgrounds)
FS1 Episode 5- Individual Differences and Learners --------------------38
Interaction (focusing on different levels of abilities)
FS1 Episode 6- Home-School Link ----------------------------------------43
Resume -------------------------------------------------------------------------52

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My Educational Philosophy
I believe in this fragile existence, despite the disparity of the learners they are
peculiar from each other.
They are gifted with innate talents and skills with different mode on the
expansion of knowledge, so that their range of learning will not be isolated.
They are be mold to be competent. Of being an independent individual.
Globally competent of being a Good leader and a great follower.
I believe that in order to meet my Bourne in teaching, there should be an
effective wayof teaching-learning process. Everybody should cooperate to reach
for the star.
I believe that educators need to be concerned with facilitating motivation by
strategies that enhances learner’s effort. And supports learner’s natural
curiosity and motivation differences in learner’s perception of optimal novelty
and difficulty relevance and personal choice and control.

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Statement of Purpose
My purpose of conducting this field study to help me to become
aware about, how to attain good and effective school environment and
how to supply the learners, a classroom that is conducive to learning.
And the most important is to be exposed in the events happening in the
field. And real world of teaching.

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VISION
The premier University of Science and Technology in the Visayas.
MISSION
Provide excellent instruction, conduct relevant research and foster
community engagement that produce highly competitive graduate
necessary for the development of the country.

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TEACHERS PRAYER
Lord, enable me to teach with WISDOM,
For I help to shape the mind of my students.
Equip me to teach with TRUTH,
Encourage me to teach with VISION,
For I help to shape their future.
Empower me to teach with LOVE,
For I help to shape the world.
Lord, guide me in every step I take,
I believe that each child possesses special gifts and talents,
that you are entrusting me to help them discover these gifts
and nurture those talents.
Amen.

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Field Study
The Learner’s Development and
Environment
SCHOOL AS LEARNING ENVIRONMENT
Name of FS Student: Princess Mae T. Aviles
Course: BSED I (Bio-Sci)
Resource Teacher: Ms. Maronnette Encina
Cooperating School: Tolosa National High School
At the end of this activity, you will be competent in determining a school
environment that provides social, psychological, and physical environment supportive of
learning.
A general observation of the campus and the classroom is an exciting way to start
your observation.
Your mission is to do the following tasks:
Episode 1
Your Target
Your Map
1.Visita school.Lookintofacilitiesand
supportlearningareasinthe campus,
theninthe classroom
2. Accomplishthe checklistasyou
move aroundthe school premises.
3. Based onyour gathereddata
inthe checklist,describe the
school environment.
4. Make a reflectiononthe
characteristicsof a school
environmentthatpromoteslearning.
5. Present your idea of a good school environment through any of these: a)
Descriptive paragraph; b) Photo Essay c) sketch or drawing d) Poem, song or rap

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As you move around the campus. Activity forms are provided for you to document your
observations. It is advised that you read the entire worksheet before proceeding to the school site.
A good understanding of the activities and tasks to be accomplished in the activity sheets will yield
better learning results.
SCHOOL FACILITIES CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the column to indicate their
availability. Give a brief description of those that are available on the last column.
Facilities Available Not
available
Description
Office of the Principal  Small, but clean and neat.
 Papers and documents were
arranged in a proper place.
 Native style is good.
Library  Books (algebra, literature,
English, social science,
filipino geometry and
MAPEH) are well arranged
accordingly.
 Tables, chairs and book
shelves are present for
students conducive to
learning.
Counseling Room  Properly ventilated because
of the fresh air and electric
fans which helps the
Tools

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guidance area to counsel,
student’s problem.
Canteen/Cafeteria  small,buthealthyfoodsare
presentlike (bread,
spaghetti,hamburger,and
fruitslike rambutan,
lansones,mangoandpapaya)
Medical clinic  The medical paraphernalia
neededforemergencycase
isavailable.Such(firstaid
kitsand medicines).
Audio Visual/Media Center
Reading center
Speech laboratory
Science laboratory  It is equipped and well
arranged.
 Having different laboratory
apparatuses like
(microscope, magnifying
glass, dissecting kit, and
skeletal model) used by the
students during their
science laboratory class.
Gymnasium
Auditorium
Home Economics Room  Spacious, it is equipped
with different materials,

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like (plates, spoon and
fork, water dispensers,
knife and sewing machine).
 Well-arranged and well
ventilated. For the students
to accommodate.
Industrial Workshop area
PTA Office  Well ventilated because of
the fresh air came from the
outside and there is an
electric fan.
 Small but clean.
Comfort room for boys and girls  Repugnant smell exist but
then it is wide for the students
to use.
 Need maintenance.
Computer laboratory  Nice found in the library,
but needs more unit of
computers, for the student’s
accommodation.
An observation Guide for the CLASSROOM VISIT
Be guided by these tasks as you do your observation. Then accomplish the matrix to record your data.
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?
2. Examine how the furniture is arranged. Where is the teacher’s table located? How are the tables and
chairs/desks arranged?
3. What learning materials/equipment are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lighted and well-ventilated?

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CLASSROOM FACILITIES MATRIX
CLASSROOM
FACILITIES
PHOTO DESCRIPTION
(location, number,
arrangement, condition)
1. Wall displays  There are
ecological and
educational wall
displays found at
the back and front
corner.
 There is subject
information
displays including
the cleaners of the
day.
2. Teachers
table
 Teachers table is
located at the back
potion of the
classroom.
 Adjacent to the
door, facing the
chair of the pupils.

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3. Learner’s
chair
 There are 48 steel
chairs inside the
classroom, chairs
looks rusty but
comfortable and
safe to sit.
 Arranged 8 rows
with 6 columns.
4. Blackboard  The blackboard is
new and wide.
Framed with light
green color.
 It has a rectangular
shape, located in
the side of the
learner’s desk.
5. Learning
Materials/
Visual Aids
 There are few
visual aids
materials posted in
the board. For the
subject (Araling
Panlipunan and
Pilipino)
 Visual aids which
are used by the
teacher are written
legibly in a manila
paper, and

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sometimes show it
in a technological
way which is
laptop for the
students to learn.
6. Lightings  There are two new
light bulbs in the
ceiling of the
classroom.
7. Cabinet  It is where the
cleaning materials
(dustpan,
broomstick) are
kept it is found at
the back portion of
the classroom.
8. Ceiling  The ceiling is
good. Which is
covered the inner
surface of the roof
to maintain
ventilation.
 Its color is white.

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Write your observation report here:
Name of School Observed: Tolosa National High School
Location of the School: Brgy. Malbog Tolosa, Leyte
Date of visit: August 04,2015
The school is far from the national highway. Which is one of the advantage of it that there is
no noise of motorcycles in which is effective for the learning of the students/pupils. The outside
environment of the school is clean, surrounded with trees and not polluted.
The school campus is wide and some of the building are new. I can see different colors like green,
yellow, blue and white in the school that makes it more attractive but most of it is green because it is
surrounded with tress which makes the school atmosphere fresh and airy.
Some of the classroom are already renovated, fixed and painted with cool colors it has the color of
nature the walls are white and yellow, the roof is green and the ceiling of every room is white.
The offices are well equipped and ventilated. Documents were arranged in proper places. Personnel’s
are so hospitable. The library is full of books, quite, clean and well arranged. And so with the canteen
which is clean and full of nutritious snacks and foods.

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1. How do the school and the classroom in particular impact on the learning of the students
going to school? What are your conclusions?
I conclude that a school has a great impact in learning in the sense that they have a lot
of students and teachers in the school and that only shows how great the impact of the school
to the particular learning process. Therefore I conclude that a school having a conducive
learning environment, facilities and the availability of resources motivates the student to attend
school even it is far from home.
2. How does this relate to your knowledge of child and adolescent development/ how does
this relate to your knowledge of facilitating learning?
A childneeds a conducive environment,free from distractionsand noises for an effective
learning. This is because they are still developing and they need nourishment. As a teacher in
every meeting I will be using various and novelty learning materials which is appropriate tools
in understanding and developing their nature that would help in the teaching learning process
to takes place.
My Analysis

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My Reflection
1. Would you like to teach in the school environment you just observed? Why? Why not?
I would like to teach to the school I have just observed because the foundation of
education here is good, and the environment. The building is situated in good place which
provides proper ventilation and outclass environment.
2. What kind of school campus is conducive to learning?
On my own opinion a school that is free from noise, plants are visible to give fresh air,
offices and classroom is well organized and accommodating, has complete facilities such as
standard size classrooms, laboratory and library. Cleanand well maintainedsurrounding which
hand over and motivate students to learn.
3. What kind of classroom is conducive to learning?
A classroom weighed as a conducive to learning if its clean, well ventilated with proper
lighting,properly decorated and the furniture’s are properly arranged. Colors that have cooling
effects. Lastly a classroom that is not crowded to prevent classroom management problem to
maximize learning.
4. In the future, how can you accomplish your answer in number 3?
I could accomplish my plans in the classroom by being resourceful and innovative for
the beautification and well organized facilities. I’ll be providing facilities that could enhance
the skills of my students and better understand the subject matter
5. Write your additional learning’s and insights here:
I learned that every learner needs a learning atmosphere that greatly motivate students
to learn. This field study help me to become aware about how to attain good and effective school
environment and how to supply the learners, a classroom that is conducive to learning.

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My Portfolio
MY PERSONAL ILLUSTRATION OF AN EFFECTIVE SCHOOL ENVIRONMENT
An effective school environment is a part that furnish students the opportunity to attain
high standard education that they can use in real world. A school where student feel good, safe
and happy; and most of all the atmosphere which elevate values to mold them as a good
individual in a society and as a family member.
One of the main difficultiesinterms of study is that we are aware in choosing our school
to study. Which reflect me because, we wanted to attain the quality education we are looking for.

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Environment
LEARNERS’ CHARACTERISTICS AND NEEDS
Course: BSED 1 (Bio-Sci)
At the end of this activity, you will gain competence in differentiating the characteristics
and needs of learners from different developmental levels.
To reach your target, do the following tasks:
Episode 2
My Target
My Map
Step 1
Observe 3 groups of
learners from different
levels (preschool, elem.,
and high school)
Step 2
Describe each of the
learners based on
your observations
Step 3
Validate your observation
by interviewing the learners
Step 4
Compare them in terms of
their interests and needs.
Field Study

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Use the activity form provided for you to document your observations.
An observation Guide for the Learner’s Characteristics
Read the following statements carefully. Then write your observation report on the provided space.
Your teacher may also recommend another observation checklist if a more detailed observation is preferred;
Physical
1. Observe their gross motor skills. How they carry themselves. How they move, walk, run, go up
the stairs. Etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What to do they talk about? What are their concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners (happy, sad, easily cries
,mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of their
thinking skills.
3. Were there opportunities for problem solving? Describe how they showed problem solving
abilities.
MyTools

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Learners’ Development Matrix
Record the data you gathered about the learners’ characteristics and needs in this matrix.
This will allow you to compare the characteristics and needs of learners at different levels. The
items under each domain are by no means exhaustive. These are just sample indicators. You may
add other aspects which you may have observed.
Development
Domain
Preschooler
Indicate age range of children:
5-6
Elementary
Indicate age range of
children observed:
8-12
High school
Indicate age range from
children observed:
13-16
Physical
Gross-motor skills Moves freely;
Button their uniforms and tie
their shoes.
Moves, runs, walk
with deliberation.
 They could
perform simple
dance steps.
 They could lift
their chairs from
one place to
another.
 Lift gallons of
water
Their actions were with
deliberation.
 They can water the
plants.
 They can lift the
teacher’s table and the
chairs.
 They can also drag
cabinets from one
place to another.
Fine-motor skills  Can complete simple
puzzles.
 They can hold the pencil
but they cannot write
well.
 They can draw
3D lines, boxes
and shapes.
 They can do
shape cutting
 They can do letters
cutting and artistic
design.
 They can construct a
sketch and an artistic
drawing.
 They can also write
letters with artistic
designs.
Self-help skills  They can eat without the
assistance of others.
 If they know already
about something, they
insist to do it on their
own.
 They can go to the CR
independently.
 They can take
water from a jug
without spilling.
 They can do their
assignments.
 They can make their
own reports.
 They can play and surf
on the computer.

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 They can eat their lunch
alone using utensils.
Social
Interaction with
teachers
 Always ask questions and
seek the help of the
teacher when they didn’t
understand the lesson
 Some of the student’s
answers need the follow-
up by the teachers
 Voluntarily
answer teachers
question. But
sometimes in
chorus.
 They share ideas,
stories that build
their self-
confidence.
 Attentively listening
sometimes talking to
their seatmates. While
teacher were
discussing.
 They share their own
ideas about something
which is related to the
topic.
 They can do reporting,
debating-recite and
participate on class
discussion.
Interaction with
classmates/friends
 Loud voice, fight for a
while but after an hour
they were friends again.
 Moody
 Comparing of
scores with their
seatmates.
 Choose friends where
they enjoy and share
similar ideas
Interests  Interested in games,
colorful objects and sweet
foods.
 Interested in
class discussion
that makes them
laugh.
 Interested in team work
activities and class
discussion where they
can reflect and enjoy.
Emotional
Moods and
temperament,
expression of
feelings
 Hard-headed, mostly
stubborn.
 Easily cry when hurt
 Depend on their teacher.
 Laugh loud when on the
highest level of happiness.
 Stubborn but
behaves when
scolded or dealt
well with the
teacher.
 Express feelings
but with
limitations.
 Emotions are
expressed on
their closest
friends.
 Mood swing;
 Shy to show their
emotions to public.
 They were expressive
sometimes.
Emotional
independence
 They easily cry when their
mother go away.
 They feel happy when they
play with their classmates.
 Sometimes they
can control their
emotions at this
stage they are
frank without
 Having secret exist in
this stage.
 They are fun of hiding
their emotions.
 They can control their
emotions.

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considering
others feelings.
Cognitive
Communication
skills
 They cannot clearly
express their idea of
something unless guided
by their teacher.
 They need to be guided
uttering while expressing
ideas.
 They are using their
mother tongue in
communicating to their
teacher.
 Can talk and
communicate
well.
 Ideas are
expressed
through their
learning and
experienced.
 Talk using
metacognition, can
communicate well.
 Pronunciation is
proper.
Thinking skills  Counting numbers in
formal ways.
 Teachers dependent.
 Actively
participating in
class discussion.
 Good enough in
problem solving.
 They could summarize
and answer teacher’s
question.
 Understand complex
topic.
Problem-Solving  Visual learner they can
understand topic.
 They can understand topic
then picture where
showed
 Can do puzzled.
 They develop
independency but
still curious
asking help for
someone’s
knowledgeable
 They can solved
problem solving
independently which
are related to tackle
topics.

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Write the most salient developmental characteristics of the learner you observed. Based
on these characteristics, think of implications for the teacher.
Level Salient characteristics observed Implications to the Teaching-
learning Process
Preschool
Age range of learners
observed 5-6
 The Preschoolers fun of
listening stories;
 They like to see pictures that
made them motivated.
Though they have a short
span of attention and most of
all they can’t control their
emotions.
 Therefore, using visual
aids and instructional
materials is very useful to
catch child’s attention
like colorful pictures
drawing and most of all is
film viewing.
Elementary
observed 8-12
 These pupils are now
independent.
 They easily get bored if the
topic is not is not interesting.
 They could answer the
teacher in chorus.
 Teachers should impose
rules and regulation.
 Sense of humor is the
most important in
discussing lessons to
avoid boredom and apply
interactions during
teaching-learning
process.
Highschool
observed 13-16
 They could speak well and
talk with sense.
 Very observant.
 Silent reading is been applied
and share their ideas based on
their own experienced and
learning.
 Teachers should be a
model. For the students to
copy the behavior,
attitudes and values for
their development.
 Let them explore their
knowledge but with
guidance.
My Analysis

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My Reflection
1. While you were observing the learners, did you recall your own experiences when you
were their age? What similarities or differences do you have with the learners you
observed?
Going back to the days when I was the same with their age, I am also fun of playing,
running and talking a lot with my seatmates and always caught and scolded by my teachers
and sometimes I found myself looking outside and thinking in depth. But I differ from them,
because I focus on my study though I’m talkative I always participate in class discussion.
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?
The teacher that I could never forget is Ma’am Lilia E. Diaz I idolized her
though she was terror, however she has also this kindness, humility and have a sense
of humor. She discussed her students in the way that her students can relate and enjoy
she was very talented and motivate me to show my talents. Her lessons and values are
in calculated in our hearts and she was one of my inspiration that’s why I started
loving teaching profession.
3. Share your other insights here.
Teaching is both a vocation and a mission. The teacher should relate lessons that are
relevant to the needs and interest of the learners to explore through engaging them in
oral discussion or group activities such role playing and games where they can
participate and be motivated to learn. Being a catalyst for a change of one’s
development is even harder mission yet touching, this is such a priceless most of all
when you mold them as the best of what they can be though it is hard but rewarding.

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My Portfolio
Which is your favorite theory of development? How can this guide you as a future
teacher?
My favorite theory is Social Interaction in learning and development of Lev
Vygotsky. This is through scaffolding learners could develop from their actual zone of
development to the zone of proximal development. This really shows and inspires me
that teacher’s task as a catalyst or facilitator is such rewarding, whereas they are the
way for a child to reach its fullest potentials.
Vygotsky’s Social Development Theory
Social interaction plays a fundamental role in the process of cognitive development. In
contrast to Jean Piaget’s understanding of child development (in which development
necessarily precedes learning), Vygotsky felt social learning precedes development. He
states: “Every function in the child’s cultural development appears twice: first, on the
social level, and later, on the individual level; first, between people
(interpsychological) and then inside the child (intrapsychological).” (Vygotsky, 1978).
The More Knowledgeable Other (MKO). The MKO refers to anyone who has a better
understanding or a higher ability level than the learner, with respect to a particular task,
process, or concept. The MKO is normally thought of as being a teacher, coach, or
older adult, but the MKO could also be peers, a younger person, or even computers.
The zone of proximal development (ZPD) has been defined as "the distance between
the actual developmental level as determined by independent problem solving and the
level of potential development as determined through problem solving under adult
guidance, or in collaboration with more capable peers " Lev Vygotsky views
interaction with peers as an effective way of developing skills and strategies. He
suggests that teachers use cooperative learning exercises where less competent children
develop with help from more skillful peers - within the zone of proximal development.
Vygotsky believed that when a student is in the ZPD for a particular task, providing the
appropriate assistance will give the student enough of a "boost" to achieve the task.
The ZPD has become synonymous in the literature with the term scaffolding. However,
it is important to note that Vygotsky never used this term in his writing, and it was
introduced by Wood et al. (1976). Once the student, with the benefit of scaffolding,
masters the task, the scaffolding can then be removed and the student will then be able
to complete the task again on his own.

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Environment
LEARNERS’ CHARACTERISTICS AND NEEDS
Course: BSED 1 bio sci
At the end of this activity, you will gain competence in managing time, space and resources
to provide an environment which is appropriate to the learners and conducive to learning.
Episode 3
My Target
My Map
 Observe a class
 Using a checklist, find out the evident
classroom components.
 Describe how the classroom is
structured/designed to allow
everyone to participate in the learning
activities.
 Relate the data in your checklist to the
learner’s behavior.
 Reflect on how classroom
management affects learning.
Field Study

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An Observation Guide for the Learner’s Characteristics
Read the following statements carefully. Then write your observation report on the provided space.
1. As you observe the class. Look into the characteristics of the learners. Note their ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own behavior?
4. Can the learners already work independently?
5. Describe their span of attention?
6. Look into their listening skills and ability to concentrate.
During my observation, I have observed that the age of the learners do not vary
talkingabout their behavior and characteristics for thereason that 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 22 boys and 19 girls in the class. Their age range from 13-16. Each of them
have unlike characteristics. Some of them can do independently, while others depend
upon the management of their teacher they really need to be guided by their teacher.
Most of them can work independently but sometimes it depends upon the complexity of
the activity provided by the teacher.
The span of attention is very short, they can focus for a long period of time but their skills
and concentration depends upon their interest about the topic offered by the teacher.
My Map

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An ObservationGuide for the CLASSROOM VISIT
Be guided by these questions as you do your observation of the classroom management. It is also
good to ask the teacher for additional information so you can verify your observation. Write your
notes below, and then organize your data in the table that follows:
1. Are there areas in the classroom for specific purposes (storage of teaching aids, books,
students’ belongings, supplies, etc)
2. Are there rules and procedures posted in the room?
3. Did the students participate in making the classroom rules?
4. What are the daily routines done by the teacher? (Prayer, attendance, assignment of
monitors, warm-up activities, etc.) How are they done?
5. Is there a seating arrangement? What is the basis of this arrangement?
6. Observe the noise level in the classroom. How is this managed?
7. If a learner is not following instructions is off-task, what does the teacher do? (behavior
strategies)
8. What does the teacher do to reinforce positive behaviors? (behavior strategies)

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Observationnotes:
There are areas where the teacher store her teaching aids, their outputs and as well as
cleaning materials that can be found in the corner of the classroom. There are rules and
regulations posted.
Their daily routines are cleaning inside and outside the classroom before 7:10 am,
then the flag ceremony after that the teacher starts the class with a warm-up activities. By
greeting “Good Morning” to each and every one, Prayer and action song.
Their setting arrangement consist of two rows. The first row are the girls and the next
row are the boys to make the noise level manageable. Whenever the learner is not following
instructions or misbehaving the teacher repeat and reconstruct it to make it more
understandable and talk to the learner after class for those who is misbehaving.
The teacher reinforce the learner by giving praises and reward such showing positive
behavior by saying yes! Very Good! And having additional score.

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CLASSROOM MANAGEMENT MATRIX
Aspect of Classroom
Management
Description Effect on the learner
(to be filled up after you
answer the analysis
questions)
1. Specific Areas in the
classroom
 Teachers table is at
the center.
 The back corner of the
room is where the
cleaning materials,
visual aids and pupils
output are there and
properly arranged.
Provides freedom to moves
easily within the class.
2. Classroom Rules  The classroom policy
is posted in the wall to
be followed by the
students.
It will help the students to be
reminded of not breaking the
rules because there is an
equivalent punishment.
3. Classroom Procedures  The teacher start the
class with an
energizer song and
activities.
It would help the students
energize and not feel
indolence to start the class
smoothly.
4. Daily Routines  Cleaning inside and
outside the classroom,
flag ceremony, prayer,
warm-up activities
and attendance.
A good start for the learners
to be responsible enough to
do their responsibilities and
improved themselves.
5. Seating Arrangement  Arrange by rows first
row was girls and the
second row was boys.
Easily for them to move
freely.
Learners are comfortable in
their arrangement.
6. Handling
misbehavior/ off task
behavior
 The teacher calls the
attention of the
students and later they
will talk after class.
Students behave when called
but terrify of disciplinary
action will be implemented
by teacher.
7. Reinforcement of
positive behavior
 Praising the student’s
good performance and
giving awards like an
extra points on grades
The students will be
motivated and strives hard in
order to be admired and get
plus points.

FieldStudy| 29
1. How did the classroom organization and routines affect the learners’ behavior?
Through classroom organization and routines, students actively participate in
the classroom discussions, improve their senses through cooperating to the teachers
rule and classroom rules. It also create a positive development in the teaching-
learning process especially on the student-teacher relationship inside the
classroom.
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?
Teacher should put in mind that designing the classroom organization and
routines that would avoid some of the distractions that keeps the students from
functioning effectively and would affect the student’s behavior and learning.
Nevertheless classroom organization help the learner and teacher gain effortless
contact to teaching materials, provides freedom to move easily within the class and
most of all the interaction of teacher and students.
Behaviorist theory of John B. Watson and Higher conditioning of Ivan
Pavlov. Behaviorist theory should be considered that the teacher’s role is to
established rules and procedures and to implement these rules clearly and
appropriate to students. Teacher can use different kinds of neutral stimulus to
become the conditioned stimulus for the students. As for addition the positive
reinforcement, such as verbal praises, reward and punishment for the compliance
of the rule.
3. Which behavior strategies were effective in managing the behavior of the learners?
In motivating students? Why were they effective?
The behavior strategy that is effective in managing the behavior of the learner
is being the medium to the students, as a teacher you should show that they are
responsible if they want pupils to be responsible as well. I think that the teacher’s
strategies are very effective because pupils are actively participating in class.
Students wants to be acknowledge for their hard work this boost their confidence
and being consistent in having high grades. In motivating students it will be
effective if the instructional materials is appropriate.
My Analysis

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1. Imagine yourself organizing your classroom in the future. In what grade/year level do
you see yourself? What routine and procedures would you consider for this level? Why?
I can see myself in the future as a teacher in high school especially in grade 8.
Because at this grade, they are more mature compared to lower grades. They are still
manageable though they are independent, they can work on their own without
command. I will implement routines and procedures such as cleaners of the day to
clean the classroom before and after the class, prayer, checking of attendance, warm-
up activities and also the rules and regulation to be followed strictly so that there would
be a smooth flow of teaching-learning process.
2. Make a list of the rules you are likely to implement in this level. Why would you choose
these rules?
The following rules are:
 Maintain cleanliness and orderliness of the classroom
 Speak English and Filipino
 Wear complete uniform
 Avoid loitering during class hours
I choose these rules because I want to develop their sense of self responsibility and it is
achievable for the students to have a good character and discipline inside and outside
the class room.
3. Should learners be involved in making class rules? Why?
Students should also be involved in making the class rules so that it would be
clear to them and they will understand the importance of the rules and regulations that
there is an appropriate incentive and punishment for the compliance of these rules.
This is one way of understanding the learners and achieving cooperation among them.
My Reflection

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My Portfolio
The classroom is small but clean and neat. Papers and documents were
arranged in proper place. The windows were open which provides a proper ventilation
to the learners. The classroom organization of students where they are arranged
accordingly to their sex which minimize the noise and easily for them to move freely
and comfortable to their arrangement.
The teacher uses the method of visual aid in Manila paper for addressing the
learning needs of her learners. This is to endure the learning of the learners and make
the learners actively participating in the teaching-learning process.

FieldStudy| 32
Environment
INDIVIDUAL DIFFERENCES AND LEARNER’S
INTERACTION
(focusing on differences in gender, racial, religious backgrounds)
Course: BSED I (bio-sci)
At the end of this activity, you will gain competence in determining teaching approaches
and techniques considering the individual differences of the learners.
The learners’ individual differences and the type of interaction they bring surely affect
the quality of teaching and learning. This episode is about observing and gathering data to find
out how student diversity affects learning. To reach your target, do the following tasks:
Episode 4
My Target
My Map
Step 1: observe a class in different parts of a school day (beginning of
the day, class time, recess etc)
Step 2: describe the characteristics of the learners in terms of age,
gender and asocial cultural diversity
Step 3: Describe the interaction that transpires inside and outside the
classroom
Step 4: interview your resource teacher about the principles and
practices that she uses in dealing with the diversity in the classroom
Step 5: Analyze the impact of individual differences on learners’
interaction
Field Study

FieldStudy| 33
Use the activity form provided for you to document your observations:
An Observation Guide for the Learners’ Characteristics
Read the following carefully before you begin to observe. Then write your observation report
on the space provided on the next page.
1. Find out the number of students; gather data as to their ages, gender, and racial groups,
religious and ethnic backgrounds.
During class:
1. How much interaction is there in the classroom? Describe how the students interact
more with the teacher than others.
2. Observe the learners seated at the back and the front part of the room. Do they behave
and interact differently?
3. Describe the relationship among the learners. Do the learners cooperate with or
complete against each other?
4. Which students participate actively? Which students ask for most help?
5. When a student is called and cannot answer the teacher’s question, do the classmates try
to help them? Or do they raise their hands so that the teacher will call them instead?
Outside class:
1. How do the students group themselves outside the class? Homogeneously, by age? By
gender? By racial or ethnic groups? Or are the students in mixed social groupings? If so,
describe the groupings.
2. Describe how the learners interact with each other? What do they talk about?
My Tools

FieldStudy| 34
OBSERVATION REPORT
I visited a Grade 9 classroom under the advisory of Ms. Maronnette Encina, with 41
students. There are 19 boys and 22 girls. They have different religionbut then they respect each
other.
During discussion the interaction between each other including the teacher are present.
The students are noisy due to that they answer in chorus during the discussion of the lesson.
The students interact with their classmates when they have activities, by sharing their ideas
through their experience. They also interact with each other having their own business aside
the lesson. The interaction to students to teacher is when there is a question or clarification
about the lesson this made the flow of discussion alive.
The student who sit in front are the group of student who interact more to the teacher
and more participative compare to those who are at the back they are the students who need
more attention. However there is also an instance that they participate during discussion. As I
observed most of the girls participate actively every class discussion rather than boys.
There is an instancethat the teacher asked questionand a student cannot answer it some
of his/her classmate try to help him/her seatmate; and somebody from other groups especially
girls raise their hands to answer the question to call them instead.
As I observed them outside the classroom, they group themselves I think based on their
locality at home, gender, hobbies and interest.
They interact with each by bullying somebody, mostly boys are fun of playing and
loitering around, and they talks about their experiences what happened last day and their
favorite super heroes and cartoon character. While girls are sitting with their friends and
chatting in television, Korean singer, and anime characters.

FieldStudy| 35
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, in a classroom they are all diverse each have skills, innate talents
and abilities. There are students which plays as a leader, a joker that makes all his
classmates laugh and an attention seeker because he likes to sing and dance. There is
also a little teacher which always remind about their mistakes and behaviors- in good
manner. These every role of the students considered as the relationship and
interactions in the classroom.
2. Are students coming from minority group accepted or rejected by the others? How is this
shown?
There are students who belonged to minority group in a way to their religion.
Despite their differences in attitudes skills, socio-economic status, and abilities they
respect each other. The teacher also shows that student diversity can promote harmony
in a way of making her classroom perfect place to be.
3. How does the teacher influence the class interaction considering the individual differences
of the students?
The teacher influencesthe class interactionbyencouraging/let thestudents share
their personal experiences through sharing to the class, Students may realize that they
have something in common despite their differences.
4. What factors influence the grouping of learners outside the classroom?
The factors that bring about the grouping of learners outside the classroom are;
Gender, Socio-Economic Status, Locality of Home, Hobbies and Interest.
Your Analysis

FieldStudy| 36
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 glad and comfortable in observing in that classroom since the teacher
acknowledge our presence and the students are very polite to us. As what I see there
is really unity among the students. With only one goal which is “To Learn” I can
sense the oneness among the students and the teacher.
2. In the future, how would you want the learners in your classroom to interact? How will
you make this happen?
I want my learners in the future to participate actively in the teaching-learning
process. I also want them to show respect with their teacher as well as to their
classmates. I could make this happen by imposing rules and regulations, good
classroom management and teachingstrategiesthat wouldconsider student diversity.
Through this they will be mold as a good person withgood character and competitive
learners.
Your Reflection

FieldStudy| 37
My Portfolio
How will you encourage all learners, regardless of religious, ethnic or racial
background, to interact and participate?
I could encourage all learners regardless of religious, ethnic or racial background
to interact and participateby initiatingco-curricularactivitiessuchas “Lingong Wika”,
Drama, Cultural Shows, and exposing them to other students with diverse backgrounds
and experience this will promote diversity awareness and help student focus on their
awareness of themselves.

FieldStudy| 38
My Map
Environment
INDIVIDUAL DIFFERENCES AND
LEARNER’S INTERACTION
(Focusing on different levels of abilities)
Course: BSED 1 (Bio-Sci)
At the end of this activity, you will gain competence in determining, understanding and
accepting the learners’ diverse backgrounds; an in relating the learners’ background to their
performance in the classroom.
1. Observe two or more learners of different
abilities but from the same grade or level
4.Write a narrative
Report and a brief
Reflection on your
Experience
3.Observe them as
They participate in a
Classroom
Activity
2.Find out some information
About their background
Episode 5
My Target
Field Study

FieldStudy| 39
An Observation Guide for Individual Differences
Read the following carefully before you begin to observe. Then write your observation report
on the space provided.
1. Observe the class to see the differences in abilities of the learners.
2. Try to identify the students who seem to be performing well and those that seem to be
behind.
3. Validate your observations by asking the teacher about the background (family, socio-
economic, presence of some learning disabilities, etc.)Of these children.
4. Observe the behavior of both the high achieving and low-achieving learners. Note their
dispositions, pace in accomplishing tasks, interaction with teacher, and interaction with
others.
5. Observe the teacher’s method in addressing the individual learning needs of the
students in his/her class.
OBSERVATION REPORT
As I have observed the Grade 9 class I notice that there are individual differences among the
learners not just physical but also theirabilities.Thereare learners that seem tobe performing well during
class discussion. These are the high achieving learners who usually participated and actively respond
during discussion. In the class of Ma’am Encina I guess there were just 4 students who belong to high
achieving learners and the rest was the learners that seems to be behind. These are the low achieving
learners who usually sit at the back portion of the classroom.
As I validate the teacher about the background of her student I found out that most of her learners came
from average family and income. Low learners their family, most of them are less-fortunate that their
parents are not freely supportive in terms of giving attention.
The high achieving learners usually finish activities, they are the one who lead their classmates in the
student teacher interaction during class discussion. However, low-achieving learners can’t easily
understand and accomplish activitiesunlessguided by the teacher. There are instances that lowachieving
learners hesitated to answer for they are afraid of getting wrong.
As I observed the teacher uses different methods in addressing the learning needs of her learners.
Methods such as visual aids like manila paper, laptop; acquiring group activities. To ensure the learning
of the learners.
Your Tools

FieldStudy| 40
My 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? (Volunteering to answer responding to teacher’s directions, etc.)
Yes the information given by the teacher matched my observation. I was able to
identify the well-performing students since they are the one who recite or raise their
hands when the teacher ask some questions. They are very attentive during attentive
during discussion and got high scores during exam. Whereas, student who did not
perform well were always doubted and shy to share their ideas they are afraid that their
classmates will laugh at them if they getting wrong.
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 but not wide gap because they differ from each other. Those who performed well
in the class has the ability to easily understand the; lesson during discussion, but those
who are low performing pupils they cannot relate much during the discussion. They are
ashamed to show their skills because they don’t have much confidence in giving their
answers.
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 lessons with concrete objects
and conducting experimentation but it always depends on subject matter. Due to these
methods, some student are motivated and they respond actively to their teacher

FieldStudy| 41
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?
Back in my high school days, each section was grouped base on the General
Percentage Average. So I didn’t see the big gap among us in our section but the
competition was so close. Most of our teachers used discussion, experiment, reporting
and role playing procedures. All of us took the same activities. The high achievers in
class were given awards by our teacher and was even ranked them from 1-10. Whereas,
the low achievers still excel through their talents and abilities. They are also awarded in
their abilities such as athletes of the year, artist of the year and dancers of the year.
Yes I could say that our teacher is effective because she can make us more attentive
during classes and cooperative in times of discussion. She always knows how to
understand us and she has its own way of showing it.
My Reflections

FieldStudy| 42
My Portfolio
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 educator I will practice more often the best strategies that motivate
the learners to learn. I will guide them to build a classroom that could be considered as
a market place of ideas where the students has the freedom to participateand share their
own knowledgeand opinionswithrespects to theirabilities,social backgrounds and level
of intelligence. Aside from that I should be prepared and flexible all the time. Lastly I
will treat my students equally whether they are fast or slow learners. I will provide group
activities with simple to complex problems engaging low achievers to high achievers to
ensure the needs of the students with individual differences.

FieldStudy| 43
My Map
Home and School
Link
Environment
HOME-SCHOOL LINK
Course: BSED 1 bio sci
At the end of this activity you will gain competence in reflecting on the impact of home
and family life to learning.
 Select a learner from the class whom you have observed.
 Conduct a home visit to your selected learner.
 Describe the family in terms of (number of siblings, number of siblings in school)
 Reflect on how the feelings of belongingness and acceptance and cooperation are emphasized in the play.
 Interview the parents about
 - The rules they implement at home concerning their child’s schooling.
-the learner’s activities and behavior while at home.
Episode 6
My Target
Field Study

FieldStudy| 44
An Observation/Interview Guide for Home-School Link
Read the following carefully before you begin to observe/ interview. Then write your
observation report on the provided space.
The Learner
1. Make a general observation of the learner. Describe him in each of the domains of
development.
 Physical-body built and height (thin, chubby, underweight, overweight) level of
physical activity (fast, slow, lethargic, active, etc.)
 Social-interaction with teachers and classmates (loner, shy, sociable, friendly,
gets into fights, likes by others, etc.)
 Emotional moods, temperament, cry easily, lose temper, happy, show
enthusiasm, excited, indifferent, etc.)
 Cognitive (appears to understand lessons, copes with the lessons, excels, lags
behind, showing reasoning skills, turns in assignments and requirements, etc.)
Interview the Teacher
1. What are the most noticeable characteristics of the learner? (emotional disposition,
behavior and discipline, sense of responsibility, study habits, academic performance,
relationship with peers, relationship with adults, social adjustment)
2. How does the teacher communicate with the parents? How often? What do they
discuss? Agree on?
Interview with Parents
1. Conduct a home visit. Once there, observe the home set-up. ( home is orderly, family
pictures in the living room)
2. Use the interview questions on the next page. Just ask the questions with which you
feel comfortable.
My Tools

FieldStudy| 45
Parent Interview
Name of learner: Beatriz Tepase Espina
Date of Birth: October 17, 2002 Age: 12 years old
Grade/ Year Level: Grade VIII Gender: Female
Number of Siblings: 4
Birth order: Second child
Parents:
Mother: Michelle Tepase Espina
Age: 34 years old
Occupation: House wife
Educational Attainment: High School Graduate
Father: Rex Robedillo Espina
Age: 37
Occupation: Waiter
Learner’s Physical Aspect: She is underweight. The level of physical
activity is active
Mother’s health during pregnancy with the learner: The mother during
pregnancy is in good health.
Ailments or health problem of the learner as a child: The child just suffers
colds, cough and fever sometimes.
Age of the learner when he started to walk/talk: She started to walk when
she was 9 months old and talk when she was 1 year old.
Food preferences of the learner as a child and at present: She likes finger
foods such as fried chicken or fried fish and vegies.

FieldStudy| 46
Who took care of him/her as a child? Both the parents’ take care of the
child, but since the father is in work. The mother got a lot of time
taking care of the child.
Learner’s Social Aspect:
Describe your child sociability (friendly, outgoing or shy, loner)
 She is friendly, easy to deal with peers.
Who were the learner’s playmates?
 She usually plays with her classmates, neighbors and cousins.
As a child then was he/she allowed to play outside?
 Yes, she is allowed with an adult’s supervision.
Is he/she allowed to go out with friends? Yes.
Do you have rules for him/her to follow regarding going out? What are these
rules?
 Yes, the mother allows her but there are rules, ask permission
either the mother or to the father before going out, Go home
early, be careful when crossing the streets glimpsed on both sides
just to be sure there is no vehicle coming.
Emotional –Moral
What are your expectations of your child?
 I expect that she can handle herself well and be good on her
studies.
How do you provide a nurturing environment for your child?
 I provide a nurturing environment for my child through exposing
her to circle of her friends whom I can trust with.
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?
 Yes, sometimes she ask for my advices, I do my best to give her
good advices to comfort her.
What do you do when he/she is not successful in something?
 I encourage her not to give up and support her in all ways to strive
harder.

FieldStudy| 47
How do you discipline your children?
 I will discipline my children through giving a punishment when
they have done something wrong.
Do you have rules in the house? What are they?
 Yes, I have rules, by cleaning the house, doing assignments/
projects, ask permission if they go out with friends.
How do you impose the rules?
 I impose the rules by explaining to them that there is an
equivalent punishment once they fail to obey the rules.
What are the consequences of breaking the rules?
 The consequences of breaking the rules are to be whipped by a
piece of broom stick.
Learner’s Cognitive Aspect:
What are the child’s interests?
 The child is interested into sports especially in playing basketball,
music, cooking and watching tv.
What is he/she good at in school:
 She is good in Mathematics
In what subject does he/she have difficulty?
 She finds English and Science a difficult subject.
How do you monitor his/her performance in school? How do you motivate
him/her?
 I ask the teacher about her progress in school. I motivate her
through reviewing her lessons and supporting her in all activities
in school.
Do you have rules at home to help him develop good study habits? What are
these rules? How are they implemented?
 Yes, she will do her homework/ projects, and no watching TV after
dinner because she has to study her lessons.

FieldStudy| 48
After you have gathered all the necessary data. Write the Learner’s profile
using the outline below. Type the profile in a separate sheet and attached it to
this learning episode.
THE LEARNER’S DEVELOPMENT PROFILE (outline)
Name of learner: Beatriz Tepase Espina
Date of Birth: October 17, 2002
Age: 12 years old
Gender: Female
Grade/ Year Level: Grade VIII
Number of Siblings: 4
Birth order: Second child
Parents:
Mother: Michelle Tepase Espina
Age: 34 years old
Occupation: House wife
Father: Rex Robedillo Espina
Age: 37
Occupation: Waiter

FieldStudy| 49
Your findings and recommendations in the learner Development Profile will help you answer
the questions here.
1. From your home visit and interview, what do you think is the style of parenting experienced
by the learner? Explain your answer.
From the home I visited and interviewed, they practice the authoritative style of
parenting. Parents are not so strict at all time. And achieve a good blend. I agree in the
kind of parenting that they applied to their kids. Being strict and lenient is helpful in
raising a child nowadays. They are firm yet loving. They treat children with respect and
warmth; make children understand consequence of their behavior.
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?
As what I have learned in Child and Adolescent Development, The family factors that
contribute to the development and over-all adjustment of the learner in school are: First,
the Emotional-moral development; on how the learners are nurtured by his parents,
Second is the financial setting and Last is the cultural background of the family unit.
3. Does the communication between the home-school have an effect on the learner? If yes,
what are these effects?
Yes, I do believe that communication between the home-school have an effect t
consider the home-school link. Learner can absorb the way they communicate in their
home, they can bring this in school which reflects how the learner nurtured and reared
by his parents at home because I believe that “education begins at home”.
Your Analysis

FieldStudy| 50
1. Reflect on your own development as a child. What type of parenting did you experience?
How did it affect you?
When I was a child until this present, I observed that the style of parenting I have is
Authoritative style, wherein my parents are loving despite of being firm. They treat us with
respect and warmth. They always remind us about the consequences of our behavior. They
always told us the saying “Do not do unto others the things that you don’t want others do
to you”. They give us clear and reasonable expectations.
And I am so blessed for having a parents like them, because they molded me into a
better person. I inherited the attitude of my mother which is being understanding and
loving. I could still manage any circumstances that come into my life for I always had
patience in making or doing things.
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 to be, I will create a good working relationshiptothe parents.
Their collaboration would be a great help in regards to home-school link. I will make
sure that they will do their job in providing the needs of their children. I can work well
with the parents through consulting the behavior of the child in their house. I will also
inform the parents about the performance of their childinmy class. Through thisparent-
teacher communication, I can say there is a good relationship between home-school
links.
Your Reflections

FieldStudy| 51
MY PORTFOLIO
H- Home is the start
O- Of
M- Molding
E- Every individual
S- School
C- Contribute
H- Higher learning
O- Objectives
O- Over
L- Learners
L- Linkage of Home and School
I- Is
N- Nurture
K- Knowledge of every learners

FieldStudy| 52
Resume
Princess Mae Testado Aviles
PERSONAL BACKGROUND:
Age : 20 years old
Sex : female
Birthdate : September 15, 1995
Place of Birth : Sinawingan, Libungan, North Cotabato
Height : 4’11
Weight : 45 kg.
Religion : Roman Catholic
Nationality : Filipino
Language : English, Tagalog, Ilocano, Cebuano, Ilonggo,
Waray-waray
EDUCATIONAL BACKGROUND:
Elementary- Salutatorian SinawinganElementarySchool
(2006-2007) Sinawingan, Libungan, North Cotabato
SECONDARY- With Honors SinawinganNational highSchool
(2011-2012) Sinawingan, Libungan, North Cotabato
Tertiary Universityof Southern Mindanao
(2013-2014) Kabacan, North Cotabato
(Bachelor of Secondary Education)
VisayasState University-Tolosa
(2015-2016) Tanghas, Tolosa, Leyte
(Bachelor of Secondary Education Bio-Sci)

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